Monday - Friday
RI.6.1/RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2/ RL. 6.2 Examine a grade-appropriate informational/ literary text.
● Provide an objective summary.
● Determine a theme of a text and how it is conveyed through particular details.
RL.6.3 Describe how a story’s or drama’s plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution.
RI.6.4 / RL6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
RI. 6.5/RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RI.6.6/RL.6.6 Determine an author’s point of view, perspective, and/or purpose in a text and explain how it is conveyed in the text.
RI.6.10/ RL. 6.10 By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 Develop and strengthen writing as needed with some guidance and support from peers and adults, by planning,revising, editing, rewriting, or trying a new approach (e.g. Recognize variations from standard English in their own and
others writing and speaking, identify and use strategies to improve expression in conventional language).
W.6.9 Draw evidence from literary and/or informational texts to support analysis, reflection, and research.
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking appropriate for Grade 6.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 6 when writing.
L.6.3 Use knowledge of language and its conventions for Grade 6 when writing, speaking, reading, or listening.
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and
content, choosing flexibly from a range of effective strategies.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate
for the grade level.MA
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SL.6.1 Engage effectively in a range of collaborative discussions one-on-one in groups teacher-led with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.2 Interpret information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
Monday: Answer questions about “The School Play,” using CSRQ
Tuesday : Moby Max - vocabulary
Wednesday: What does SWBST stand for?
Thursday: Moby Max - vocabulary
Friday: Learning Log
Towers Falling - 9/11
Ask Questions: Question the Text: Text features - informational text. Ask questions to expand thinking.My Great-Aunt Arizona
Inferring - “Titanic,” BK + TC = I model how to infer the meaning of unfamiliar words - students complete graphic organizer
Infer with text clues - “Titanic Past and Present,” Could this tragedy have been prevented?
Students demonstrate using strategies when reading their books- monitoring their own thinking
“Somebody Wanted But So Then”
Goal 1: Cross curricular: Academic vocabulary,
Domains: 1d, 3c, 4d Goal 2: Use knowledge of students to make instructional decisions Domains: 1b, 1e, 3d, 4e
Mon. -Friday - quick writes
Monday - Read and annotate - “The Wallet,”use text evidence and CSRQ to complete graphic organizer with author’s purpose, plot diagram
Tuesday - “Somebody Wanted But So Then,” discuss and model writing summary - Read and annotate -”An Unexpected Chat,” use text evidence and CSRQ to complete graphic organizer, write summary
Wednesday - Read and annotate - “The Breakaway,” use text evidence and CSRQ to complete a graphic organizer, write summary
Thursday - Read and annotate - “An Unexpected Call,” use text evidence and CSRQ to complete a graphic organizer, write summary
Friday - Quiz over plot diagram/ read and annotate/ write summary