Grade 6

image of the cover of Grade 6 Collections textbookUnit 1: Changes Over Time
In this unit, students will read a variety of culturally diverse short stories to analyze narrative elements and their contribution to the development of theme. Students will examine how characters changes as a result of conflicts experienced within a narrative. Students will specifically focus on how characters interact, influence other characters, and develop over the course of the text Finally, students will demonstrate their understanding of the elements of narrative text by composing an original narrative extending their knowledge of characters and events from a source text.
Text options: Esperanza Rising, One Crazy Summer, Yolonda's Genius, Bud, Not Buddy, Hush

Unit 2: Facing Fears & Dealing with Disasters
In this unit, students will read read a variety of informational texts and sources addressing the topics of fears and phobias as well as how people manage when "disaster strikes." They will engage in analysis of text to identify a central idea and how that idea is developed across text. Students will examine how the structure of a text contributes to and supports the development of the central idea. At the conclusion of this unit, students will create an informative Public Service Announcement. The PSA also fulfills the students' Service-Learning Project for Grade 6.
Text options: The Cay, Hatchet, The Watsons Go to Birmingham, Tangerine, Julie of the Wolves

Unit 3: What Tales Tell
In this unit, students will read a variety of narrative genres in  order to identify how the literary elements connect to reveal setting, plot/conflict, character motivation, point of view, and theme. 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 a scene in which a character from one of the stories read in the unit meets a superhero to develop an original "crossover narrative."  
Text options: The Lightning Thief, Ghost, Yolonda's Genius

Unit 4: Making Decisions that Make a Difference
In this unit, students will read non-fiction texts to explore several aspects of decision making, They will 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 essay to explain how a person they read about exemplifies an idea about making a difference. The essay will provide evidence from text to elaborate on the experiences and choices made by the person selected that demonstrate the idea of how people can make decisions to make a difference.
Text options: My Life in Dog Years, Brown Girl Dreaming, No Summit Out of Sight, I Will Always Write Back, Chasing Space

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 on the image above to see the Table of Contents for the Collections Grade 6 anthology.

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.