Q2 6th Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

Module 2A: Working with Evidence

Topic: Rules to Live By

 

ANet Resources

 

ANet Alignment:

The text types and writing tasks on A2 and Module 2A are matches.

RL.6.6 is not assessed in the module; however, it is addressed. Point of view is highlighted in Lesson 2 and presents how it interplays with tone. Teachers can reference myAnet for questions pertaining to point of view as they discuss tone within texts.

 

Biweekly Short Response Rubric

  • Guided & Independent Reading Alignment to the Module Topic

    Grade 6 Recommended Texts

    This link provides a list of engaging and accessible texts with text difficulty ranging from grades 2-8 and Lexiles 440-1150. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

  • Week 1: November 6

    Module

    2A

    Unit

    1

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    Unit 1

    1: RL 6.1

    2: RL 6.4, L6.5

    3: RL 6.4, L6.5

    Weekly Notes

    Considering substituting homework reading assignments for independent reading that takes place during class time. Search for "Bud, Not Buddy Christopher Paul Curtis" on YouTube to obtain a free audio version of the novel commencing at chapter two and ending with the Afterword. Audio can support both learners' comprehension and exposure to fluent reading in whole and/or small groups. If breakfast is eaten in the classroom, students can listen to the audio recording of the previous night's reading assignment to ensure that all students are prepared to engage in the current day's lesson. Students frequently work in triads to synthesize information. Consider how students will be grouped (using data from exit tickets, etc.) and if flexible or fixed grouping best meets the needs of students. In preparation for Unit 2, Lesson 10 during the 7th week of the 2nd Quarter, students should have independent reading books to read for homework since they will be finished reading the central text.

     

    Unit Alignment to Performance Task

    Students begin to unpack Bud's rules, identify life experiences that caused him to develop these rules, and whether they were created to help him survive or thrive, one of which will be the claim for an essay they will produce in Unit 2. This critical thinking prepares students to write a research based essay on one rule to live by, which is the final performance task.

     

    Weekly Lesson Overview

    Lesson 1 provides students with the historical context (The Great Depression) in which Bud, Not Buddy takes place. Both lessons begin to explore Bud's development as a character and how the author's word choice and the point of view from which the novel is told, contribute to the reader's understanding of who Bud is in the story.

     

    Daily Notes

    Lesson 1: Launching the Novel and Understanding Its Context

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    Consider voice recording chapter 1 so that students who struggle with decoding and/or audio learners can replay it. This can also support teachers with circulating around the classroom and monitoring students to ensure that they are on task.

     

    Lesson 2: Figurative Language and Word Choice: A Close Look at Bud, Not Buddy (Chapter 2)

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    Amend the second bullet on the Strategies for Answering Selected Response Questions Anchor Chart (Closely read the text/passages, keeping the questions in mind.) to include the close reading of the text surrounding a passage (paragraphs before and after) in order to determine the meaning of an unknown word.

     

    When reviewing students' responses to part A of selected response questions 1 and 2, keep in mind that students may not have enough context clues to eliminate distractors and determine the accurate response. Question one requires students to understand that Mrs. Amos disassociates herself from Bud even though they are the same race. Phrases such as "stung by my own people" and "members of our race who do not want to be uplifted" may lead students to choose B as the correct answer.  For example, in question 2, there are no clues provided in the text to support students with the definition of the word vermin and thereby determine the rationale for the author's word choice.

  • Week 2: November 13

    Module

    2A

    Unit

    1

    Lesson

    3

    4

    5

    6

    Assessment

    Biweekly Artifact #1: Lesson 5, Mid-Unit Assessment Question #4

    Standards Addressed in Week's Lessons

    4: RL 6.4, RL 6.5

    5: RL 6.4, L6.5

    6: RI 6.1, RI 6.4

    Notes:

    Weekly Notes

    Weekly Lesson Overview

    Lessons 3-5 support students with analyzing figurative language for its literal meaning and how it impacts tone while revealing the nature of Bud. Students also gain practice with determining the best answer when selecting from multiple choice questions. Lesson 6 introduces a new text, the Steve Jobs Commencement Speech given at Stanford University in 2005. Starting with Lesson 6 (and ending with Lesson 11), Getting the Gist, Text-Dependent Questions and Choosing Details to Support a Claim will be repeated until students have finished closely reading predetermined excerpts of Steve Jobs' commencement speech.

