Sixth Grade: Module One, Narrative Writing
2019-2020
The Hero's Journey
2019-2020
The Hero's Journey
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the RESOURCE page on this website for a detailed explanation of procedures and expectations. There are several important resources, graphic organizers, and helpful documents found on the RESOURCE page.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Scroll down to the bottom of the page
for more details of the New York State Learning Standards
that will be covered in this unit.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
Please see the RESOURCE page on this website for a detailed explanation of procedures and expectations. There are several important resources, graphic organizers, and helpful documents found on the RESOURCE page.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Scroll down to the bottom of the page
for more details of the New York State Learning Standards
that will be covered in this unit.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
The Hero's Journey
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Lesson 1
Homework due Tuesday, October 8, 2019: None
Classwork Monday, October 7, 2019: View “The Hero’s Journey” PowerPoint and fill out the ‘My Notes About “The Hero’s Journey”’ on pages 3 and 4 of your packet.
Homework due Tuesday, October 8, 2019: None
Classwork Monday, October 7, 2019: View “The Hero’s Journey” PowerPoint and fill out the ‘My Notes About “The Hero’s Journey”’ on pages 3 and 4 of your packet.
the_heros_journey_powerpoint.pptx | |
File Size: | 1761 kb |
File Type: | pptx |
Lesson 2
Homework due Wednesday, October 9, 2019: None
Classwork Tuesday, October 8, 2019: Read “The Golden Touch” on pages 8-10 of your packet and complete the “Guided Practice” worksheet on page 11.
Lesson 3
Homework due Thursday, October 10, 2019 and Friday, October 11, 2019: “Independent Practice” on pages 15-16 in your Hero’s Journey packet.
Classwork due Wednesday, October 9, 2019 and Thursday, October 10, 2019: "Guided Practice" worksheet on page 11 in packet.
Lesson 4
Homework due Tuesday, October 15, 2019: None
Homework due Wednesday, October 16, 2019: Finish "Thoughts and Ideas" page on pages 15 and 16 of your packet.
Classwork due Friday, October 11, 2019 and Tuesday, October 15, 2019: Complete the "Thoughts and Ideas" page on pages 15 and 16 of your packet.
Lesson 5
Homework due Thursday, October 17, 2019: Complete Hero’s Profile on page 23 of Hero’s Journey packet.
Classwork due Wednesday, October 16, 2019: Practice writing dialogue on page 21 of packet.
Lesson 6
Homework due Friday, October 18, 2019: None
Classwork due Thursday, October 17, 2019: Take notes on “Show, Don’t Tell” on page 22 of your packet based on the powerpoint.
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Lesson 6
Homework due Monday, October 21, 2019: None
Classwork due Friday, October 18, 2019 - Friday, October 24, 2019: Type Hero's Journey stories.
Homework due Monday, October 21, 2019: None
Classwork due Friday, October 18, 2019 - Friday, October 24, 2019: Type Hero's Journey stories.
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Learning Standards that will be covered this unit:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
6th Grade Reading Standards (Literary and Informational Text)
Key Ideas and Details
- 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
- 6R2: Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text. (RI&RL)
- 6R3: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. (RL)
- In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
Craft and Structure
- 6R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. (RI&RL)
- 6R5: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central idea, setting, or plot. (RL)
- In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme/ central ideas. (RI)
- 6R6: Identify the point of view and explain how it is developed and conveys meaning. (RI&RL) Explain how an author’s geographic location or culture affects his or her perspective. (RI&RL)
Integration of Knowledge and Ideas
- 6R7: Compare and contrast how different formats, including print and digital media, contribute to the understanding of a subject. (RI&RL)
- 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. (RI&RL)
- 6R9: Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
6th Grade Writing Standards
Text Types and Purposes
- 6W1: Write arguments to support claims with clear reasons and relevant evidence.
- 6W1a: Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically.
- 6W1b: Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.
- 6W1c: Use precise language and content-specific vocabulary to argue a claim.
- 6W1d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 6W1e: Provide a concluding statement or section that explains the significance of the argument presented.
- 6W1f: Maintain a style and tone appropriate to the writing task.
- 6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 6W2a: Introduce a topic clearly; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; 6W2b: Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension.
- 6W2c: Use precise language and content-specific vocabulary to explain a topic. 6W2d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 6W2e: Provide a concluding statement or section that explains the significance of the information presented.
- 6W2f: Establish and maintain a style appropriate to the writing task.
- 6W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing.
- 6W3a: Engage the reader by introducing a narrator and/or characters.
- 6W3b: Use narrative techniques, such as dialogue and description, to develop experiences, events, and/or characters.
- 6W3c: Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- 6W3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- 6W3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
- 6W4: Create a poem, story, play, art work, or other response to a text, author, theme, or personal experience.
- 6W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to both literary and informational text, where applicable.
Research to Build and Present Knowledge
- 6W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.
- 6W7: Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources.
6th Grade Speaking and Listening
Comprehension and Collaboration
- 6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
- 6LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- 6SL1b: Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- 6SL1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- 6SL1d: Consider the ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
- 6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
- 6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
- 6SL4: Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to accentuate central ideas or themes; use appropriate eye contact, adequate volume, and clear enunciation.
- 6SL5: Include digital media and/or visual displays in presentations to clarify information and emphasize and enhance central ideas or themes.
- 6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6th Grade Language Standards
- 6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- 6L3a: Vary sentence patterns for meaning, reader/listener interest, and style. 6L3b: Maintain consistency in style and tone.
Vocabulary Acquisition and Use
- 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
- 6L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 6L4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
- 6L4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 6L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
- 6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 6L5a: Interpret figurative language, including personification, in context.
- 6L5b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
- 6L5c: Distinguish among the connotations of words with similar denotations (e.g., stingy, scrimping, economical, unwasteful, thrifty).
- 6L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.
This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates Social Studies and Science content that may align to additional teaching during other parts of the day. These intentional connections are described below.
NYS Social Studies Core Curriculum
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.