6th Grade ELA Curriculum Map 2022-23 *Spotlight skills vary throughout WG & P2P selections

*Vocabulary & Grammar embedded throughout selections

*Writing will take place on Wednesdays.
Quarter 1

Week 1 - Day 1 2 3 4 5
8/15-8/19

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
Spotlight: 6.R.3 Summarizing; 6.C.1.2 Write personal or fictional narratives; EQ - How do our communities shape our experience of growing up?
6.R.1.3 Point of View
Unit 1 Goals
Supporting: K12.EE.2.1, K12.EE.1.1, K12.EE.2.1, K12.EE.3.1, K12.EE.4.1, Students will be able to:
K12.EE.5.1, 6.R.2, 6.R.1.4, 6.R.2, 6.R.2.1, 6.R.3.1, 6.C.4.1, 6.V.1.3 ● Read selections that explore how communities shape
identity.
● Understand and use academic vocabulary words
related to personal narratives.
● Recognize elements of different genres, especially
narrative essays, realistic fiction, and memoirs.
● Read a selection of my choice independently and
make meaningful connections to other texts.
● Write a focused, well-organized personal narrative.
● Complete Timed Writing tasks with confidence.
● Prepare and present a nonfiction narrative.

WG Unit Introduction SE pp Second Read Writing Wednesday SELECTION SELECTION

2-5 (Independent) Wagon SE pp 58-60 from Brown Girl from Brown Girl
Train at Dusk Dreaming Dreaming
Motivate and Engage
Students engage in a
Write a Personal Jacqueline Jacqueline
-(Kagan) Word Network Narrative Woodson
discussion about how
pp 7 & copy in student
Woodson
Students write a SE pp 15-17
where they come from SE pp 10-14
journal
has shaped who they true story relating a Guided Reading - stop
are. meaningful Essential Question to annotate pp.15-17
-Introduce Summary
writing experience from his How do our
Watch the Pp 21 Build Insight
or her own life communities shape #1-2 only (Kagan)
Video/Discuss It
-Pp 9 Quick Write incorporating our experience of
Students will watch the
video “Best of the Bee”
elements of a growing up?
EQ Notes pp. 9 (kagan) personal narrative:
and discuss the
question: purpose, Whole-Class
*See online resource
Hook & Inspire
characteristics, and Learning
Do you think structure. Strategies
competition should be
● Listen
part of everyone’s Planning
childhood?
actively
/PreWriting ● Demonstra
Watch the Video
Students take a few te respect
Table of Contents minutes to ● Show
Preview brainstorm for their interest
Preview the selections free-write before ● Interact
in the unit and point out breaking into and share ideas
that students will Independent
respond to prompts: Station. Whole-Class
Whole-Class Learning Strategies
Learning Video
When did you use your
imagination to solve a Table of Contents
problem? Preview
Peer-Group (or WG Preview the
Discussion)
selections in the
Learning
 Deliver a retelling of Whole-Class
the childhood Learning section
challenges presented and discuss how
in one of the
they relate to the
selections.
EQ and unit theme.
Performance-Based
Assessment LEARN ABOUT
How do our GENRE:
communities shape our NONFICTION
experience of growing
up? Reading Memoirs
Unit Goals
**Anchor Chart
Students will deepen
their perspective about
Students learn
the ways that about the purpose,
childhood experiences characteristics, and
can be shared through structure of a
reading, writing, memoir.
speaking, and
listening, and Take a Minute
presenting.
Teacher presents
Unit Goals Video
search the meaning
of memoir.
Introduce Academic
Vocabulary (Kagan) Genre/Text
reflect, mission, Elements
contribute, recognize, First-person point of
memorize view and voice.

Read Wagon Train at

PREPARE TO
Dusk READ

Concept
Vocabulary
squish, humming,
twist, twirl, shushes,
feathery

Comprehension
Strategy
Create mental
images.

Begin Reading if
time allows.

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 with Pull students as Lesson 2 - Groups 1 & Repeat Lesson 2 with
2 groups 3 & 4 needed for writing 2 groups 3 & 4
support SE pp 22 Close Read
SE pp. 5 - Reteach #1-3
Academic Vocabulary Pp 23 Genre/Text
Elements - Practice
Reteach Summary pp #1-3
8
-Complete summary
WITH students
-Icebreaker pp 8

Week 1 Stations
Peer-to-Peer from Bad Boy SE
pgs. 74-79

Independent SE pgs. 118-121

*pre-printed leveled *Teacher discretion-
station text & materials preselect reading passage

*Activities for independent

passages are online
through Savvas.

*On pgs. 120-121

Close-Read Guide for
students’ response to
passage they read.

