Grade 6 ELA Curriculum Modules
The Grade 6 curriculum modules are designed to address CCLS ELA outcomes during a 45-50 minute English Language Arts class. The overarching focus for all modules is building students’ literacy skills as they develop knowledge about the world.
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes one end-of-module performance task as well as mid-unit and end-of-unit assessments for all three units
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 6, Module 4 Overview
Grade 6, Module 4 Assessments
Grade 6, Module 4 Performance Task
Unit One: Students begin their reading of Frightful's Mountain through the perspective of Frightful, a peregrine falcon. Students will, through primary sources also investigate the delicate balance between human world and the environment of the falcon. Students will read scientific text along with video to determine the effects of DDT on the environment. Students will specifically focus on author's point of view to create a claim and supporting evidence considering the argument; "Do the benefits of DDT outweigh its harmful consequences?" Although this content is scientifically based, it is not meant to replace science instruction.
Unit Two: Continuing to struggle with the question “Do the benefits of DDT outweigh its harmful consequences?” , students participate in a webquest utilizing a researcher's notebook focusing their inquiry on the credibility of each source. Students will work towards making an evidence based claim from their research, utilizing a graphic organizer, "Cascading Consequences chart", students will visually track the chain reaction of a decision, and a Stakeholders chart, tracking who is affected by a decision, as integral tools in making their claim. Students will integrate ideas from multiple sources to create and substantiate a claim.
Unit Three: Building on the research in previous units instruction will focus on the writing process; draft, revise, edit ad publish their research-based position papers. Through extensive supports, students will receive lessons on the use of grade-level-appropriate vocabulary and formal English in writing. Students wii publish their work at the classroom or district level and participate in a hosted Gallery Walk.
The Grade 6 curriculum modules are designed to address CCLS ELA outcomes during a 45-50 minute English Language Arts class. The overarching focus for all modules is building students’ literacy skills as they develop knowledge about the world.
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes one end-of-module performance task as well as mid-unit and end-of-unit assessments for all three units
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 6, Module 4 Overview
Grade 6, Module 4 Assessments
Grade 6, Module 4 Performance Task
Unit One: Students begin their reading of Frightful's Mountain through the perspective of Frightful, a peregrine falcon. Students will, through primary sources also investigate the delicate balance between human world and the environment of the falcon. Students will read scientific text along with video to determine the effects of DDT on the environment. Students will specifically focus on author's point of view to create a claim and supporting evidence considering the argument; "Do the benefits of DDT outweigh its harmful consequences?" Although this content is scientifically based, it is not meant to replace science instruction.
Unit Two: Continuing to struggle with the question “Do the benefits of DDT outweigh its harmful consequences?” , students participate in a webquest utilizing a researcher's notebook focusing their inquiry on the credibility of each source. Students will work towards making an evidence based claim from their research, utilizing a graphic organizer, "Cascading Consequences chart", students will visually track the chain reaction of a decision, and a Stakeholders chart, tracking who is affected by a decision, as integral tools in making their claim. Students will integrate ideas from multiple sources to create and substantiate a claim.
Unit Three: Building on the research in previous units instruction will focus on the writing process; draft, revise, edit ad publish their research-based position papers. Through extensive supports, students will receive lessons on the use of grade-level-appropriate vocabulary and formal English in writing. Students wii publish their work at the classroom or district level and participate in a hosted Gallery Walk.