Curriculum Map 6 th Grade Reading ELA
Unit of Study: Themes in Fiction Text
Essential Question(s): Pacing/Time
Frame:
What is the author trying to say? 4th Quarter
How does the author convey his/her message? (might begin at
end of 3rd
quarter)
6-7 weeks
Standards Addressed Skills Instructional Assessments
Strategies
SL.6.1 Engage effectively in a Draw inferences and support inferences with evidence -Whole Group Literary Theme
range of collaborative discussions from text -Direct Instruction Analysis Task
(one-on-one, in groups, and Recognize and analyze theme and how it develops -Kagan Strategies (50 points)
teacher-led) with diverse partners Understand symbolism -Collaborative
on grade 6 topics, texts, and Make inferences Reasoning Literature
issues, building on others' ideas Support theme or idea with details from the text -Small Group Discussion
and expressing their own clearly. Summarize -Technology Rubric
RL 6.1 Cite textual evidence to Understand how word choice impacts meaning and tone (50 points)
support analysis of what the text Understand and analyze how text structure contributes to
says explicitly as wells as the development of the theme Assessment
inferences drawn from the text Compare and contrast the experience of reading a story, Hyperlinks at
RL 6.2 Determine a theme or drama, or poem to listening to or viewing an audio, video, or bottom of
central idea of a text and how it live version of the text document.
is conveyed through particular Recognize types of conflict in a story and how the author
details; provide a summary of the develops the conflict
text distinct from personal Understand the tone and mood of a piece of writing and
opinions or judgments how the author develops them.
RL 6.4 Determine the meaning Contrast what students “hear” and “see” when reading to
of words and phrases as they are what they perceive when they listen or watch
used in text, including figurative Understand synonyms, connotations, figurative language
and connotative meanings; (simile, metaphor, analogy, hyperbole, personification,
analyze the impact of specific idioms, and onomatopoeia)
word choices on meaning and Independently read and comprehend texts of increasing
tone. complexity
RL 6.5 Analyze how a particular See following site for specific question stems and prompts:
sentence, chapter, scene, or [Link]
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, and plot
RL 6.7 Compare and contrast the
experience of reading a story,
drama, or poem to listening to or
viewing an audio, video, or live
version of the text, including
contrasting what they “see” and
“hear” when reading the text to
what they perceive when they
listen or watch.
RL 6.9 Compare and contrast
texts in different forms or genres
(e.g., stories and poems;
historical novels and fantasy
stories) in terms of their
approaches to similar themes or
topics
RI 6.10 By the end of the year,
read and comprehend literature
in the grade 6-8 text complexity
band proficiently with scaffolding
as needed at the high end of the
range.
W.6.1Write arguments to support
claims with clear reasons and
relevant evidence.
W.6.9 Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
District-Supplied Resources Essential Vocabulary
Author’s purpose- the reason the author created the piece of writing
McDougall Litell Literature Theme- a message about life or human nature that an author wants the reader to understand
Book Convey- communicate or make known
Fiction Novel Sets Audio- sound, especially when recorded, transmitted, or reproduced
The Reading Strategies Drama- a literary form with parts written for actors to perform
Book Similarities -resembling without being identical
Moral - a lesson taught through a story
Tone- an expression of the author’s attitude towards a subject
Mood - the feeling the author creates in the reader
Allusion- an incidental mention of or reference to another piece of literature, art, music, film, event,
etc.
Imagery- author's use of language that appeals to the senses of sight, hearing, smell, taste, and
touch
Literary device- a technique such as hyperbole, flashback, foreshadowing, etc.
Literary element- commonly accepted structure that contributes to the whole of the story (setting,
characters, conflict, plot)
Figurative language - language that is interpreted imaginatively instead of literally
Honors only:
Aphorism- a statement of truth or opinion expressed in a concise and witty manner
Assonance-when two or more words close to one another repeat the same vowel sound, but start
with different consonant sounds
Consonance- repetitive sounds produced by consonants within a sentence or phrase
Archetype- a typical character, action or situation that represents universal patterns
Paradox- a statement that contradicts itself
Stereotype- a widely held belief of a particular group of people or things
Cliché- an expression that has been overused and loses its original meeting
Literary Theme Analysis Task:
[Link]
Literature Discussion Group Rubric:
[Link]
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SLO Goal Literacy Analysis Assignment Explanation:
[Link]
SLO Goal Literacy Analysis Story:
[Link]
SLO Goal Literacy Analysis and Ace Response Rubric:
[Link]
SLO Goal Literacy Analysis and ACE Response Rubric with student input:
[Link]