Priority Reading Standards (Unpacked): verbs (skills) are in green and teachable concepts (nouns and noun phrases) are underlined ELAGSE6RL5: 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. ELAGSE6RI5: ANALYZE how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. ELAGSE6RL4:DETERMINE the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; ANALYZE the impact of a specific word choice on meaning and tone. ELAGSE6RI4:DETERMINE the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Priority Writing Standards (Unpacked): ELAGSE6W2:WRITE informative/explanatory texts to examine a topic and convey ideas, concepts, and informationthrough the SELECTION, ORGANIZATION, and ANAYLSISof relevant content. ELAGSE6W5: With some guidance and support from peers and adults, DEVELOP and STRENGTHEN writing as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYINGanew approach.
I can analyze the structure of a text and how it contributes to the development of the theme, setting, or plot.
I can analyze parts of various kinds of texts and their impact on the overall text structure. (scene, act, chapter, stanza, line, etc.) I can identify and evaluate common organizational structures. (e.g., chronological/logical order, cause and effect relationships, comparison and contrast, order of importance, problem and solution) I can read poetry in a variety of forms to better understand how a poem’s structure contributes to its development. I can write poetry in a variety of forms to better understand how a poem’s structure contributes to its development. I can analyze text features and explain how they contribute to text structure. I can explain how tone and mood can affect the author’s point of view. I can determine point of view and analyze how it can develop the theme, setting, and plot.
define and identify scenes, acts, chapters, stanzas, lines, etc.
define and identify chronological/logical order, cause and effect relationships, comparison and contrast, order of importance, problem and solution organizational structures
list characteristics of different types of poetry (ballad, lyric, narrative, haiku, free verse, sonnet, limerick, etc.)
I can analyze the structure of a text and how it contributes to the development of the ideas.
I can analyze and evaluate paragraphs. I can analyze and evaluate topic sentences. I can analyze and evaluate introductions. I can analyze and evaluate conclusions. I can analyze and evaluate bibliographies. I can analyze and evaluate texts written using a logical order organizational structure. I can analyze and evaluate texts written using a cause and effect organizational structure. I can analyze and evaluate texts written using an order of importance organizational structure. I can identify topic sentences or thesis statements in informational documents and note their placement in a text. I can distinguish the differences in structure for paragraphs that present evidence, provide a quote, share an anecdote, or include other types of support.
read text and identify paragraphs read text and identify topic sentences read text and identify thesis statements read text and identify the introduction read text and identify the conclusion read text and identify a bibliography analyze sections of a text to determine how it contributes to the development of ideas
Evidence Introduction Body Paragraph Topic sentence Phrase Conclusion Body Paragraph Quote Anecdote Logical Order Chronological Order Compare/Contrast Cause/Effect Order of Importance
ELAGSE6RI4
I can determine the meaning of words and phrases as they are used in a text.
*This is a year long standard, it is not meant for ALL learning targets to be covered in one unit. As the teacher you should pace out the learning targets for the year based on the needs of your students.* I can evaluate how the author's use of words creates tone. I can evaluate how the author's use of words creates mood. I can evaluate how the author's use of words creates focus in an informational text. I can identify how diction changes for various audiences and purposes. I can use affixes to determine the meaning of unknown words. I can use the root of a word to determine it's meaning. I can use context to aid in identifying the meaning of unknown words. I can apply knowledge of domain-specific terms for certain kinds of informational texts. I can determine alternate word choices to aid in identifying the meaning of unknown words. I can determine the etymology of a word to aid in identifying the meaning of unknown word. I can determine the part of speech of a word to aid in identifying the meaning of unknown word.
determine tone evaluate tone determine mood evaluate mood identify diction define etymology identify part of speech define and identify suffixes define and identify prefixes identify root word
Domain-Specific Figurative Language Connotation/Connotative Denotation Concrete Literal Idiom Nuance Metaphor Allusion Simile Hyperbole Root Suffix Affix
ELAGSE6RL4
I can determine the meaning of words and phrases in atext, including figurative and connotative meanings, and analyze their impact on meaning and tone.
*This is a year long standard, it is not meant for ALL learning targets to be covered in one unit. As the teacher you should pace out the learning targets for the year based on the needs of your students.* I can evaluate the effect of sound in poetry. I can evaluate the effect of sound in a narrative. I can analyze how words contribute to the tone of the text. I can analyze how words contribute to the meaning of a text. I can identify metaphors. I can explain metaphors as used in a text. I can identify similes. I can explain similes as used in a text. I can identify hyperboles. I can explain hyperboles as used in a text. I can identify personification. I can explain personification as used in a text. I can identify analogies. I can explain analogies as used in a text. I can identify idioms. I can explain idioms as used in a text. I can identify figurative language within a text. I can explain the use of figurative language within a text. I can define connotation. I can define denotation. I can describe the difference between negative and positive connotations of words. I can explain the difference between connotation and denotation.
define and identify figurative language; metaphors, similes, idioms, hyperbole, personification, analogies, allusions, symbolism define connotation define denotation describe the difference between negative and positive connotations difference between connotation and denotation Identify the use of sound in texts evaluate the effect of the use of sound
I can introduce a topic. I can organize ideas, concepts, and information. I can use strategies to structure my informational writing. (definition, classification, comparison/contrast, and cause/effect) I can include include text features. I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. I can use appropriate transitions to clarify the relationships among ideas and concepts. I can use precise language to inform about or explain the topic. I can use domain-specific vocabulary to inform about or explain the topic. I can write in complete sentences utilizing a formal style. I can provide a concluding statement or section that follows from the information or explanation presented.
write in complete sentences provide an introduction writing is organized includes text features (heading, charts, tables, photographs, etc.) includes facts, definitions, concrete details, quotations, or other information and examples from source materials sources are cited precise language is utilized domain-specific vocabulary is included provide a conclusion
I can revise for grammatical errors. I can edit my writing. I can revise my writing. I can try a new approach to writing my argument. I can publish my writing.
uses graphic organizers to organize thoughts and ideas writes in complete sentences writes paragraphs organized in a logical manner correct use of grammar correct use of conventions
Writing Process Development Strategy Peer Conventions Organization Planning Revising Editing Drafting Brainstorming
Essential Questions
Why is information organized in different ways?
How does the purpose influence the format of your writing?
Assessments
*NEW PRE/POST for Reading and Writing Coming SOON*