     

    Daily Notes

    Lesson 3: Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)

    Instructional Protocol: Carousel of Quotes, Back to Back and Face to Face

     

    Lesson 4: Interpreting Figurative Language and Answering Selected Response Questions (Chapter 4)

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    Work Time B suggests that students work independently to complete selected response questions; however, consider the working styles of students and how completing this task meets their needs. Students can have the option to work independently, with a partner, or in triads, referring to the Strategies for Answering Selected Response Questions Anchor Chart as they review for tomorrow's mid-unit assessment.

     

    Lesson 5: Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)

    Routines and Procedures:

    Students will need the novel to complete the assessment. If students finish early, they can start reading chapter 6. Question 4 (RL.6.4) from the Mid-Unit Assessment will serve as the Biweekly Artifact in order to assess students' ability to to determine the literal meaning of a text with figurative language. The entire assessment should be administered.

     

    Lesson 6: Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6)

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    The transcript of Jobs' speech

    If students do not have 1:1 access to Chromebooks/iPads to read the text, ensure that copies are available for each student.

    The commencement address can be viewed here or search "Steve Jobs' 2005 Stanford Commencement Address" on YouTube. Playing the video of the speech supports visual and auditory learners in the classroom. Students can follow along reading as they listen to paragraphs 1-8 of the speech. Ask the focus questions provided in Work Time A before having students listen to the first paragraph of the speech so that they have a focus for reading and listening and are prepared for the brief discussion thereafter. If time permits and students show an interest in hearing the entire speech, it can be played as an incentive at the end of the lesson. Over a series of lessons, students will analyze the entire speech.

  • Week 3: November 20

    Module

    2A

    Unit

    1

    Lesson

    7

    8

    Standards Addressed in Week's Lessons

    7: RL 6.1, SL 6.1

    8: RI 6.1, RI 6.4

    Weekly Notes

    Weekly Lesson Overview

    In Lessons 7 and 8, closely read excerpts of Steve Jobs’ Commencement Address, identifying the gist as well as the meaning of unknown vocabulary.

     

    Daily Notes

    Lesson 7: Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address (and connecting to Chapter 7)

    Routines and Procedures:

    Work Time B: Forming Evidence Based Claims poses two questions for students to discuss in triads once the teacher displays and states the claim: What do you think was the question that prompted this claim? How will having an idea of the question help you to find details to support the claim? Consider modeling for students how to answer these questions with an additional claim that can be made about the speech, Bud, Not Buddy, or a text from the previous module. Also think about how these questions might be rephrased if students are unclear about how they are expected to answer them.

    For the Closing and Assessment, determine if the pairs that students work in will be pre-assigned based on academic/behavioral data or students' choice.

    Lesson 8: Getting the Gist and Determining Word Meaning: Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8)

    Routines and Procedures:

    Determine how students will be partnered (data driven/free choice) during Work Time B.

  • Week 4: November 27

    Module

    2A

    Unit

    1

    Lesson

    9

    10

    11

    12

    Assessment

    Biweekly Artifact #2:

    Lesson 12, End of Unit Assessment Question #2

    Standards Addressed in Week's Lessons

    9: RI 6.2, RI 6.5

    10: RI 6.1, RI 6.4

    11: RI 6.2, RI 6.5

    12: RI 6.2, RI 6.5

    Notes:

    Weekly Notes

    Weekly Lesson Overview

     

    Daily Notes

    Lesson 9: Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 9)

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    During Work Time B, as the teacher circulates to ask probing questions, consider how these questions might be reworded to support students whose responses are inaccurate. Use myAnet for additional support with question stems for RI.6.2.

    Consider how students will be paired (data driven or free choice) during Closing and Assessment portion of the lesson.

     

    Lesson 10: Getting the Gist and Determining Word Meaning: Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 10)

    Instructional Protocol: Think Pair Share, Give One, Get One

    Routines and Procedures:

    In the Closing and Assessment, as students make a list of the qualities Bud and Steve Jobs share, pre-plan questions  that will support them in successfully developing this list and think through what modeling or connections to previous learning can be made in order to help student complete this task.

     

    Lesson 11: Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    During Work Time B, as the teacher circulates to ask probing questions, consider how these questions might be reworded to support students whose responses are inaccurate. Use ANet's Standards Guide for addition support with question stems for RI.6.2.