Technology Grammar: Verb Simple and

Perfect Tense Tutorial;
Grammar Practice
Lessons; Grammar Plus
Workbook lesson 80

Computer Program: IXL

Week 2 - Day 6 7 8 9 10
8/22-8/26

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
Spotlight: 6.R.3 Summarizing; 6.C.1.2 Write personal or fictional EQ - How do our communities shape our experience of growing up?
narratives; 6.R.1.3 Point of View

Supporting: K12.EE.2.1, K12.EE.1.1, K12.EE.2.1, K12.EE.3.1,

K12.EE.4.1, K12.EE.5.1, 6.R.2, 6.R.1.4, 6.R.2, 6.R.2.1, 6.R.3.1, 6.C.4.1,
6.V.1.3

WG Review SELECTION Writing Wednesday Selection Test - Unit Root Vocabulary

SELECTION from Brown Girl from Brown Girl Quiz (pp 5) - teacher
Student’s Review Dreaming preference
from Brown Girl Dreaming supplement with
Dreaming Jacqueline Prewriting on pp 60
the online exit
Jacqueline Woodson Woodson ticket Extra Review Time
Continue reading Continue Structure Your for Writing
SE pp 18-19 Reading SE Narrative pp 61 Wednesday
pp 20-21
Guided Reading - stop to Pull as needed
annotate Guided Reading -
stop to annotate
Pp 26 Composition
Pp 21 Build Insight
#3- 6only (Kagan)

Pp 27 Speaking and
Listening

Teacher Table Lesson 1 - Groups 1 & 2 Repeat Lesson 1 Pull students as Lesson 2 - Groups 1 Repeat Lesson 2
Pp 24-25 Concept with groups 3 & 4 needed for writing &2 with groups 3 & 4
Vocabulary / Word Study support Reteach & Review
/ Author’s Craft from Brown Girl
Quick Conference Dreaming
 TE
pp 61 Vocabulary Review
(SAVVAS Resource)

Week 2 Rotations

Peer-to-Peer The Moth Presents:

Aleeza Kazmi
SE pgs. 82-85

Independent SE pgs. 118-121

*pre-printed leveled *Teacher discretion-
station text & materials preselect reading passage

*Activities for independent

passages are online
through Savvas.

*On pgs. 120-121

Close-Read Guide for
students’ response to
passage they read.

Technology Digital Grammar Lesson

Phrases: Infinitives and
Infinitive; Infinitives and
Infinitive Phrases
worksheet

Computer Program: IXL

Week 3 - Day 11 12 13 14 15
8/29-9/2

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
Spotlight: R.6.1.1 Development of Plot and Flashback; 6.C.1.2 Write EQ - How do our communities shape our experience of growing up?
personal or fictional narratives

Supporting: K12.EE.2.1, K12.EE.1.1, K12.EE.3.1, 6.C.4.1, 6.C.3.1,

6.C.1.2, 6.C. 2.1, 6.V.1.3

WG LEARN ABOUT SELECTION Writing Wednesday SELECTION Reread and Review

GENRE: FICTION The Sand Castle The Sand Castle SE pp 31-36 The
Alma Luz Drafting pg. 62 Alma Luz Sand Castle
Reading Science Villanueva SE pp Villanueva
Pp 37 #3-6
Fiction Students learn 31-33 (though SE pp 33-36 Finish
about the purpose, paragraph 6) The reading The Sand
characteristics, and Sand Castle Castle
structure of science
Teach Exposition in Teach Plot &
fiction. Plot Annotate
Take a Minute: Pp 37 Build Insight
Students list examples #1-2
of science fiction.
 Genre/Text Elements
Plot and Flashback

PREPARE TO READ

Concept Vocabulary
scorched;
unprotected;
cumbersome; hostile;
forlorn; drained

Comprehension
Strategy
Make Predictions

Teacher Table Lesson 1 - Groups 1 & 2 Repeat Lesson 1 - Pull students as Lesson 2 - Groups 1 & Repeat Lesson 2 -
Pp 38 Close Read Groups 3 & 4 needed for writing 2 Groups 3 & 4
Students will review the support Pp 39 Genre / Text
Close Read Model and
complete the close read
sections in the selection.

Week 3 Stations

Peer-to-Peer Prince Francis SE pgs.

86-88 Read pgs. 89-93
Questions 1-4 pg. 98

Independent SE pg. 118-121

*pre-printed leveled *Teacher discretion-
station text & materials pre-elect reading passage

*Activities for independent

passages are online
through Savvas.

*On pgs. 120-121

Close-Read Guide for
students’ response to
passage they read.

Technology Grammar:
Gerunds and Gerund
Phrases Tutorial; Phrases
Gerund and Gerunds
Practice Lesson; Gerunds
worksheet

Computer program: IXL

Week 4 - M - NO SCHOOL (9/5) Day 16 17 18 19

9/5-9/9

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
 Spotlight: 6.C.1.2 Write personal or fictional narratives; C.2.1 Oral EQ - How do our communities shape our experience of growing up?
Presentations
Supporting: 6.C.1.5; K12.EE.6.1

WG NO SCHOOL SE pp 42 Shorter Writing SE pp 43 Speaking Selection Quiz - The

Composition Lesson pg 63 Create and Listening Oral Sand Castle
Short Story Activity Coherence Reading Activity supplement with
the online exit
ticket

Teacher Table NO SCHOOL Lesson 1 - Groups 1 Repeat Lesson 1 - Lesson 2 - Groups 1 Repeat Lesson 2 -
&2 Groups 3 & 4 &2 Groups 3 & 4
Pp 40 Concept Pp 41 Conventions
Vocabulary & Word
Study

Week 4 Stations

Peer-to-Peer No SCHOOL Prince Francis

SE pgs.94-97 (Questions
5-8 pg. 98)

Independent NO SCHOOL SE pg. 118-121

*pre-printed *Teacher discretion-
leveled station pre-elect reading passage
text & materials
*Activities for independent
passages are online
through Savvas.

