Grade 6 English Language Arts

Overview
Students read a variety of text types centered on unit themes. In Unit 1, students will read several short stories, poems, and non-fiction based on the theme Who Am I? In this unit we will explore characteristics of literary genres, literary elements and devices, and how authors use these structures to create meaning and support themes. Students will learn how to read deeply and to annotate the text to cite evidence to support their answers. As part of this exploration into literature, students will write poems using form and structure. The CCCS place an emphasis on students reading deeply and widely across genres, as well as reading books at higher Lexile levels. The new standards also increase the emphasis on reading non-fiction texts. Below you will find some ways that you can incorporate these changes into your daily/weekly routine in the classroom.

Novels
Each thematic unit includes a list of titles of books that align with the units theme. These are suggested titles for students to read but by no means exclusive. In fact, the themes are broad enough to include many of the novels that schools currently have on hand. It is suggested that teachers use the Novel Excerpts list to find ideas for lessons on a variety of literary topics. Check the resources for a list of novels and supplements to all of the units.

Independent Reading
There are several key components to this new curriculum that will support and enhance your instruction. As students are expected to read widely and deeply across genres and disciplines, they must read inside and outside of the classroom. Daily reading, whether it be SSR (Sustained Silent Reading) programs or another reading initiative, is critical if students are to be expected to grow as readers and writers. But SSR isnt enough. Students need an incentive to read outside of the classroom and they must be held accountable for this reading. One example of a program that is in place in some classrooms and schools is the 40 Book Challenge adopted from Donalyn Millers book, The Book Whisperer. This is just one type of reading challenge that is currently being implemented in some WCPSS classrooms with great success. As independent reading is a critical component of this curriculum, in each unit you will be provided with a list of several novel titles that would be natural tie-ins to the unit themes. These titles are not meant to be exhaustive of possible titles that teachers could use in the classroom; they are merely a starting point. Teachers may suggest these titles for students to read independently, or they may use them for literature circles if desired. Whole-class reading of any of the novels is not discouraged, however, teachers would need to create and structure their own lessons based-upon CCC Standards for the unit. Please check the resources for independent reading for ideas related to this topic.

Increased Emphasis on Non-Fiction Text:

Article of the Week Article of the Week (AoW) is the brainchild of author and teacher, Kelly Gallagher. It is designed to expose students to a wide variety of current event/relevant topics to help broaden background knowledge as well as familiarize students with non-fiction text and text structures. Teachers choose an article once a week for students to read, annotate, and reflect. These articles can be taken from any number of sources (Kelly Gallaghers website www.kellygallagher.org has a large number to choose from) as well any number of news sources on the internet. In Unit 1, we will introduce students to the AoW concept and use an article to demonstrate annotation and reflection.
Grade 6 English Language Arts. 2012-13

Language/Grammar/Word Walls
The language and grammar components of this curriculum will be available in a few different formats. You will find Word Wall words included in the instructional guides. We have listed words for three categories: Domain-specific wordse.g., words that are associated with a specific discipline: e.g. figurative language, literary elements, flashback, etc.; Content-Specific Words (new vocabulary words associated with specific texts); and Academic Words (e.g. analyze, synthesize, cite, etc.). Teachers are encouraged to post Word Walls in their classrooms. Grammar lessons will be available. Use these lessons in a way that best suits your needs and the needs of your students. Some teachers will choose to use these as warm-ups; others may choose to use them as mini-units within a unit. The grammar lessons are not included in the daily/weekly guides but it is expected that teachers will insert them into their daily/weekly routines as appropriate.

The Arts
The arts are integrated into the lessons both for comparison with literature and for enrichment. We have included a variety of art-related resources to support and enhance the curriculum. Suggestions for art, music, video and film clips are included.

Speaking & Listening

Students are encouraged to collaborate and engage in discussions with their peers on a variety of topics as well as for diverse purposes. A weekly protocol for Article of the Week (AoW) is a perfect vehicle to use to support this endeavor. Collaborative discussions, Paideia/Socratic seminars, and think-pair-shares are just a few of the ways teachers can support this goal.

Thematic Units
All of the middle school language arts curricula are built upon six, 6- week thematic units. These units were designed to be relevant to young adolescents with natural ties to social studies and science when applicable. In each unit students will explore the theme via a variety of texts and they will read and write in different formats for a variety of purposes and audiences. A natural application of the themes is to have students respond in writing to the guiding questions and use evidence from the featured text to explore the thematic guiding questions. Integration of technology is encouraged throughout the units (when appropriate).

Learner Notebook
One of the key components of English language arts is for students to keep an interactive Learner Notebook throughout the year. The Learner Notebook is where students will record Word Wall words, quotes, reflections, and observations, as well as record evidence from text to support arguments. This interactive notebook is designed with a right side for input which will be for students to record class notes, questions, writing, and activities. The left side, or output side is used for processing ideas; it is a space designated for students to grapple with the featured content by using illustrations, diagrams, flow charts, colors, etc. This notebook will be instrumental to students in their assessments and demonstrations of mastery.

Reader Response Journals

As part of their independent reading requirements, it is suggested that students keep a Reader Response Journal to record their independent reading book titles as well as literary reflections and responses to literature. For those who embark on the 40-Book Challenge (or something similar), this is also where students will keep a daily record of the book they are reading, page numbers, and what was happening when they stopped reading for the day.
Grade 6 English Language Arts. 2012-13