• August - September learning experiences

     

    Module 1: Eyes on the Prize

    Essential Question: What is the path to Success?

     

    Week one: The Road to Success/Sometimes a Dream Needs a Push

                Concepts: Central Idea, Retell, Literary Elements, Theme and Author’s Craft

     

    RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

     

     

    AZ ELP - Standard 1 construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

    I-1: analyze the central ideas and themes and justify how they are supported by using text evidence.

    I-2: summarize a text including specific details and information.

    I-3: compare and contrast details from multiple texts.

    I-4: explain how structure, text type, and other elements impacts the central idea or theme.

     

     

    Write a Personal Note: Cite Text Evidence

     

    ELA: W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences.

     

    AZ ELP - Standard 3 speak and write about grade appropriate complex literary and informational texts and topics.

    I-2: compose written narratives, using appropriate conventions, which include details, examples, narrative techniques, and precise language to develop a topic.

    I-4: produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

    I-5: use precise language and domain-specific vocabulary to inform about or explain the topic

     

     

     

    Week Two: The Dawn Wall/Meet the Climbers Who Made Yosemite’s Toughest Ascent  

    Concept: Central Idea

    ELA: RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

     

    AZ ELP - Standard 1 construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

    I-1: analyze the central ideas and themes and justify how they are supported by using text evidence.

    I-2: summarize a text including specific details and information.

    I-3: compare and contrast details from multiple texts.

    I-4: explain how structure, text type, and other elements impacts the central idea or theme.

     


    Write a News Report:
    Cite Text Evidence

     

    ELA: W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences.

    a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically

    c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

    d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

    e. Provide a conclusion that follows from the narrated experiences or events.

     

    AZ ELP - Standard 3 speak and write about grade appropriate complex literary and informational texts and topics.

    I-1: analyze the central ideas and themes and justify how they are supported by using text evidence.

    I-2: compose written narratives, using appropriate conventions, which include details, examples, narrative techniques, and precise language to develop a topic.

    I-4: produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

    I-5: use precise language and domain-specific vocabulary to inform about or explain the topic

     

     

     

     

    Week Three: 9 Young People Who Changed the World

    Concepts: Make Inferences, text structures, author’s purpose

    ELA: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

     

    AZ ELP - Standard 1 construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

    I-1: analyze the central ideas and themes and justify how they are supported by using text evidence.

    I-2: summarize a text including specific details and information.

    I-3: compare and contrast details from multiple texts.

    I-4: explain how structure, text type, and other elements impacts the central idea or theme.

     


    Write a letter:
    Cite Text Evidence

     

    ELA: W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences.

    c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

    d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

    e. Provide a conclusion that follows from the narrated experiences or events.

     

    AZ ELP - Standard 3 speak and write about grade appropriate complex literary and informational texts and topics.

    I-1: analyze the central ideas and themes and justify how they are supported by using text evidence.

    I-2: compose written narratives, using appropriate conventions, which include details, examples, narrative techniques, and precise language to develop a topic.

    I-4: produce sentences to clarify relationships among ideas and concepts using appropriate transitions.

    I-5: use precise language and domain-specific vocabulary to inform about or explain the topic

     

     

     

    Writing Module 1: Personal Narrative: Isabella for Real

     

    ELA: W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

      1. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
      2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
      3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
      4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
      5. Provide a conclusion that follows from the narrated experiences or events.

     

    AZ ELP - Standard 9 create clear and coherent grade-appropriate speech and text.

    I-1: introduce and develop an informational topic with facts and details and provide a concluding statement or section when writing and speaking.

    I-2: introduce and develop a more detailed sequence of events, with a beginning, middle, and end using a variety of temporal and linking words and phrases to connect, compare, and contrast ideas, information, or events when writing and speaking

    AZ ELP - Standard 10 make accurate use of Standard English to communicate in grade appropriate speech and writing

    I-1: using grade appropriate singular and plural nouns.

    I-2: using grade appropriate common and proper nouns with appropriate determiners (e.g., articles and demonstratives).

    I-3: using possessives with grade-appropriate nouns (e.g., That is Mary’s backpack)

    I-4: using personal (subject and object), possessive, and indefinite pronouns.

    I-5: using verbs in the past progressive.

    I - 6: using grade - appropriate verbs in the simple present and simple past, including irregular past forms (e.g., drank, sat, wrote).

    I - 7: using grade - appropriate verbs in the future with “going to” and “will”.

    I - 8: Applying subject - verb agreement using grade -appropriate nouns and verbs.

    I - 9: using a variety of frequently occurring adjectives (i.e., descriptive, possessive, demonstrative).

    I -10: using a variety of prepositional phrases (e.g. toward the playground) to provide detail (e.g., time, manner, place, cause).

    I -11: using frequently occurring conjunctions (e.g., and, but, or, so, because).

    I-12: using frequently occurring imperative sentences (e.g., Share your opinion with a classmate., Provide support using textual evidence

    I-13: using irregularly occurring modals (e.g., ought, had, better).

    I-14: using appropriate word order (subject-verb object) in declarative, imperative, and interrogative sentences.