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ELA G6:M3A

The Land of the Golden Mountain

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Narrator’s Point of View and Evidence of Author’s Perspective in Dragonwings

Instructional FocusLong-Term TargetsAssessments
  • Begin Dragonwings.
  • Analyze Dragonwings for point of view, figurative language, tone, and meaning
  • I can determine the meaning of literal and figurative language (metaphors and similes) in literary text. (RL.6.4)
  • I can analyze how an author's word choice affects tone and meaning in a literary text. (RL.6.4)
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of a word or phrase. (L.6.4a)
  • I can create and present a text or art work in response to a literary work. (W.6.11)
  • I can develop a perspective or theme supported by relevant details. (W.6.11a)
  • I can recognize and illustrate social, historical, and cultural features in the presentation of literary texts. (W.6.11b)
  • Mid-Unit 1 Assessment: Point of View, Figurative Language, and Passage Connections from Dragonwings (RL.6.4, RL.6.5, RL.6.6, L.6.4a, W.6.11, W.6.11a, W.6.11b, W.6.11c)
  • Analyze excerpts of Lawrence Yep’s autobiography The Lost Garden for how his culture affected his perspective
  • Analyze excerpts of Dragonwings for evidence of Lawrence Yep’s perspective and connotative language
  • I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • End of Unit 1 Assessment: Evidence of Author’s Perspective in Dragonwings (RL.6.4, RL.6.6a)

Weeks 3-5 Unit 2: Comparing Varying Points of View of the Same Topic or Event

Instructional FocusLong-Term TargetsAssessments
  • Closely read excerpts of Emma Burke’s eyewitness account of the 1906 San Francisco earthquake and fires to identify her point of view and determine how she conveys it.
  • Analyze Emma Burke’s eyewitness account to identify how she introduces, illustrates, and elaborates on the earthquake, the immediate aftermath, and the relief camps.
  • I can analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • I can self-select text to develop personal preferences. (RL.6.11a)
  • I can establish and use criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces. (RL.6.11b)
  • Mid-Unit 2 Assessment: Analyzing the Author’s Point of View: Relief Camps (RI.6.3, RI.6.6, RI.6.4, RL.6.11, RL.6.11a, RL.6.11b)
  • Compare Emma Burke’s point of view of the immediate aftermath of the earthquake with the point of view of Moon Shadow from Dragonwings.
  • Analyze a model literary analysis essay in order to write a literary analysis comparing the points of view of Moon Shadow in Dragonwings and Emma Burke—in order to explain how author’s purpose affects narrator’s point of view.
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)

–   I can introduce the topic of my text. (W.6.2a)

–   I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect). (W.6.2a)

–   I can include headings, graphics, and multimedia to help readers understand my ideas. (W.6.2a)

–   I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2b)

–   I can use transitions to clarify relationships among my ideas. (W.6.2c)

–   I can use contextually specific language/vocabulary to inform or explain about a topic. (W.6.2d)

–   I can establish and maintain a formal style in my writing. (W.6.2e)

–   I can construct a concluding statement or section of an informative/explanatory text. (W6.2f)

  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)

–   I can apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)

  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)

–   I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (L.6.2a)

–   I can spell correctly. (L.6.2b)

  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)

–   I can introduce the topic of my text. (W.6.2a)

–   I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect). (W.6.2a)

–   I can include headings, graphics, and multimedia to help readers understand my ideas. (W.6.2a)

–   I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2b)

–   I can use transitions to clarify relationships among my ideas. (W.6.2c)

–   I can use contextually specific language/vocabulary to inform or explain about a topic. (W.6.2d)

–   I can establish and maintain a formal style in my writing. (W.6.2e)

–   I can construct a concluding statement or section of an informative/explanatory text. (W6.2f)

  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)

–   I can apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)

  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)

–   I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (L.6.2a)

–   I can spell correctly. (L.6.2b)

  • End of Unit 2 Assessment: Literary Analysis: How does Author’s Purpose Affect Point of View (W.6.2a, b, c, d, e, f, g, h, W.6.9, W.6.9a, L.6.2, L.6.2a, L6.2b)

Weeks 6-8 Unit 3: How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco

Instructional FocusLong-Term TargetsAssessments
  • Research factual information and eyewitness sources about how the earthquake and fires affected the people of San Francisco.
  • Make connections between different kinds of literary text—including poems, plays, and short stories—about the earthquake and fires.
  • I can use a variety of media to develop and deepen my understanding of a topic or idea. (RI.6.7)
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can interpret information presented in different media and formats. (SL.6.2)
  • I can explain how new information connects to a topic, text, or issue I am studying. (SL.6.2)
  • I can interpret, analyze, and evaluate narratives, poetry, and drama, artistically and ethically by making connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • Mid-Unit 3 Assessment: Researching and Interpreting Information (W.6.7, SL.6.2, RL.11)
  • Analyze newspaper articles and craft in order to generate criteria for an effective newspaper article.
  • Use criteria to write a newspaper article about how the 1906 San Francisco earthquake and fires affected the people of San Francisco, featuring all of the criteria of an effective newspaper article.
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can introduce the topic of my text. (W.6.2a)
  • I can organize my information using various strategies (e.g. definition/classification, comparison/contrast, cause/effect). (W.6.2a)
  • I can include headings, graphics, and multimedia to help readers understand my ideas. (W.6.2a)
  • I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2b)
  • I can use transitions to clarify relationships among my ideas. (W.6.2c)
  • I can use contextually specific language/vocabulary to inform or explain about a topic. (W.6.2d)
  • I can establish and maintain a formal style in my writing. (W.6.2e)
  • I can construct a concluding statement or section of an informative/explanatory text. (W6.2f)
  • I can produce text (print or non-print) that explores a variety of cultures and perspectives. (W.6.4a)
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3a)
  • I can maintain consistency in style and tone when writing and speaking. (L.6.3b)
  • End of Unit 3 Assessment: Writing a Newspaper Article (RI.6.7, W.6.2a, W.6.4a, W.6.9, L.6.3a, L.6.3b)
  • Final Performance Task: Newspaper Article (RI.6.7, W.6.2, W.6.4a, W.6.9, and L.6.3)

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