! (cid:0) (cid:1) (cid:2)(cid:3) (cid:4) (cid:4) (cid:5) (cid:2)(cid:6) (cid:7) GRADE 6 UNIT 1: TURNING POINTS What happens when life changes direction? USER GUIDE HOW IS THIS PACING GUIDE ORGANIZED? You are unique. So are your students. This pacing guide is not meant to The pacing guide for this unit is broken up into 45 instructional days. One pigeonhole you. It is designed to give you a sense of how you might incorporate instructional day may have more than a single task. All of the activities on row all of the resources StudySync has to offer into a comprehensive unit. The one are meant to be covered on the first instructional day. However, we know Pacing Guide should give you a sense of how to weave together lessons from that school schedules vary. Some teachers may have traditional 50 minute class the Instructional Path, Extended Writing Project, Research Project, and Full-Text periods each day, while others have 90 minute block classes a few days a week. Study in the Thematic Units as well as lessons from the Instructional Path and This pacing guide is designed for a 50 minute class, but it can be adapted to fit Extended Oral Project in the Designated ELD Unit. any schedule. If you are teaching on a block schedule, you will want to modify the work combining days to get through the content in the time you’ve scheduled for your unit. WHAT IS THE PURPOSE OF A PACING GUIDE? The numbers next to the StudySync lessons indicate which number the lesson is This pacing guide is designed to help you to effectively plan your unit. There are in the instructional path. Hopefully, this will make it easier to navigate between several elements in a StudySync unit – StudySync selections, the anchor text, the pacing guide and the instructional path for the unit on the StudySync website. Extended Writing Project and the Research Project. The pacing guide presents a suggested plan of attack that will help you cover the content in this unit, while In the third column of the pacing guide, which has the anchor text reading making the connections between the anchor text and the StudySync selections schedule, there is also a “compare to” note with the title of a text and clear for your students. Although this is a suggested outline of lessons, you accompanying lesson next to several of the chapters. This “compare to” note can adapt, alter, eliminate, or re-organize the lessons to best meet the needs identifies other texts in the StudySync Library that compliment the chapter in the of your students. You may do all of this in class or you may decide to divide anchor text that students are currently reading. the assignments between in-class work and homework. Ultimately, you are in the best position to decide what is manageable for your classes given the time There are no activities or lessons planned for the final two days of the unit, which constraints you are working within. are dedicated to assessment. mheonline.com/studysync Page 1 Pacing Guide | Grade 6, Unit 1 ELD UNIT % (cid:8) (cid:9) (cid:10) (cid:11) % (cid:12)(cid:13) (cid:14) (cid:15) (cid:12)% CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 1 UNIT PREVIEW SPEAKING & LISTENING INTRODUCTION HANDBOOK Turning Points BLAST “Research Using Various Media” Section What happens when life changes RESEARCH PROJECT direction? PART I Break students into small groups and assign each group a topic to research (see list of topics under Research tab) and begin research (in class and/or online). 2 FIRST READ SPEAKING & LISTENING BLAST HANDBOOK Hatchet Turning Points “Collaborative Discussions” Section RESEARCH PROJECT PART I CONT. Students should continue to research. 3 SKILL RESEARCH PROJECT FIRST READ PART II Point of View “Lost Island” Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class. mheonline.com/studysync Page 2 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 4 CLOSE READ RESEARCH PROJECT RE-READ PART II Hatchet “Lost Island” Groups should work collaboratively (in class and/or online) on a presentation to present their information to the class. 5 FIRST READ RESEARCH PROJECT RE-READ 2 PART II CONT. Guts: True Stories “Lost Island” Behind Hatchet Students should continue and the Brian working to create their Books presentations. 6 SKILL RESEARCH PROJECT READING SKILL PART II CONT. Central or Main Point of View Idea Students should continue working to create their SKILL presentations. Greek and Latin Affixes and Roots 7 CLOSE READ SPEAKING & LISTENING WRITING SKILL HANDBOOK Guts: True Stories Verbs and Verb Behind Hatchet “Presentation Skills” Phrases and the Brian Books RESEARCH PROJECT PART III Allow a couple of groups to present for the class. 