Grade 6: Module 1: Unit 1: Building Background Knowledge: Percy Jackson and the Hero’s Journey
· cite text-based evidence to support an analysis of literary text. (RL.6.1)
· analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
· cite text-based evidence to support an analysis of literary text. (RL.6.1)
· use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
· describe how the characters change throughout a literary text. (RL.6.3)
· analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
· cite text-based evidence to support an analysis of literary text. (RL.6.1)
· characters change throughout a literary text. (RL.6.3)
· analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
Vocabulary
gist, annotate, reflect; prophecy, fate, imprisoned, stunning, dreaded, writhing, best lines, assessment, gist, inference, context clues; dyslexic, resent, stalk, broad, hallucination , archetype, align; cloven, pursue , pavilion , centaur, caduceus, patron
MODULE 2B: Voices of Adversity
· cite text-based evidence to support an analysis of informational text. (RI.6.1)
· analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)
· use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
· use a variety of strategies to determine word meaning in informational text. (RI.6.4)
· summarize an informational text suing only information from the text. (RI.6.2)
· write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
· interpret figures of speech in context. (L.6.5a)
· monologue
· I can distinguish among the connotations (associations) of words with similar denotations (definitions). (L.6.5c)
Vocabulary
manor, obey, lords, peasants, livestock, famines, plagues, honorable, warrior, May Day, infants, maturity, falconry, adversities, feast days, whims, crusade, faith, trade, pilgrims, martyred, perished, atone
Module 3B: Reading Closely and Writing to Learn: Point of View and Perspective
In this unit, students are involved in a study of how an author introduces, illustrates, and elaborates on an idea and how an author conveys his or her point of view. Students will begin reading Mark Kurlansky’s World without Fish, a literary nonfiction text about the causes of and solutions to the problem of fish depletion.
Vocabulary
gist, fish depletion; unravel, cormorants, Industrial Revolution , generation, tendency
eliminated,minuscule dominate interconnected voraciously unforeseen conflict
Module 4 Building Background Knowledge: Frightful’s Mountain and DDT
In this first unit, students are introduced to
the central theme of this module: the delicate balance between human needs and
the needs of the natural world. Students launch their reading of Frightful’s Mountain, focusing their
learning about the natural world by reading through the perspective of
Frightful, a peregrine falcon. Students then begin to analyze informational
texts and videos about DDT, a pesticide used widely throughout the world to
fight malaria, but banned in the United States in 1972 due to its harmful
environmental consequences. In these articles and videos, students to learn to
trace and evaluate an author’s argument, claims, and evidence.
Vocabulary
sequel, illustrated ; talons , perch , prey , jesses , culvert , predators , tiercel, purpose, research, paraphrase, benefit, harmful
consequence; environmentalist, revolutionary
Grammar
Parts of speech ( verbs, adjectives, adverbs...)
prepositional phrases
simple sentences
compound sentences
complex sentences
voice in writing
finding the gist
passive and active voice
making inferences