*On pgs. 120-121

Close-Read Guide for
students’ response to
passage they read.

Technology NO SCHOOL Grammar:

Verbals: Infinitives and
Gerunds worksheet
Exit Ticket: Verbals
Infinitives and Gerunds

Week 5 - Day 20 21 22 - HALF 23 24

9/12-9/16 DAY (9/14)

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
Spotlight: 6.R.1.3 Speaker in Poetry; 6.C.1.2 Write personal or fictional EQ - How do our communities shape our experience of growing up?
narratives

Supporting: 6.R.1.2, 6.R.1.4; K12.EE.2.1; K12.EE.1.1; K12.EE.5.1,

K12.EE.6.1; 6.C.4.1; 6.C.3.1; 6.V.1.2

WG SE pp 44-46 SELECTION SELECTION

LEARN ABOUT GENRE: from Spoon River from Spoon River
FICTION Anthology Anthology
Edgar Lee Masters Edgar Lee Masters
Reading Poetry Students SE pp 47-49 SE pp 50-51
learn about the purpose, “Washington McNeely” & “Daniel M’Cumber”
characteristics, and “Mary McNeely”
 structure of poetry. (kagan poetry activities) Build Insight
Questions 1-6 & EQ
Take a Minute:
Students read aloud and
describe the speaker in
the poem. *Kagan

Genre/Text Elements
Narrators and Speakers
*Kagan

Teacher Lesson 1 - Groups 1 & 2 Repeat Lesson 1 - Groups 3 No S/G Lesson 2 - Groups 1 & 2 Repeat Lesson 2 -
Table Concept Vocabulary &4 ANALYZE AND Groups 3 & 4
disgrace; recluse; INTERPRET
devoured; withdraws;
solitude; solace
Close Read
Comprehension Students will review
Strategy the Close Read Model
Read Fluently Using and complete the close
Supplemental Poem on read sections in the
SAVVAS selection.

Add Supplemental Poems

from SAVVAS if needed

Week 5 Rotations

Peer-to-Peer Prince Francis

SE pg. 100 (Questions 1-5
Practice)

Independent Option 1: SE pg. 118-121

*pre-printed *Teacher discretion- pre-elect
leveled station reading passage
text & materials
*Activities for independent
passages are online through
Savvas.

*On pgs. 120-121 Close-Read

Guide for students’ response to
passage they read.

Option 2: Savvas Test Prep

Workbook-Reading Bank 1 pgs.
1-6

Technology Grammar:
Pronoun-Antecedent
Agreement Video and Tutorial;
Practice Lesson; Worksheet

Computer program: IXL

Week 6 Day 25 26 27 28 29
9/19-9/23

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
 Spotlight: 6.R.1.3 Shifts in point of view/perspectives; 6.C.1.2 Write EQ - How do our communities shape our experience of growing up?
personal or fictional narratives; 6.C.3.1 grammar (verbals); K12.EE.6.1
Voice & Tone in Speaking and Writing

Supporting: 6.R.1.2; 6.R.1.4; K12.EE.1.1; K12.EE.2.1; K12.EE.5.1;

K12.EE.6.1

WG SELECTION SHARE IDEAS Writing Wednesday Speaking and SELECTION TEST

from Spoon River Listening: from Spoon River
Anthology Composition Revising pg 64 Poetry Reading Anthology
supplement with the
Edgar Lee Masters Students write two
online exit ticket
SE pp 53 poems based on Students deliver a
different reading of the
ANALYZE AND perspectives. poems they wrote Reteach and
INTERPRET (con’t) Practice: Poetry
Reteach and Speaking and Reading (RP)
Genre/Text Practice: Poem Listening: Partner
Elements (RP) (online Discussion (RP)
Narrators and supplemental poems
Speakers for extra practice) EQ Notes
*Kagan Students add
thoughts and
observations about
the reading.

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 - Pull students as Lesson 2 - Groups 1 & Repeat Lesson 2 -
2 Groups 3 & 4 needed for writing 2 Groups 3 & 4
STUDY support Conventions
LANGUAGE AND Verbals: Infinitives
CRAFT Students find
infinitives in the
Concept poems.
Vocabulary
Students complete Exit Ticket: Verbals:
activities related to Infinitives (online)
the Concept
Vocabulary words: Reteach and
disgrace; recluse; Practice: Verbals:
devoured; Infinitives (RP)
withdraws; solitude; (online)
solace

Word Study: Latin

Prefix: dis-
Students complete
activities relating to
the Latin prefix dis-.

