| MI: English Language Arts 6-12 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.6.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.6.1b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. SL.6.1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. SL.6.1d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.6.4a. 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. L.6.4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). L.6.4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L.6.4d. 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). 5. Demonstrate understanding of word relationships and nuances in word meanings. L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.6.5a. Interpret figures of speech (e.g., personification) in context. L.6.5b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. L.6.5c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
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