Unit 1 RCK12 Resources

Standards

Priority Reading Standards (Unpacked): verbs (skills) are in green and teachable concepts (nouns and noun phrases) are underlined
ELAGSE6RL3: DESCRIBE how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond to change as the plot moves towards a resolution.
ELAGSE6RI3: ANALYZE in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
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):
ELAGSE6W1: WRITE arguments to support claims with clear reasons and relevant evidence.
ELAGSE6W5: With some guidance and support from peers and adults, DEVELOP and STRENGTHEN writing as needed by PLANNING, REVISING, EDITING, REWRITING, or TRYING a new approach.

Supporting Standards:
ELAGSE6RL9
ELAGSE6RI9
ELAGSE6W3
ELAGSE6L1

Standard	Full Learning Target	Daily Learning Targets	Success Criteria	Vocabulary
ELAGSE6RL3	I can describe how a story’s or drama’s plot unfolds and how the characters respond or change as the plot moves towards a resolution.	I can identify the exposition in a story's plot. I can identify the rising cation in a story's plot. I can identify the climax in a story's plot. I can identify the falling action in a story's plot. I can identify the resolution in a story. I can identify characters in a story. I can determine a character's thoughts and feelings at various points in a story. I can describe how a character's thoughts and feelings change in a story. I can describe how the events in a story impact a character.	identify exposition identify climax identify falling action identify resolution identify characters determine characters thoughts and feelings cite evidence to support an analysis of a characters feelings describe how a character changes cite evidence to support an analysis of how a character changes describe how events impact characters cite evidence to support how events impact characters	Plot Structure Climax Characterization Dialogue Exposition Rising Action Falling Action Resolution Static Character Conflict Dynamic Character Antagonist Protagonist Dialogue Episode Omniscient First Person Narrative Third Person Narrative
ELAGSE6RI3	I can analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.	I can analyze how an individual is introduced in a text. I can analyze how an individual is illustrated in a text. I can analyze how an individual is elaborated on within a text. I can cite textual evidence to support my analysis of individuals. I can analyze how an event is introduced in a text. I can analyze how an event is illustrated in a text. I can analyze how an event is elaborated on within a text. I can cite textual evidence to support my analysis of events. I can analyze how an idea is introduced in a text. I can analyze how an idea is illustrated in a text. I can analyze how an idea is elaborated on within a text. I can cite textual evidence to support my analysis of ideas.	identify and analyze key individuals in a text identify and analyze key events in a text identify and analyze key ideas in a text cite text evidence utilize graphic organizers to support text analysis	Anecdote Analogy Thesis Introduction Conclusion Organizational Strategy
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 a text, 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	Personification Alliteration Onomatopoeia Symbol Figurative Concrete Lyric Poem Narrative Poem Diction Metaphor Simile Verse Stanza Hyperbole Imagery Analogy Literal Rhythm Rhyme Scheme
ELAGSE6W1	I can write arguments.	I can introduce claim(s) and organize the reasons and evidence clearly. I can support claim(s) with clear reasons and relevant evidence, using credible sources. I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. I can establish and maintain a formal style in my writing. I can provide a concluding statement or section that follows from the argument provided.	states a claim supports claim with evidence and reasons from credible sources identifies counterclaims writes in formal style organizes writing in logical order provides a conclusion aligned with the argument	Argument Claim Evidence Credible Valid Bias Fallacy Counterclaim Phrase Clause Transition Manuscript Style (APA, MLA)
ELAGSE6W5	I can edit my writing.	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

How does word choice affect meaning?

What factors drive a character's motivations?

Assessments

Unit 1 Pre & Post Assessment for Reading and Writing was written by the Georgia Center for Assessment which also writes the GMAS assessments. Below are the PDF documents for the assessment. Students can take the assessment on paper or within Canvas (see quiz in the Demonstrate section for Unit 1).

Unit 1 Pre/Post Assessment Reading and Writing BLUEPRINT Download Unit 1 Pre/Post Assessment Reading and Writing BLUEPRINT

Unit 1 Pre/Post Assessment Reading and Writing Download Unit 1 Pre/Post Assessment Reading and Writing

Unit 1 Pre/Post Assessment Reading and Writing ANSWER KEY Download Unit 1 Pre/Post Assessment Reading and Writing ANSWER KEY

Additional Optional Assessments

Informal Reading Check 1 Download Informal Reading Check 1

-Informal Reading Check 1 Answer Key Download Informal Reading Check 1 Answer Key

Argumentative Writing Pre Assessment Download Argumentative Writing Pre Assessment

Argumentative Writing Post Assessment Download Argumentative Writing Post Assessment

Argumentative Writing Rubric Download Argumentative Writing Rubric