Week 6 Rotations

Peer-to-Peer Author’s Craft Practice

SE pg. 101 1-3

Independent Savvas Test Prep

*pre-printed leveled Workbook-Reading
station text & Bank 2: pgs. 7-14
materials
Language and Editing
 Bank 1 & 2: pgs.
111-114

Technology Literary Devices and

Character
Development; Exit
Ticket

Computer program:
IXL

Week 7 - Day 30 31 32 - 33 34
9/26-9/30

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 1 - Where I’m From
Spotlight: 6.R.1; 6.V.1.3; 6.C.1.2 Write personal or fictional narratives EQ - How do our communities shape our experience of growing up?
Performance Task- Present a Narrative: Retelling
End Unit 1
Supporting: K12.EE.4.1; K12.EE.3.1; K12.EE.4.1

WG Peer to peer story Peer to peer story Writing Wednesday Unit Tests Parts 1 Continue Unit
“Sound of Summer “Sound of Summer and 2 Tests Parts 1 and 2
Running” Complete Running” Complete Pg 65 Taking a closer
reading in whole reading in whole
look at your draft Unit Wrap-Up
group, then release group, then release to
to peer to peer peer to peer stations Reflect on the Unit
stations for activities. for activities. pg 125

Begin pp. 116-117

Present a Narrative
Retelling - continue
through week 7

Teacher Table Lesson 1 - Groups 1 Repeat Lesson 1 - Pull students as Pull students as Pull students as
&2 Groups 3 & 4 needed for writing needed for test needed for test
Differentiated support support or support or
Reteach and Practice remediation remediation

Week 7 Rotations

Peer-to-Peer The Sound of

Summer Running.
SE pgs.103-109;
Questions 5-8 pg.
110; Analyze and
Interpret Practice 1-2
pg. 111

Independent The Sound of

*pre-printed Summer Running.
leveled station text SE pgs.103-109;
& materials
Questions 1-4 pg.
110
Analyze and Interpret
Practice pg. 112 1-4
Technology Grammar Video:
Understanding
Symbols (under
resources)

Literary Devices:
Symbols; Exit Ticket

Computer program:
IXL

Week 8 - Day 35 36 37 38 39
10/3-10/7

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Begin Unit 2 - Natural Allies
Spotlight: 6.R.3 Summarizing; 6.R.2.1 Author's Purpose & Organization; EQ - How do animals and people interact?
6.C.1.2 Write personal or fictional narratives Finish Narrative Writing
Unit 2 Goals
Students will be able to:
Supporting: 6.R.2; 6.R.3.1; K12.EE.4.1; K12.EE.2.1; K12.EE.1.1; K12.EE.3.1;
● Read selections that explore how communities
6.C.1; 6.C.4.1; 6.C.3.1; 6.C.1.4; 6.V.1.2; 6.V.1.3
shape identity.
● Understand and use academic vocabulary words
related to personal narratives.
● Recognize elements of different genres, especially
narrative essays, realistic fiction, and memoirs.
● Read a selection of my choice independently and
make meaningful connections to other texts.
● Write a focused, well-organized personal narrative.
● Complete Timed Writing tasks with confidence.
● Prepare and present a nonfiction narrative.

WG Unit Introduction SE pp Second Read Writing SE pp 134-138 SELECTION

126-129 (Independent) Reading Wednesday ESSENTIAL QUESTIONS From My Life With
Buddies the Chimpanzees
Motivate and Engage *kagan
Pg 66 Editing
Students engage in a Jane Goodall
-(Kagan) Word Network and Pg. 67
discussion about their
pp 7 & copy in student Focus on WHOLE CLASS LEARNING Pp 139-142
interactions with pets (paragraphs 1-20)
journal Spelling and STRATEGIES /
and other animals.
Punctuation EXPECTATIONS
-Review Summary Read, Annotate &
Watch the
writing Narrative Infer
Video/Discuss It LEARN ABOUT GENRE:
Writing
Students will watch the NONFICTION
-Pp 9 Quick Write Wrap-Up Pp 149 - Preview
video “People of the
Reading Autobiographies
Horse: Special Bond” questions 2-3 only
EQ Notes pp. 133 Anchor Chart & Lesson
and discuss the
(kagan)
question:
Genre/Text Elements
*See online resource
Is the relationship *kagan
Hook & Inspire
between animals and
people truly a special
PREPARE TO
bond?
Watch the Video
READ
SELECTION
Table of Contents From My Life With the
Preview Chimpanzees
Preview the selections in Jane Goodall
the unit and point out
that students will Concept Vocabulary
respond to prompts:

Comprehension
 Whole-Class Learning Strategy
What qualities do people
and animals share?
Peer-Group (or WG
Discussion) Learning
Write and deliver a set of
oral instructions on how
to make an origami
version of the animal of
your choosing. See pp.
230-231

Performance-Based
Assessment
How do animals and
people interact?