8 FIRST READ RESEARCH PROJECT INTRODUCTION PART III CONT. Island of the Blue Hatchet Dolphins Allow a couple of groups to present for the class. mheonline.com/studysync Page 3 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 9 SKILL RESEARCH PROJECT FIRST READ PART III CONT. Textual Evidence Hatchet Allow a couple of groups to present for the class. 10 CLOSE READ RE-READ 1 Island of the Blue Hatchet Dolphins BLAST How do people survive in extreme situations? 11 FIRST READ Hatchet LINK RE-READ 2 Chapter 1 Dragonwings to Hatchet – Compare and Hatchet COMPARE contrast the separation between father and son in to The Early History each text – Dragonwings and of the Airplane and Hatchet. Why are father and In Guts: The True son separated in each text? Stories Behind What is the impact of this Hatchet and the separation on the son in each Brian Books story? 12 SKILL WATCH Connotation and Point of View Denotation 13 CLOSE READ Hatchet LINK WATCH Chapter 2 Dragonwings to Hatchet – Compare the Hatchet perspectives of Moon Shadow and Brian. How do their ages, family situations and circumstances impact their points of view? mheonline.com/studysync Page 4 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 14 BLAST WRITING SKILL What Do You Verbs and Verb Mean? Phrases FIRST READ “The Father of Chinese Aviation” 15 SKILL Hatchet LINK EXTENDED ORAL Chapter 3 PROJECT Textual Evidence to Hatchet – What emotions does Brian experience as he Introduction flies the plane and attempts to land it? Ask students to identify the different emotions he experiences and support their ideas with textual evidence. 16 CLOSE READ Hatchet LINK EXTENDED ORAL Chapter 4 PROJECT “The Father of to Hatchet – In Chapter 4, Chinese Aviation” Brian crashes the airplane and Brainstorm survives. Similarly, Feng Ru’s test flight in September 1909 also ends in a crash landing. Unlike the vivid account of Brian’s crash, the description of Feng Ru’s crash is limited. How might Feng Ru’s reaction to his crash have been similar to or different from Brian’s reaction? Students can discuss this question and/or write a short sensory-rich narrative describing how they think Feng Ru might have felt, thought or noticed as his own plane crashed. mheonline.com/studysync Page 5 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 17 BLAST Hatchet LINK EXTENDED ORAL Chapter 5 PROJECT How have to Hatchet – Ask students to immigrant inventors COMPARE brainstorm a list of qualities Create an Outline contributed to they believe successful American society? to The Lord of the immigrant inventors would Flies need to possess. Then ask them to consider Brian’s personality and character. Has he demonstrated these same qualities or characteristics? How might they help him in his current situation? In what ways must he be inventive? How might he be considered an “outsider” or “immigrant” in this unknown wilderness? 18 FIRST READ Hatchet LINK FIRST READ Chapter 5 I Never Had It to Hatchet – In the excerpt “Middle School Made COMPARE from I Never Had It Made, Loneliness” Jackie Robinson identifies to “I never hear the some of the events and word ‘Escape’” people who both positively and negatively impacted him. In Chapter 6, Brian remembers when he learned “the secret.” What impact does this moment and the knowledge that came with it have on Brian? 19 SKILL Hatchet LINK RE-READ 1 Chapter 7 Informational Text to Hatchet – Ask students “Middle School Structure to discuss the impact of the Loneliness” flashbacks in this chapter. Why does Paulsen use flashbacks in the novel? What impact does this complex text structure have on the reader? mheonline.com/studysync Page 6 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 20 SKILL Hatchet LINK RE-READ 2 Chapter 8 Figures of Speech to Hatchet – Ask students “Middle School to brainstorm examples of Loneliness” figurative language in this chapter. For example, “The first faint light hit the silver of the hatchet and it flashed a brilliant gold in the light. Like fire.” Once they’ve compiled a list of examples/quotes, ask them to label each example– metaphor, simile, idioms, personification, hyperbole, etc. 21 SKILL Hatchet LINK READING SKILL Chapter 9 Media to Hatchet – Put students Informational Text into small groups and assign Structure each group a type of media– drawing, video, tweet, text, song, etc. Challenge them to recreate the main events of this chapter in that medium. Then allow time for each group to share. 