Unit 4 RCK12 Resources

Standards

Priority Reading Standards (Unpacked):  verbs (skills) are in green and teachable concepts (nouns and noun phrases) are underlined
ELAGSE6RL6: EXPLAIN how an author develops the point of view of the narrator or speaker in a text.
ELAGSE6RI6: DETERMINE an author’s point of view or purpose in a text and EXPLAIN how it is conveyed in the text.
ELAGSE6RI8: TRACE and EVALUATE the argument and specific claims in a text, DISTINGUISHING claims that are supported by reasons and evidence from claims that are not.
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:
ELAGSE6RL5
ELAGSE6RI5
ELAGSE6W3
ELAGSE6L4


Standard Full Learning Target Daily Learning Targets Success Criteria  Vocabulary 
ELAGSE6RL6 I can explain how an author develops the point of view of the narrator or speaker in a text.

I can determine if the story is written in first person, second person, third person, or omniscience. 
I can identify the protagonist in a story. 
I can identify the antagonist in a story. 
I can determine a narrator's point of view. 
I can determine a character's point of view. 
I can cite evidence to support an identified point of view. 

define point of view
define first person point of view
define third person point of view
define omniscience point of view
define second person point of view
use pronouns to determine point of view
identify narrator/characters
analyze characters thoughts and actions to determine point of view

Author                     Narrator
Bias                          Perspective Point of View          Protagonist Antagonist              Perspective    
First Person            Third Person
Omniscience           Point of View
Second Person 

ELAGSE6RI6 I can determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

I can identify the intended audience.
I can identify the author's purpose (explain, persuade, entertain).  
I can identify author bias both when it is overt and when it subtle. 
I can identify claims.
I can identify counter claims. 
I can recognize and trace the development of an author’s argument, point of view, or perspective in text. 

define bias
define claims
define counter claims
trace arguments
trace claims
determine the author's purpose
cite evidence to support identified author's purpose

Bias                           Audience Purpose                    Point of View Speaker                     Claim
Counter-claim

ELAGSE6RI8

I can trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

I can identify a claim. 
I can identify reasons and evidence that support a claim. 
I can determine if a claim is support or not. 
I can trace an argument in a text. 
I can evaluate a claim. 

define claim
define ethos, logos, pathos, 
identify claims/arguments
identify reasons/evidence in a text to support an argument/claim
cite reasons/evidence in a text to support an argument/claim
trace arguments/claims 

Claim                        Counter-claim
Ethos                         Logos
Pathos                       Argument
Trace                         Evaluate
Reasons                     Evidence 

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 reading influence us? 

How is your style of writing influenced by purpose?


Assessments

*NEW PRE/POST for Reading and Writing Coming SOON*

Additional Optional Assessments

Download Informal Reading Check 1

            Download -

Download Informal Reading Check 1 Answer Key 

Download Informal Reading Check 2

            Download -Informal Reading Check 2 Answer Key 

Argumentative Writing Pre Assessment  Download Argumentative Writing Pre Assessment 

Argumentative Writing Post Assessment  Download Argumentative Writing Post Assessment 

Download  Argumentative Writing Rubric

6RI4 and 6L4 Context Clues Quick Check  Download 6RI4 and 6L4 Context Clues Quick Check 

6RI4 and 6L4 Antonyms Quick Check  Download 6RI4 and 6L4 Antonyms Quick Check 


Instructional Materials

Textbook Resources: Unit 4

Extended Text: Teacher's Choice The teacher may choose an appropriate novel to teach the priority standards of the unit. 

Pax Download Pax by Sara Pennypacker