Unit Goals
Students will deepen
their perspective about
the ways that people and
animals can relate to
each other through
reading, writing,
speaking, and listening,
and presenting.

Unit Goals Video

Introduce Academic
Vocabulary (Kagan)
Exclude, illustrate,
benefit, elaborate,
objective

Teacher Table Lesson 1 - Groups 1 & 2 Repeat Lesson 1 - Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 -
Summary & Icebreaker Groups 3 & 4 needed for Author’s Purpose & Groups 3 & 4
pp 132 writing support Message (RP) SAVVAS
Digital Resource

Week 8 Rotations

Peer-to-Peer The Sound of Summer

Running. SE
pgs.103-109;
Questions 1-5
pg. 113; Test Practice
pg. 114 1-3; Short
Response pg. 115 1-3

Independent Word Network SE pg.

*pre-printed leveled 7 Students add new
station text & words to their Word
materials
Network as they read
texts in the unit.
SE pgs. 124-125 Unit
Reflection

Technology Grammar: Comma

Usage and Grammar
 Grab Tutorial; Comma
Worksheet

Computer program:
IXL

Week 9 - Day 40 41 42 - 43 44
10/10-10/14

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 - Natural Allies
Spotlight: 6.R.3 Summarizing; 6.R.2.1 Author's Purpose & Organization; EQ - How do animals and people interact?
6.C.1.4 Write expository texts Begin Expository Writing

End of Grading Period (10/14)

Supporting: 6.R.2; 6.R.3.1; K12.EE.4.1; K12.EE.2.1; K12.EE.1.1;
K12.EE.3.1; 6.C.1; 6.C.4.1; 6.C.3.1; 6.C.1.4; 6.V.1.2; 6.V.1.3

WG SELECTION SELECTION Writing Speaking and Listening SELECTION TEST

From My Life With From My Life With Wednesday Practice pg.155 From My Life With
the Chimpanzees the Chimpanzees the Chimpanzees
Expository supplement with the
Jane Goodall Jane Goodall online exit ticket
Essay
Pp 142-145 Pp 145-149 pp.184-186
(paragraphs 21-44) Finish

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Pp.152 Concept Vocabulary Groups 3 & 4
Pp 150 Close-Read writing support & Word Study
Pp 151 Genre/Text
Elements - Author’s Additional
Purpose and writing practice
Message Discuss 3 pp.154
types of key details
that help readers
understand the
message of an
autobiography.

Week 9 Rotations

Peer-to-Peer Reading Lyric Poetry

Sonnet and I
Understand-a
Villanelle
pgs. 198-203

Independent Savvas Test Prep

*pre-printed leveled Workbook-Reading
station text & Bank 3: pgs. 15-20
materials
-Add words from texts
to Word Network in
Student Journal

Technology Central Idea and

Supporting Evidence
video; worksheet; Exit
Ticket

Computer program:
 IXL

Quarter 2

Week 1 - NO SCHOOL - Day 45 46 47 48

10/17-10/21 Teacher Planning

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 - Natural Allies
Spotlight: 6.C.1.4 Write expository texts; 6.R. 2.2 Central Idea: Analzye EQ - How do animals and people interact?
the central idea(s), implied or explicit, and its development throughout a Expository Writing
text; 6.V.1.3 Context and Connotation: Apply knowledge of context clues,
word relationships, and/or background information to determine the
meaning of words; 6.R.2.1 Structure: Explain how individual text sections
and/or features convey meaning in texts

Supportive: 6.R.2.3: Purpose and Perspective: Analyze authors’

purpose(s) in multiple accounts of the same event or topic; EE.1.1 Cite
evidence to explain and justify reasoning; 6.R.3.4 Understanding
Rhetoric: Identify rhetorical appeals in a text; 6.C. 4.1 Researching and
using information

WG SELECTION Writing SELECTION SELECTION

How Smart Wednesday How Smart are How Smart
are Animals? Planning and Animals? are Animals?
Pp. 156-158 Prewriting
How Smart is Smart What is
pp.186-187
and Do Animals Intelligence?,
Introduce the selection Think? Studying
Pp. 159 - 162 Animal
Thought,
Measuring
Animal
Intelligence
pp.163-166

Teacher Table Lesson 1 for Groups 1 Pull students as Lesson 2 - Groups 1 & 2 Lesson 1 & 2 for
&2 needed for Pg. 170 Concept Groups 3 & 4
Pp.168 - 169 writing support Vocabulary Pg. 168 Close Read
Close Read #1
#1-3 Pg. 169 Genre/Text
Genre/Text Elements Elements
Pg. 170. Concept
*HL students seen on Vocabulary
Friday for both lessons

Week 1 Rotations

Peer-to-Peer Reading Lyric Poetry

Sonnet and I
Understand-a
Villanelle
pgs. 204-207

Independent SE pg. 232-233

*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
materials
passage

*Activities for
independent
passages are online
through Savvas.
 *On pgs. 234-235
Close-Read Guide for
students’ response to
passage they read.

