• english

  • Focus standards for Unit 2 are:

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

    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.

    RI 6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  • Unit 2 Writing: Non-Fiction Narrative

    extraThis unit focuses on what makes people keep trying. A local magazine is seeking submissions of inspirational, real-life stories for a special publication about local heroes. Write a nonfiction narrative about a time when you or someone you know faced a challenge but refused to give up.

  • Dear Parent/Guardian:

    As part of our English Language Arts (ELA) curriculum, we will soon begin a unit titled Never Give Up. In this unit, students will read about people and characters who refuse to give up, despite the hardships they face. We will consider different ways to face challenges and stay strong. The texts we will read center on the Essential Question “What keeps people from giving up?” This open-ended question is intended to spark thoughtful discussion. You may wish to explore this question with your student at home as well.

    Unit 2 includes the following texts.

    • A Schoolgirl’s Diary from I am Malala: In this memoir, Nobel Peace Prize winner Malala Yousafzai details events that led to her being wounded by members of the Taliban. She explains how—when the Taliban ordered girls to stop going to school—she came to record a series of BBC radio diary entries about her experiences. Students will analyze features of informational texts, and they will learn how to generate questions to help improve their understanding of a text.
    • Speech to the Young: Speech to the Progress-Toward: In this poem, Gwendolyn Brooks presents a call to action for young people, encouraging them to seize the power of the moment and to disregard the voices of people who try to keep them down. Students will learn to analyze poetic forms and how to make inferences about theme. 
    • The First Day of School: This short story, set in 1954, explores internal and external conflicts faced by two children who are about to integrate a school for the very first time. As they consider the struggles of the characters, students will analyze the plot, character, and setting.
    • from New Kid: In this excerpt from Jerry Craft’s graphic novel, new kid Jordan has a heart-to-heart with his grandfather about the challenges he faces while trying to make friends at his new, elite, and often divided school. Students will continue to analyze plot and character, and they will also analyze the setting and theme.

    After reading the texts in the unit, students may explore the following options:

    • Short Reads are online independent reading selections in a variety of genres. These include poetry, a drama, and a speech.
    • Long Reads are recommended books related to the unit theme and Essential Question. In this unit, recommendations include the graphic novel New Kid, the memoir I am Malala (Young Reader’s Edition), and the novel Esperanza Rising.
    • The Unit Writing Task, Write a Nonfiction Narrative, asks students to synthesize their reading to write an interesting and meaningful narrative.
    • The Unit Speaking & Listening Task, Produce and Present a Podcast, asks students to adapt material from their Nonfiction Narratives to produce and present a podcast.

    All assignments except for the Long Reads are available through your student’s eBook. Please contact your child’s teacher if you have any questions about this unit.

    Thank you,

    The 6th grade teachers

  • Examples of possible questions include:

    Reading Informational 6.1 - Cite evidence

    • Which detail in the text BEST illustrates that _____?
    • The author states _____. Which detail in the text BEST supports this idea?
    • Which detail in the text is the strongest evidence to support _____? 
    • What does the author imply about _____? Which detail in the text supports this inference?
      • Which detail in the text BEST supports the fact that the author implies _____?
        • Which detail in the text BEST supports the author’s implication?
    • What does the author mean when he/she writes _____? What detail in the text BEST supports the author’s meaning by the statement _____?
      • Which detail in the text BEST supports that the author means _____ when he writes _____?
        • Which detail in the text BEST supports what the author means when he writes _____?
    • What can the reader conclude from (specific text)?
      • Which other detail in the text BEST supports this conclusion?
        • Which detail from the text BEST supports the conclusion that _____?
    • Which details from the text BEST support what the reader can conclude after reading the text?
    • Which detail from the text BEST supports the idea that _____?
    • Which detail BEST helps the reader conclude that _____?
    • Which detail in the text BEST illustrates that (individual/setting/etc.) is_____?
    • What does the text say about _____? Where is that stated explicitly in the text?
    • What is the author’s attitude about _____? What evidence from the text BEST conveys this analysis?
      • Which detail in the text BEST conveys the author’s attitude toward _____ is _____?
        • Which detail in the text BEST conveys the author’s attitude about _____?
    • What is the MOST LIKELY reason the author includes _____? Which detail from the text supports this analysis?
      • Which detail in the text BEST supports the inclusion of _____ (does this _____)?
        • Which detail in the text BEST supports why the author PROBABLY included _____?
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    Reading Informational 6.2 - Main Ideas/Supporting Details/Objective Summary

    1. What is the central idea of the text?
      1. Which details in the text convey this?
        1. Which details convey the central idea that _____?
    2. Which details convey the central idea?
    3. How does (detail) convey the central idea?
    4. How does the author use (detail) to convey the central idea?
    5. How is (detail) related to the central idea of the text?
    6. How does (detail) affect the reader’s understanding of the central idea?
    7. Which is the best summary of the text?
    8. Summarize paragraph/line _____.
    9. What are the most important details from the text?

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    Reading Informational 6.3 - Analyze Relationships

    • How is (person/event/idea) introduced in the passage?
    • How does the reader first become aware of (person/event/idea)?
    • How does the author use(example/anecdote) to illustrate (person/event/idea)?
    • What method does the author use to elaborate on (person/event/idea)?
    • Why does the author use examples/anecdotes/etc. to introduce/illustrate/elaborate on (person/event/idea)?
    • How does the author explain(event/idea) over the course of the text?
    • Which example/anecdote/etc. BEST helps the reader understand (person/event/idea)?