• Sixth Grade ELA Curriculum
    Unit One: Doers and Dreamers
    Students understand that they can make generalizations and draw conclusions to generate evidence based claims. Students also understand that biographical text, speeches and other informational text can provide the rationale for how people are labeled doers and dreamers. Students write an
    evidence-based claim essay answering the question, what makes a doer and a dreamer?
    Unit Two: Social Injustice
    What is social injustice? Students understand that injustices in society can impact the experiences citizens face through their examination of text and real
    world experiences. They read literature and newspaper articles about people who have experienced social injustice. Students research, write and conduct a campaign sharing information about a social injustice and ways to address and prevent it.
    Unit Three: Courage
    What is courage? Students understand that people find moral and physical courage from many sources and that familiar concepts such as courage
    can continually be redefined based on evidence from a text and the world. Students read stories and articles about people who have demonstrated
    courage. They write a recommendation for a courage award, analyzing how one person demonstrated courage.
    Unit Four: The Heroes’ Journey
    What is the heroes’ journey? What makes a myth? Why do myths matter?
    Students understand that the hero’s journey is an archetypal storyline used over the course of centuries. They understand the hero's journey helps us to better understand characters in literature and their responses to challenges and that all stories have universal elements and themes. In this unit students read The Lightening Thief to analyze the role of the hero. They use their examination of the hero to write their own narrative.
    Unit Five: A Perfect World
    Can a perfect world exist? Students explore the possibility of the existence of a perfect world. They analyze text to determine elements of idyllic societies to determine if a perfect world can actually exist. Students also examine ancient societies studied in grade 6. Students identify any elements of a "perfect world" found in those civilizations. Students use the examples they have studied to write a narrative of a perfect world.