6th Grade Language Arts
Scope and Sequence
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The sixth grade is presently using trade
books to guide their reading curriculum. Each teacher does vocabulary,
comprehension, and extension activities for each book. The students are
asked to identify main character(s) vs supporting characters, setting,
plot, and summarize as they read. They are required to keep a reading notebook.
In this notebook would be attribute webs, story maps, examples of literary
devices, etc. The students are also quizzed and tested on the book they
are reading at various points in the book. They might even be asked to
complete a culminating project.
SEPTEMBER
Hatchet by Gary Paulsen
- Journal (reader response, first person point of view, survival)
- Identify and analyze the role setting plays in this piece
- Characterizations (list traits that would describe Brian’s character. Find proof that demonstrates the traits you listed.)
- Write a philosophy ( or motto) that could sum up Brian’s experiences.
- Newspaper article ( Who, What, Where, When, and Why)
- Survival activity ( choose three items they would take, write why, and present your argument to the class.)
- Video – Compare and Contrast with the book
Read aloud books are an ongoing activity.
This book is solely to enjoy. I do ask for them to listen for spelling words, vocab., literary elements, etc.) We also get into some heavy discussions on these because they are truly just listening and reflecting on what is read to them. This is also a time to model tone of voice, tempo, gestures, and pace.Back to the TopWe also would assign their first book report. This would be on the book they are reading on their own. We use a variety of formats. One could choose to do a scrapbook. Pictures, journal entries, letters, and souvenirs would be required. They would have specific guidelines on what the pictures need to be about (main character, problem in the story, resolution, etc.) The same would hold true for the other required elements put into the scrapbook.
Begin our ongoing study of Poetry
We would read a variety of poems. They would range from serious to the more humorous. They would be asked to find and share a favorite poem with the class. We would discuss rhyming vs rhythm, similes and metaphors, personification, repetition, onomatopoeia, and alliteration. We would read examples of each, and they would be required to write a variety of poems.
Mummies, Tombs, Treasure: Secrets
of Ancient Egypt
Nonfiction piece found in the Spotlight on Literature text. We were also studying Egypt in Social Studies.
Brian's Winter by Gary Paulsen
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- Journal (journal prompts, reader response, first person point of view)
- Author’s purpose for writing.
- Pre-reading list of items needed for survival ( use background knowledge from previous book) Does time of year make a difference what you would pack?
- Weather observations, predictions, and charting information.
- Chart the changes in Brian’s surroundings (brainstorm qualities both positive and negative)
- Attitude.How did Brian’s attitude influence and affect his situation and survival?
- Math word problems. Ex. Time, distance, amount of materials needed in a 24 hr. period, week, etc.
- Habitats (research plants and animals ) create charts, write a report
Finish the November trade book by mid December.Back to the TopThe rest of December spent reading short articles from a variety of sources ( magazines, newspapers, etc.) We focused on main idea.
The second book report was also due at the end of December. This was a newspaper in format. They had front page news, local news, cartoons, advice column, advertisements, classified section, cartoons, etc. Everything had to revolve around their silent reading book that was approved prior. They were also given specific guidelines to follow.
Great Gilly Hopkins by Katherine Paterson
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- Pre-reading discussion on foster care, author’s background, and dialect.
- Illustrated dictionary on vocabulary
- Graphing ( television time and types of shows)
- Character qualities
- Descriptive writing
- Choral reading
- Offensive language ( quotes from the book and the group of people that would be insulted)
- Thesaurus (synonyms and antonyms for vocab.)
- Math- plan a Thanksgiving meal & Time zones
- Letter writing
- Video – Graphic organizer
- Main idea vs author’s purpose
Short stories from Spotlight on Literature.
- Savitri and Satyavan - Indian folktale
- Ballerophon and the Flying Horse - Greek myth
- Alexander the Great and My Stepfamily - nonfiction
- All of these short stories coincided with our Social Studies curriculum
Divided the Iliad into eight
sections.
- Each group responsible for reading and performing their section.
Greek myths concerning the twelve
Olympians.
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- Graphic organizer of their god or goddess
- Write a poem about their god
- Create hierarchy chart of the Olympians
- Present the myth concerning the god or goddess they were assigned.
- 25 Mini-Plays World History by Scholastic
The Giver by Lois Lowry
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- SYMBOLISM
- fact vs opinion
- sequencing
- point of view
- define, create, and write about Utopias
- vocabulary
- comprehension quizzes
- Using page numbers and quotes to back up your point of view
- Graph your day ( time spent on each activity)
- Cause and Effect chart dealing with the memories he was receiving
- Debate (Euthanasia)
- Time Line of Jonas’ life
- Test
The Cay by Theodore Taylor
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- Points of View ( conflict of World War II and within the Enright Family as well)
- Editorials (Pretend you are a journalist by the Willemstad Winds. Take a stand. Do you believe in the Chinese crews refusing to sail without an escort or would you bring mutiny charges against them?
- reading response journals
- Comprehension quizzes every few chapters.
- Translating English quotes into standard English
- Discuss disabilities ( role play blindness, deafness, inability to smell,etc.)