Technology Text Features:

Introductions and
Acknowledgments
worksheet

Computer program:
IXL

Week 2 - Day 49 50 51 52 53
10/24-10/28

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 - Natural Allies
Spotlight: 6.C.1.4 Write expository texts; EE.1.1 Cite evidence to explain EQ - How do animals and people interact?
and justify reasoning; 6.R.2.2 Central Idea: Analyze the central idea(s), Expository Writing
implied or explicit, and its development throughout a text.

Supportive: 6.R.2.3 Purpose and Perspective: Analyze authors’

purpose(s) in multiple accounts of the same event or topic; EE.1.1 Cite
evidence to explain and justify reasoning; 6.R.3.4 Understanding
Rhetoric: Identify rhetorical appeals in a text; 6.C. 4.1 Researching and
using information

WG Writing SELECTION TEST PREPARE TO READ

SELECTION SELECTION Wednesday How Smart are Animals? So What is a
supplement with the online Primate? Pg. 172
How Smart How Smart exit ticket
Drafting and
are Animals? are Animals? Focus on Concept
Introduction pg. Vocabulary
Review text Review text
188
Pg. 167 Pg. 167 continued
Comprehension
Focus on citing Focus on citing
Strategy Generate
evidence #1-4 evidence Questions before
#5-7 & EQ reading text next week

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Review/Reteach & Groups 3 & 4
Author’s Craft Pg. writing support Remediate Central Idea &
171 Supporting Evidence (RP)
Central Idea and
Supporting Evidence

Week 2 Rotations

Peer-to-Peer Reading Myths

The Tale of the
Hummingbird
pgs. 208-213

Independent SE pg. 232-233

*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
materials
passage
 *Activities for
independent
passages are online
through Savvas.

*On pgs. 234-235

Close-Read Guide for
students’ response to
passage they read.

Technology Speaker and Theme

worksheet; Exit
Ticket’; : Sentence
Structure Grammar
Tutorial; Sentence
Structure worksheet

Week 3 Day 54 55 56 57 58
10/31-11/4

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 - Natural Allies
Spotlight: 6.C.1.4 Write expository texts; 6.R.2.1 Structure: Explain how EQ - How do animals and people interact?
individual text sections and/or features convey meaning in texts; 6.R.2.3 Expository Writing
Pupose and Perspective: Analyze authors’ purpose(s) in multiple accounts
of the same even or topic; 6.V.1.3 Context and Connotation: Apply
knowledge of context clues, word relationships, and/or background
information to determine the meaning of words; EE.1.1 Cite evidence to
explain and justify reasoning

Supportive: 6.C.4.1 Researching and using information; EE.2.1 read and

comprehend grade-level complex texts proficiently

WG SELECTION SELECTION Writing TEST PRACTICE TEST PRACTICE

So What Is a So What Is a Wednesday Multiple Choice & Timed Writing pp 183
Primate? SE pp Primate? SE Short Response pp
Create 182-183 (graded)
173-174 pp 174-176
Coherence pg.
189
Stop, Annotate, Stop,
Discuss Annotate,
Discuss

BUILD
INSIGHT pp
177 & EQ

Teacher Table Lesson 1 - Groups 1 & 2 Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
Close Read & Groups 3 & 4 needed for writing Concept Vocabulary, Groups 3 & 4
Genre/Text Elements pp support Word Study, Author’s
178-179 Craft pp 180-181

Week 3 Rotations

Peer-to-Peer Reading Myths

The Tale of the
 Hummingbird
pgs. 214-215

Independent Savvas Test Prep

*pre-printed leveled Workbook-Reading
station text & Bank 4: pgs. 21-27
materials
Language and Editing
Bank 3 & 4 pgs.
115-118

Technology Style and Figurative

Language video;
Figurative Language
worksheet
Computer program:
IXL

Week 4 Day 59 60 61 62 NO SCHOOL (11/11)

11/7-11/11

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 - Natural Allies
Spotlight: 6.C.1.4 Write expository texts EQ - How do animals and people interact?
Finish Expository Writing
Supportive: EE.5.1; EE.6.1; 6.C.1.5; 6.C.3.1; 6.C.5.1

WG WRITING WRITING Writing WRITING WRITING

WORKSHOP WORKSHOP Wednesday WORKSHOP WORKSHOP
Focus on Focus on Focus on Focus on
Revising
Expository Expository Expository Writing Expository
pp.190-191
Writing Writing Writing
Pp.192 - 193
Review pages Review pages Editing and Publishing Pp.192 - 193
184-189 184-189 Editing and
Or Reteach a skill Publishing

Or Reteach a skill

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Reteach spotlight skill Groups 3 & 4
*See TE writing support
Differentiated Ex. 6.2.2 Central Idea &
Instruction / Evidence (RP online)
Quick
Conference /
Publishing &
Presenting

Week 4 Rotations

Peer-to-Peer Reading Biographies

Black Cowboy, Wild
Horses
pgs. 218-225

Independent SE pg. 232-233

*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
 materials passage

*Activities for
independent
passages are online
through Savvas.