     

    Lesson 12: End of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

    Instructional Protocol: Mix and Mingle

    Routines and Procedure:

    Question 2 will serve as the biweekly artifact, assessing students' understanding of how repetition contributes to the development ideas within a text (RI.6.5)

    Prepare technology to play excerpt from President Obama's speech. Have a copy of the transcript in case technological difficulties arise.

  • Week 5: December 4

    Module

    2A

    Unit

    2

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    Unit 2

    1: RL6.2, RL6.9

    2: RL6.5

    3: RL6.5, RL6.9, L6.5

    4: RL6.4, RL6.5

    Notes:

    Weekly Lesson Overview

    In lessons 1-4, students explore how theme is conveyed in Bud, Not Buddy as well as common themes and/or rules in "If" and the central text.

    Unit Alignment to Performance Task

    Students generate an argument essay about whether or not Bud's rules are created to help him survive or thrive, which prepares them to, for the final performance task, use text evidence to support what they claim as one rule by which to live.

     

    Daily Notes

    Lesson 1: How Does the Author Convey Themes in Bud, Not Buddy?

    Instructional Protocol: Gallery Walk

    Routines and Procedures:

    During Work Time A, as the teacher circulates to ask probing questions, consider how these questions might be reworded to support students whose responses are inaccurate. Use ANet's Standards Guide for addition support with question stems for RL.6.2.

     

    Lesson 2: Introducing “If” and Noting Notices and Wonders of the First Stanza

    Instructional Protocol: Think Pair Share

    Routines and Procedures:

    Help students make sense of the giant leap from analyzing Kipling's "If" to completing an Exit Ticket pertaining to Curtis's Bud, Not Buddy. Here is an example: "How does the theme of "If" reflect the character of Bud in our central text? Which stanzas and/or sentences include one of the themes or central ideas expressed in Bud, Not Buddy? We won't answer these questions right now since we just recorded our noticings and wonderings; however, we are shifting our focus back to the module's central text. As you prepare to complete today's exit ticket, I challenge you to, based on your noticings and wonderings, think of the commonalities between the two texts as you read the following excerpt from Bud, Not Buddy and respond to the question that follows."

     

    Lesson 3: Looking Closely at Stanza 1—Identifying Rules to Live By Communicated in “If”

     

    Lesson 4: Notices and Wonders of the Second Stanza of “If”

  • Week 6: December 11

    Module

    2A

    Unit

    2

    Lesson

    5

    6

    7

    8

    Assessment

    Biweekly Artifact #3:

    Lesson 8, Mid-Unit Assessment Question #4

    Standards Addressed in Week's Lessons

    8: R.I.5.1-5.4

    9: R.L.5.2, R.L.5.4, R.L.5.6

    10: R.I.5.2-5.3, L.5.4

    12: R.I.5.1-5.2, R.I.5.4

    Notes:

    Weekly Lesson Overview

    Lessons 5-8 gradually release students from noticings and wonderings about the remaining stanzas of Kipling's poem to close readings with moderate teacher support, as evinced in the mid-unit assessment.

     

    Daily Notes

    Lesson 5: Looking Closely at Stanza 2—Identifying Rules to Live By Communicated in “If”

    Instructional Protocol: Concentric Circles

     

    Lesson 6: Notices, Wonders, and Vocabulary of the Third Stanza of “If”

     

    Lesson 7: Looking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If”

    Instructional Protocol: Mix and Mingle

     

    Lesson 8: Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

    Routines and Procedures:

    Question 4 from the mid-unit assessment will serve as the biweekly artifact and assess students' ability to identify the themes within the fourth stanza of "If" (RL.6.2).

  • Week 7: December 18

    Module

    2A

    Unit

    2

    Lesson

    9

    10

    11

    Standards Addressed in Week's Lessons

    9: RL6.1, W6.4, W6.5

    10: RL6.1, W6.1, W6.4, W6.5

    11: RL6.1, W6.5

    Notes:

    Routines and Procedures: Independent Reading books should be accessible for students to read for homework. Determine the graphic organizer students will use to record their noticings and wonderings as they read independently.

     

    Weekly Lesson Overview

    Lesson 9 prepares students to craft their End of Unit 2 Assessment's literary argument essay on whether Bud's rules help him survive or thrive. Lessons 10 and 11 launch students into the analysis and evaluation of the text evidence that best supports their claim. The graphic organizer and rule chart completed in lesson 10 will also be used in Lesson 11.

