Sixth graders read a wide selection of fiction, nonfiction, poetry, and dramatic
literature. They are taught to analyze the influence of literary devices on
the texts in order to evaluate patterns, themes, and characterization in literature.
Vocabulary is reviewed as it arises in the literature, as well as through weekly
lessons on Latin and Greek prefixes, suffixes, and roots. Students write responses
to literature in the form of paragraphs, journals, autobiographies, dramatic
sketches, poetry, and research reports. Instruction and practice of paragraph
writing centers on topic sentences, transitions, logical progression of details,
and concluding sentences. Various types of paragraphs are studied and assigned,
including compare and contrast, persuasive, and analytical. Grammar is instructed
with the systematic Winston Grammar program and also when specific issues arise
in students' writing. Sixth graders are taught to practice and refine techniques
of oration, including formal speech making, discussion, debate, and poetic
recitation.
Goals and Objectives
READING: By the end of sixth grade, students are expected to…
Use context clues and their knowledge of word origins to determine
the meaning of specialized vocabulary and grade-level appropriate words
Read and understand grade-level appropriate material
Describe and connect the essential ideas, arguments, and perspectives of
the text by using their knowledge of text structure, organization, and purpose
Read and respond to historically or culturally significant works of literature
that reflect and enhance their study of history
Read independently at least 1000 pages per term
WRITING: By the end of sixth grade, students are expected to…
Write clear, coherent, and focused essays
Use writing to exhibit awareness of audience and purpose
Write essays that contain formal introductions, supporting evidence, and
conclusions
Progress through the stages of the writing process as needed
Write narrative, expository, persuasive, and descriptive texts
Use writing to demonstrate a command of standard American English and the
research, organizational, and drafting strategies outlined below
WRITTEN LANGUAGE CONVENTIONS: By the end of sixth grade, students are expected
to…
write and speak with a command of standard English
conventions appropriate to sixth grade as set forth in The Golden Guide
LISTENING AND SPEAKING: By the end of sixth grade, students are expected
to…
Deliver focused, coherent presentations that convey ideas clearly
and relate to the background and interests of the audience
Use speaking to demonstrate a command of standard American English and the
organizational and delivery strategies outlined below
Annual SIxth Grade Language Arts Projects
Summer reading project
Compare and Contrast essay--Minoans and Mycenaeans
Odyssey student-written scenes
Paragraph expository writing—“Is Odysseus a hero?” and “Telemachus's
growth as a character”
Two creative projects and oral presentations for independent reading
Greek contributions to western civilization--expository essay The Giver analytical essay on themes--"a utopian society is impossible" or "pain
is essential to true human happiness"
Research, presentation, and first person narrative essay on social reformers
(final project for Bronze Bow) on Susan B. Anthony, Chavez, Rigoberta Menchu,
MLK
Shabanu analytical essay
Creative poetry book
Resources
Fiction / novels (some or all of the following are selected) The Bronze Bow. Elizabeth George Speare. Shabanu: Daughter of the Wind. Suzanne Fisher Staples. The Giver. Lois Lowry. Call of the Wild, Jack London Out of the Dust, Karen Hesse
Fiction / short stories
"The Washwoman," Singer
"The Necklace," de Maupassant
"Marriage Is a Private Affair," Achebe
"The Jade Goddess," Yutang
"Home," Gwendolyn Brooks Book of Greek Myths, D’Aulaires
Poetry The Odyssey, Retold by Picard (following a summary of the Iliad)
Poetry In Three Dimensions, Carol Clark and Alison Draper (teacher-selected
poems)
Bishop, "Sleeping on the Ceiling," "Sestina"
Sexton, "Rumpelstiltskin"
Kumin, "The Hermit Meets the Skunk"
Stevens, "Thirteen ways of looking at a Blackbird"
Cardona, "Muck," "Mother Never Read To Me"
Chin, "Turtle Soup"
Clifton, "at the cemetery, walnut grove plantation, South Carolina"
Oliver, "Questions You Might Ask"
M. Walker, "Lineage," "For My People"
Kono, "Internment"
Angelou, "The Telephone"
Baca, "Work We Hate and Dreams We Love"
Awiakta, "The Real Thing"
Brooks, "First Fight, Then Fiddle," "We Real Cool"
Dove, "Fifth Grade Autobiography"
Hughes, "Mother To Son"
e.e. cummings, "in Just–," "love is more thicker than
forget"
Shihab Nye, "Because of Libraries We Can Say These Things"
Basho, untitled haikus
Pound, "In a Station of the Metro"
Bogan, "Train Tune"
Sandburg, "Fog"
Shakespeare, "Sonnet 18"
Sappho poems
Neruda odes
Expository texts / essays
"Pompeii," Robert Silverberg
"A Poet's Advice to Students," e.e. cummings
"How to Enjoy Poetry," James Dickey
from "Circle of the seasons," Edwin Way Teale
"The First Basketball Game," Raymond P. Kaighn
Dramatic literature
"The Flying Tortilla Man," Denise Chavez