*On pgs. 234-235

Close-Read Guide for
students’ response to
passage they read.

Technology Black Cowboy, Wild

Horses Begin
Research pg. 229

Week 5 Day 63 64 65 66 67
11/14-11/18

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 2 Tests - Natural Allies
Spotlight: 6.C.1.4 Write expository texts; 6.R.1.2 Theme; 6.R.1.4 Poetry; EQ - How do animals and people interact?
6.R.2.1 Structure; 6.R.2.2 Central Idea; 6.R.2.3 Pupose and Perspective; Begin Argumentative Writing
6.R.3.1 Interpreting Figurative Language; 6.R.3.2 Paraphrasing and
Summarizing; 6.C.3.1 Conventions; 6.C.5.1 Multmedia; 6.V.1.3 Context
and Connotation

Supportive: 6.R.3 Comparative Reading; 6.R.3.4 Understanding Rhetoric;

6.C.5.2 Technology in Communication; 6.V.1.2 Morphology

WG Unit 2 Tests Parts 1 Continue Unit 2 Writing Performance Task Performance Task
and 2 Tests Parts 1 and 2 Wednesday pg. 230. Origami activity and pg. 230. Origami
PERFORMANC presenting. activity and presenting.
Unit Wrap-Up E TASK
Reflect on the Unit Write an
pg 125 Argumentative
Essay
Introduce
Elements of
Argumentative
Writing

SAVVAS online resource

videos
-Argumentative Essay
-Counterclaim and
Rebuttal
-Structure Including
Counterclaim and Rebuttal
-Logical Organization
-Commas With
Nonrestriction Elements

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Groups 3 & 4
writing support

Week 5 Rotations

Peer-to-Peer Black Cowboy, Wild

Horses
Pg. 226-228
Independent SE pg. 232-233
*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
materials
passage

*Activities for
independent
passages are online
through Savvas.

*On pgs. 234-235

Close-Read Guide for
students’ response to
passage they read.

Technology Black Cowboy, Wild

Horses Finish
Research pg. 229

Week 6 Day 68 69 70 71 72
11/28-12/2

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Begin Unit 3 - Technology and Society
Spotlight: 6.C.1.3 Write an argumentative essay EQ - How do animals and people interact?
Argumentative Writing
Unit 3 Goals:
Supportive:
Students will be able to:
● Read selections that express different points of view about
technology and society, and develop my own perspective.
● Understand and use academic vocabulary words related to
arguments.
● Recognize elements of different genres, especially science fiction,
news articles, and argument.
● Read a selection of their choice independently and make
meaningful connections to other texts.
● Write a focused, well-organized argumentative essay.
● Complete Timed Writing tasks with confidence.
● Participate effectively in a debate.

WG UNIT 3 INTRODUCTION Second Read Writing OVERVIEW SELECTION

(Independent) That’s Wednesday SELECTION Feathered Friend
Motivate and Engage Not Progress Feathered Friend Arthur C. Clarke
Students Engage in a Argumentative Arthur C. Clarke SE pp 253-255 (to
-(Kagan) Word Network Essay Pg. 290-291 p10)
discussion about the SE pp 248-252
pp 245 & copy in
positives and negatives of Vocabulary Focus
student journal *Speed Debating
technology. EQ - Is technology
-Pp 247 Quick Write helpful or harmful to Stop & Annotate
Watch the Video/Discuss It society? Begin BUILD
Students will watch the video EQ Notes pp. 247 INSIGHT questions
(kagan) WHOLE-CLASS pp 257
“Dog Receives Prosthetic
LEARNING
Legs Made by 3-D Printer” STRATEGIES
*see online resource
and discuss the question:
Hook & Inspire
Review Table of
How does modern Contents to generate
technology help us solve interest. Encourage
problems in new way? other students to
discuss other texts or
Watch the Video
media visuals that
deal with issues of
 Table of Contents Preview modern technology.
Preview the selections in the
unit and point out that LEARN ABOUT
students will respond to GENRE: FICTION
Science Fiction
prompts:
Take a Minute
Whole-Class Learning
Genre/Text
Do mobile devices improve our lives?
Elements
Peer-Group Learning Multiple Theme
Do the disadvantages of technology
outweigh its benefits? PREPARE TO READ

Performance-Based Assessment Concept Vocabulary

Is technology helpful or harmful to
society?
Comprehension
Strategy
Unit Goals
Students will deepen their
perspective about
technology and society by
reading, writing, speaking,
listening, and presenting.