     

    Daily Notes

    Lesson 9

    Qualities of a Strong Literary Argument Essay

    Instructional Protocol: Think Pair Share

     

    Lesson 10

    Revisiting Bud’s Rules: Survive or Thrive?

    Instructional Protocol: Gallery Walk, Mix and Mingle

     

    Lesson 11

    Pitching Your Claim with Best Evidence

    Instructional Protocol: Take A Stand

  • Week 8: January 8

    Module

    2A

    Unit

    2

     

    Lesson

    12

    13

    14

    16

    Standards Addressed in Week's Lessons

    12: RL6.1, RL6.2, W6.1, W6.4, W6.5

    13: RL6.1, RL6.2, W6.1, W6.4, W6.5, L6.6

    14: W6.1, W6.4, W6.9

    16: RI6.1, RI6.2, W6.7 

    Notes:

    Weekly Notes

    Weekly Lesson Overview

    In Lessons 12–14, students draft their argument essays. They work with the same writing partners in lessons 12 and 13. Omit Lesson 15 since it launches Unit 3. Instead, read the lesson and distribute its exit ticket, which includes the topics that students can choose from for their research project. They can choose a topic as homework and the following day, the teacher can determine students' research teams based on their selections.

     

    Daily Notes

    Lesson 12

    Selecting Evidence to Logically Support Claims

     

    Lesson 13

    Writing: Drafting Body Paragraphs and Revising for Language

     

    Lesson 14

    Planning for Writing: Introduction and Conclusion of a Literary Argument Essay

     

    Lesson 16

    Introducing Research Folders and Generating a Research Question

    Instructional Protocol: Chalk Talk

  • Week 9: January 15

    Module

    2A

    Unit

    2

    3

    Lesson

    17

    1

    2

    Standards Addressed in Week's Lessons

    17: L6.1, L6.2, W6.5

    Unit 3

    1:RI 6.1, RI 6.2, SL 6.1

    2: RI 6.1, RI 6.2, SL 6.1

    Notes:

    Weekly Lesson Overview

    Students complete the final draft of their argument essay and conduct research to gather evidence for their performance task.

     

    Unit Alignment to Performance Task

    Students use research folders, notebooks, and guides to amass information to write about their one rule by which to live

    .

    Daily Notes

    Lesson 17

    End of Unit 2 Assessment: Final Draft of Literary Argument Essay

    Instructional Protocol: Concentric Circles, Peer Critique

     

    Unit 3

    Lesson 1

    Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide

     

    Lesson 2

    Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook

  • Week 10: January 22

    Module

    2A

    Unit

    3

    Lesson

    3

    4

    5

    Assessment

    ANet

    Standards Addressed in Week's Lessons

    3: RI 6.1, RI 6.2, W.6.7, SL 6.1

    4:  RI 6.1, RI 6.2, SL 6.1

    5. RI 6.1, W6.4, W6.5, W6.7, W6.9

    Notes:

    Weekly Lesson Overview

    In lessons 3-5, research comes to an end as students complete the mid-unit assessment and begin to write the draft of their final essay of the module.

     

    Daily Notes

    Lesson 3

    Mid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research

     

    Lesson 4

    Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research

     

    Lesson 5

    Analyzing the Structure and Content of an Essay to Inform

  • Week 11: January 29

    Module

    2A

    Unit

    3

    Lesson

    6

    7

    8

    9

    Standards Addressed in Week's Lessons

    6: RI 6.1, RI 6.2, W6.4, W6.9

    7: RI 6.1, RI 6.2, W6.4, W.6.9

    8: W6.2,W6.5., W6.9, L6.1, L6.2

    9: W6.2,W6.5., W6.9, L6.1, L6.2

    Notes:

    Weekly Notes

    Weekly Lesson Overview

    Students write and revise their final essay, selecting a quote from their writing that captures the essence of their rule by which to live.

     

    Daily Notes

    Lessons 6 & 7:

    End of Unit Assessment, Part 1:Drafting Body Paragraphs of an Essay to Inform

    End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform

    Combine lessons 6 and 7. Students can draft body paragraphs in conjunction with introduction and conclusion paragraphs.

     

    Lesson 8:

    Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform

    Instructional Protocol: Peer Critique

     

    Lesson 9:

    Final Performance Task: Final Draft of Essay to Inform