Missouri Learning Standards

Units 1 & 3 – TURNING POINTS

We all face turning points in our lives. When we experience challenges, how do the choices we make change the paths of our lives? In this unit, you will survive the Canadian wilderness with Brian Robeson in Gary Paulsen’s gripping adventure novel, Hatchet. Read the true stories of people like Jackie Robinson, Feng Ru, and Melba Pattillo and see how the decisions you make at a difficult time can change not only your life, but the lives of others. Choose and research a person who has survived tremendous challenges and present your research to your classmates in a “Museum of Survivors.” Enjoy learning about real people and fictional characters who overcome rocky roads in life.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Explain how an author develops the point of view of the narrator or speaker in a text. (6.RL.2.B)
• Explain how an author’s point of view or purpose is conveyed in a text. (6.RI.2.B)
• Analyze how word choice, including the use of figurative language and/or the repetition of words or word sounds contributes to meaning. (6.RL.2.C)
• Analyze how word choice, including the use of figurative language, connotations and/or repetition, contributes to meaning. (6.RI.2.C)
• Describe how a particular text’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. (6.RL.2.D)
• Identify an author’s argument in a text and distinguish claims that are supported by reasons and evidence from claims that are not.  (6.RI.2.D)
• Compare and contrast texts in different genres that address similar themes or topics. (6.RL.3.B)
• Compare and contrast one author’s presentation of events with that of another. (6.RI.3.B)
• Conduct research to answer a question, drawing on several sources; integrate information using a standard citation system. (6.W.1.A.A)
• Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence. (6.W.2.A.C)
• Organization and Content: Introduce the topic, maintain a clear focus throughout the text,and provide a conclusion that follows from the text. (6.W.3.A.A)
• Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (6.W.3.A.C)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume. (6.SL.2.A)
• Position body to face the audience when speaking and make eye contact with listeners at various intervals using gestures to communicate a clear viewpoint. (6.SL.2.B)

Unit 2 – FACING CHALLENGES

Have you ever been treated unfairly? Are there issues in our world that you consider to be unjust? In this unit, you will research an injustice and create a podcast to share your learning with others. As you read Roll of Thunder, Hear My Cry, you will learn from the Logan family as they struggle to survive in Mississippi during the Great Depression, surrounded by violence and racism. View injustices that challenge our world through the eyes of real people such as Malala, children of the Dust Bowl, and prisoners of a Japanese Internment Camp. Will learning in this unit empower you to make a difference in our world?

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Interpret visual elements of a text and draw conclusions from them (when applicable). (6.RL.1.C) & (6.RI.1.C)
• Using appropriate text, determine the theme(s) of a text and cite evidence of its development; summarize the text.     (6.RL.1.D)
• Explain the central/main idea(s) of a text and cite evidence of its development; summarize the text.   (6.RI.1.D)
• Analyze how a particular sentence, chapter, scene, stanza, or image contributes to meaning. (6.RL.2.A)
• Analyze how a particular sentence, paragraph, section, or image contributes to meaning. (6.RI.2.A)
• Explain how plot and conflict reflect historical and/or cultural contexts. (6.RL.3.C)
• Explain how the text reflects historical and/or cultural contexts. (6.RI.3.C)
• Read and comprehend literature, including stories, dramas and poems, independently and proficiently. (6.RL.3.D)
• Read and comprehend informational text independently and proficiently. (6.RI.3.D)
• Narrative: Develop narratives including poems about real or imagined experiences, with clearly identified characters, well-structured event sequences, narrative techniques and relevant, descriptive details. (6.W.2.A.A)
• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (6.SL.1.A)
• Delineate a speaker’s argument and claims  in order to pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (6.SL.1.B)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume. (6.SL.2.A)
• Plan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims findings and ideas. (6.SL.2.C)

Unit 3 – OUR HEROES

What makes someone a hero? In your opinion, who is the greatest hero? Learn about heroes from the medical world, everyday heroes, teenage heroes, and heroes who fought for equality for all people. Through research, learn all about a person you consider to be a hero, and create an argumentative essay to convince your classmates that the person you researched is an exceptional hero.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Draw conclusions, infer and analyze by citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (6.RL.1.A) & (6.RI.1.A)
• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials. (6.RL.1.B) & (6.RI.1.B)
• Interpret visual elements of a text and draw conclusions from them (when applicable). (6.RL.1.C) & (6.RI.1.C)
• Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the same text, noting how a performance impacts personal interpretation. (6.RL.3.A) & (6.RI.3.A)
• Expository: Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details. (6.W.2.A.B)
• Word choice, syntax, and style: Choose precise language and establish and maintain an appropriate and consistent style; sentences are complete. (6.W.3.A.B)
• Use transitions to clarify relationships and connect ideas, claims and signal time shifts. (6.W.3.A.D)
• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. (6.W.3.A.E)