Grade 6

image of the cover of Grade 6 Collections textbookUnit 1: Inspired by Change - Exploring Acts of Courage
In this unit, students will read the novel The Cay as well as a variety of short stories to analyze narrative elements and their contribution of the development of theme. Students will examine the types of conflicts found within a narrative and examine how word choice is used to create tone and establish a mood. Finally, students will develop their understanding of the elements of argument, in order to compose an argumentative essay regarding the representation and development of a theme in the novel.

Unit 2: Changes in our Perspective - Discovering Mythological Allusion
In this unit, students will read the novel The Lightning Thief as well as various short stories to examine allusion, foreshadowing, archetypes, theme, character, and setting. During the study of these texts, students will identify the characteristics of the hero's journey, the tragic flaws that develop a hero, and the common elements of both historical and modern myths. Students will conclude the unity by creating a new episode for the novel, imitating the style of the author, that accurately portrays the hero and capture the characteristics of a myth.

Unit 3: Challenged by Change - Embracing our Heritage
In this unit, students will read the novel Esperanza Rising as well as a variety of short fiction and non-fiction texts to examine the migrant worker experience. Throughout the study of texts, students will determine how the narrative and structural elements are interdependent in the advancement of the author's ideas. Language instruction, including vocabulary and grammar, is embedded throughout the unit. Students will compose an argumentative speech in the voice of a character from the novel at the end of the unit. 

Unit 4: Individual Changes - Determining our Own Paths to Adulthood
In this unit, students read an autobiographical text, My Life in Dog Years, by Gary Paulsen, as well as shorter fiction and non-fiction texts to examine an author’s use of symbolism and figurative language to develop a point of view.  By comparing the core text to other fiction and non-fiction works, students will apply critical thinking and listening skills to determine connections among varying perspectives found within two different texts. The unit concludes with students composing an imagined interview between themselves and the author using information from a variety of sources to support the development of their ideas.

Service Learning Project Options:
There are four options for students to complete a 10 hour Service Learning Project. Only ONE project is to be completed.

• Complete and present research on an environmental issue relating to pollution, climate change, or waste.
• Research a social problem, such as self-esteem or managing conflict, and create a presentation to share strategies for coping with this issue.
• Research a global issue (immigration, poverty, child labor, or hunger) and create a public service announcement to inform the public about the issue and advocate for change.
• Conduct short, focused research about the importance of physical activity and exercise and create a "brain break video" that incorporates information learned and encourages others to "get moving" in healthy ways.

Click here to view the Grade 6 Year at a Glance document

Note: The BCPS ELA curriculum provides teachers and students with choices that allow for personalized, responsive, and engaging instruction. Students should read the majority of the unit's novel-length work(s) outside of class time. The suggested unit sequences and text options may vary.