- Cooperative Learning Activities: With masking tape outline the size of the raft 5’ x 6’. Pair students and take turns sitting there for a specific amount of time. (no books,talking,movement) Have one student give directions to a blindfolded student on how to weave. See if they can weave a placemat.
- Personal reflection on how they have changed at Middle School. ( reflect on how Phillip has matured and changed.)
- Create a travel brochure. Research different ways of fishing. Create a brochure which would include prices for a fishing trip ( licenses, equipment, clothing, etc.)
- Weather ( descriptive language used to create a picture in your mind.)
- Illustrated time line showing nine events in the story
- Epilogue (define and write one for this story)
- Unit test
Julie of the Wolves by Jean Craighead George
- Map places in Alaska (starting pt, journey, destination, etc)
- Different cultures (Eskimo)
- Research animals, language, diet, climate, houses, clothing,etc)
- Survival list ( graphic organizer that will be added to as they go through the book)
- Vocabulary activities ( English and Eskimo)
- Quizzes
- Unit Test
SEPTEMBER
Begin our ongoing study of Nouns
- Common and Proper
- Singular and Plural
- Possessive
Begin our ongoing study of Verbs
Narrative Essay
- Main and helping
- Direct objects
- Linking verbs
- Using negatives
- Verbs often confused
- Irregular verbs
Begin our ongoing study of Subject and Predicate
"How To" Essay
- compund subject and predicate
- subjects in unusual position
Begin our ongoing study of Pronouns
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- Subject pronouns
- Object pronouns
- Possessive pronouns
Begin our ongoing study of Adjectives
Persuasive Essay
- Articles
- Predicate Adj.
- Proper Adj.
- Demonstrative Adj.
- Making comparisons
Begin our ongoing study of Adverbs
Begin our ongoing study of Prepositions and Conjunctions
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- Objects of prepositions
- Prepositional phrases
- Combining sentences
- Avoiding run on sentences
Different kinds of sentences
Topic sentences
Studying good paragraphs
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- using details and examples
- narrative
- descriptive
- explanatory
Research for Science fair project
Bibliography set up, outlining, notecards, etc.
Punctuation
- comma
- apostrophe
- hyphen
- colon
- semicolon
- quotation marks
- underlining
We are presently using the text Building
English Skills - Gold Level copyright 1984 McDougal, Littell
We want to emphasize that the skills listed are taught in mini lessons. They are reinforced throughout the curriculum. Writing takes place throughout the year. The writing process is reviewed in the fall. They would be required to write a descriptive essay while learning about adjectives and adverbs.
We are also using the book Take Five Minutes 1999 Teacher Created Materials,Inc. This is used every day. It includes daily langauage lessons that reinforce all areas of English. This book involves proofreading and correcting 3 or 4 sentences each day, and then discussing the errors. All the sentences are about historical facts, scientific findings, literature, sports, etc.
The children also have a journal that is
for their own eyes. I encourage them to write about what they are feeling.
Not only is it therapeutic, it allows them to enjoy writing without worrying
about being edited. They tend to write so much more.
When teaching English skills a variety of assignments may be given.
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- Diagraming sentences
- Dissecting newspapers for certain part of speech.
- Writing sentences of their own
- Cooperative games to review parts of speech
- Brainstorming
- Daily oral language exercises
- Identifying parts of speech in the literature they are reading
- MadLibs
- Quizzes
- Tests
- Reports
- Poetry
- Video - School House Rock - Grammar
We found that the present sixth grade had a very weak phonetic background. Therefore, we chose a program that made sure we taught rules, sounds, and blends that they might not have had. Other years we might just take words exclusively from the literature we are reading at the time. For instance, we would study plurals. They would locate, define, and practice using the words found in the chapters we were reading.
Presently, we are using the spelling workbook
titled SPELLING Workout by Phillip K. Trocki. Modern Curriculum
Press Copyright 1994
SEPTEMBER
Review techniques on how to become a better speller
Rules for spelling
Words often confused
Start weekly lessons on a certain letter(s), vowel sound, or rule.
EXAMPLES:
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- Hard and soft c and g
- Silent consonants
- Ei and ie
- Ai, ay, oi, and oy
- Prefixes
- Suffixes
- Double final consonants
- Plurals
- Homonyms
- Abbreviations
These lessons would continue throughout the year. We pretest at the beginning of the week. Anyone who scores an A is not required to take the post-test. They will do the lessons throughout the week. These lessons incorporate many other skills such as:
- Analogies
- Definitions
- Antonyms
- Synonyms
- Alphabetical order
- Proofreading
- Classifying
- Pronunciation
- Guide words
We also require a weekly writing
assignment using the words for that week. These assignments reinforce and
expand their creative writing.
EXAMPLES:
- Recipe
- Advertisement
- Poem
- Speech
- Questionnaire
- Silly song
- Tall tale
- Letter
- Interview
- Mystery
- Journal entry
Once again, we would like to restate that we take an interdisciplinary approach to spelling. Words will be taken curent topics in the trade books, math, science, and social studies texts.