Unit Goals Video

Academic Vocabulary
Convince, certain, sufficient,
declare, justify

Read That’s Not Progress

Teacher Lesson 1 - Groups 1 & 2 Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
Table SE pp. 243 - Reteach Academic Groups 3 & 4 needed for writing ANALYZE & Groups 3 & 4
Vocabulary support INTERPRET
Close Read
Review Summary pp 246 Genre/Text Elements
-Students write a summary pp.258-259
-Icebreaker

Week 6 Rotations

Peer-to-Peer Learn About Genre:

Nonfiction
Is Our Gain Also Our
Loss?
Pgs. 304-309

Independent Savvas Test Prep

*pre-printed leveled Workbook-Reading
station text & Bank : pgs. 21-27
materials
Language and Editing
Bank 5 pgs. 119-120

Technology Author’s Craft:

Setting, Characters,
and Plot worksheet

Computer program:
IXL (Grade 5)
 Week 7 Day 73 74 75 76 77
12/5-12/9

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 3 - Technology and Society
Spotlight: 6.C.1.3 Write and support a claim EQ - How do animals and people interact?
Argumentative Writing
Supportive:

WG SELECTION Concept-Vocabulary Writing SELECTION TEST SHARE IDEAS

Feathered Friend Development Wednesday Feathered Friend Composition pp
Arthur C. Clarke Students will use supplement with the online 262
SE pp 255-256 concept vocabulary in Argumentative exit ticket Write a brief
Finish reading & the text in a sentence. Essay argumentative
Build Insight Pp. 292 - 293 essay.
questions pp 257 Cross-Curricular Speaking & Listening
Perspectives pp 263
Multimedia
Students will use Presentations
details from the text
[eclipses] to research
the NASA website
about eclipses and
answer questions

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Reteach and Practice Groups 3 & 4
STUDY LANGUAGE writing support
AND CRAFT pp
260-261

Concept Vocabulary /
Word Study / Author’s
Craft

Week 7 Rotations

Peer-to-Peer Is Our Gain Also Our

Loss?
Pgs. 310-313

Independent SE pg. 232-233

*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
materials
passage

*Activities for
independent
passages are online
through Savvas.

*On pgs. 234-235

Close-Read Guide for
students’ response to
passage they read.

Technology Computer program:

IXL (Grade 6 N2)
References in
Informational Writing
worksheet
 Week 8 Day 78 79 80 81 82
12/12-12/16

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 3 - Technology and Society
Spotlight: 6.C.1.3 Write and support a claim EQ - How do animals and people interact?
Argumentative Writing
Supportive:

WG WRITING WRITING WRITING WRITING WRITING

WORKSHOP WORKSHOP WORKSHOP WORKSHOP WORKSHOP
Review SE pp SE pp SE pp SE pp 298-299 Wrapping up
290-293 294-295 296-297 Editing argumentative
Argumentative Drafting Revising essay
Writing /
Planning & Publishing and
Prewriting Presenting

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for writing Pull students as needed Groups 3 & 4
Pull students as Pull students as support for writing support Pull students as
needed for writing needed for writing needed for writing
support support See Differentiated See Differentiated support
Instruction TE pp 297 Instruction TE pp 297
See Differentiated See Differentiated See Differentiated
Instruction TE pp 297 Instruction TE pp 297 Instruction TE pp 297

Week 8 Rotations

Peer-to-Peer Learn About Genre:

Nonfiction
The Black Hole of
Technology
Pgs. 314-319

Independent SE pg. 232-233

*pre-printed leveled *Teacher discretion-
station text & pre-elect reading
materials
passage

*Activities for
independent
passages are online
through Savvas.

*On pgs. 234-235

Close-Read Guide for
students’ response to
passage they read.

Technology Video: Prepositions

and Prepositional
phrases on Savvas

*Grammar Practice
Lesson: Phrases:
Prepositions and
Prepositional

IXL FF: Prepositions

 Week 9 Day 83 84 85 86 87
12/19-12/23 End of Q2

Florida B.E.S.T. Standards SAVVAS myPerspectives Grade 6

Unit 3 - Technology and Society
Spotlight: EQ - How do animals and people interact?
Argumentative Writing
End of Grading Period
Supportive:

WG **Selection **Selection Writing **Selection SELECTION TEST

The Internet of The Internet of Wednesday The Internet of The Internet
Things Things Things of Things
Seasonal supplement
TE pg. 286A Build Insight Share Ideas pg. 289
activity
SE pp. 286 - SE pp. 288 with online
287 Exit Ticket

** Compare
and contrast
of Biometrics
texts moved
post
Christmas
break

Teacher Table Lesson 1 - Groups 1 & Repeat Lesson 1 for Pull students as Lesson 2 - Groups 1 & 2 Repeat Lesson 2 for
2 Groups 3 & 4 needed for Groups 3 & 4
writing support

Week 9 Rotations

Peer-to-Peer The Black Hole of

Technology
pgs. 320-322

Independent Savvas Test Prep

*pre-printed leveled Workbook-Reading
station text & Bank : pgs. 21-27
materials

Technology Video: Savvas

Rhetorical Devices
and Logical Fallacies

Savvas Worksheet:
Rhetorical Devices
and Logical Fallacies
RP

IXL K6 Classify
Logical Fallacies