22 CLOSE READ Hatchet LINK READING SKILL Chapter 10 I Never Had It to Hatchet – Ask students Figurative Made COMPARE to summarize Chapter 10 in Language their own words making sure to “The Worm” to include the most important events and ideas without adding their personal opinion. Ask students to exchange papers and use the summaries to identify the central ideas in this chapter. mheonline.com/studysync Page 7 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 23 FIRST READ Hatchet LINK WRITING SKILL Chapter 11 Warriors Don’t Cry to Hatchet – Like informational Condensing Ideas texts, fictional texts also have SKILL a specific organizational structure. How has Paulsen Informational Text organized this text? Why has Structure he chosen this structure? What is the impact of this structure on the reader? 24 CLOSE READ Hatchet LINK EXTENDED ORAL Chapter 10 PROJECT Warriors Don’t Cry to Hatchet – In the excerpt COMPARE from Warriors Don’t Cry, Melba Develop a Beals says, “I had more hope Sequence to The Boy Who of staying alive and keeping Harnessed the safe than I had since the Wind and Lost in integration began.” Similarly, the Wild Brian also begins to shift from self-pity to a more positive and hopeful mindset. What contributes to Melba and Brian’s feelings of hope in the face of challenging and dangerous situations? 25 BLAST EXTENDED Hatchet LINK EXTENDED ORAL WRITING Chapter 13 PROJECT How was Brown v. to Hatchet – Just as Brown vs. PROJECT Board of Education The Board of Education was Add Details a turning point? Informative Writing a turning point in American history, Brian also experiences a turning point in Chapter 13 after the plane flies by without seeing him. Why is this a turning point in the novel? What is the initial impact on Brian? Ultimately, how does this event cause Brian to grow and develop? mheonline.com/studysync Page 8 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 26 FIRST READ EXTENDED Hatchet LINK EXTENDED ORAL WRITING Chapter 14 PROJECT The Story of My Life to Hatchet – In the excerpt PROJECT from The Story of My Life, Refine Language Relevant Helen Keller describes her Information first introduction to language. She explains how she learned that objects have names. In his new environment in the wilderness, Brian is also learning constantly. How is Brian learning to survive in the wilderness? For example, he does not have anyone with him to teach him how to catch and store fish, yet he learns. What past memories and present experiences are serving as his teachers in the wilderness? 27 SKILL EXTENDED Hatchet LINK RE-READ 1 WRITING Chapter 15 Connotation and to Hatchet – Paulsen regularly I Never Had It PROJECT Denotation COMPARE makes the stylistic choice to Made Prewrite combine words that do not to The Call of the normally go together. He uses Wild hyphens to connect these word combinations (hot-hate; sharp-pointed; pretty-banded). Ask students to search for examples of this stylistic nuance in Paulsen’s writing. Then ask them to examine their examples. What is the denotation of each word used in the hyphenated phrase? When the two words are combined with a hyphen, what is the resulting connotative meaning? Why would Paulsen use this stylistic technique? mheonline.com/studysync Page 9 Pacing Guide | Grade 6, Unit 1 CONNECTING FULL-TEXT STUDY INSTRUCTIONAL EXTENDED WRITING DAY INSTRUCTIONAL PATH RESEARCH PROJECT FULL-TEXT STUDY TO THEMATIC UNIT PATH AND EXTENDED PROJECT INSTRUCTIONAL PATH LESSONS ORAL PROJECT 28 CLOSE READ Hatchet LINK RE-READ 2 Chapter 16 The Story of My Life to Hatchet – Writers often I Never Had It COMPARE use words with connotations Made when they write about to Thirty-Seven emotional moments. How Days of Peril does Paulsen use language and Beyond Katrina in Chapter 16 to help the reader better understand Brian’s response to the moose attack, the tornado, and the resulting destruction of his shelter? Which words does Paulsen use to enhance these moments and infuse them with a deeper level of meaning and emotion? 29 FIRST READ SKILL READING SKILL “Eleven” Organize Informational Text Informative Structure Writing 30 SKILL EXTENDED Hatchet LINK READING SKILL WRITING Chapter 17 Story Structure to Hatchet – Ask students to Figurative PROJECT COMPARE watch the Sync Skills concept Language Plan definition video on “story to Brian’s Return structure.” Once they’ve and South watched the video, ask groups to discuss the story structure Paulsen uses in Hatchet. How is the story organized? What is the trigger in the story? Do they think the climactic moment has taken place yet? Why or why not? mheonline.com/studysync Page 10 Pacing Guide | Grade 6, Unit 1