Grade 6 ELA Unit 4 - The Pact/Survival - Updated August 2024

Sep 30, 2026

Uploaded by Rizky

Grade 6 ELA Unit 4, “The Pact/Survival,” revised August 2024, outlines a six-week January/February instructional plan focused on reading, vocabulary, writing, speaking and listening, and grammar. Students compare and contrast how authors present events, analyze relationships between text sections and ideas, and use textual evidence for inference and cause/effect thinking. Writing emphasizes document-based questions, literary analysis, and compare/contrast synthesis with supported claims. Instruction also targets Socratic Seminar discussion skills and NJSLA literary analysis preparation, alongside root-word study and sentence-level comma rules.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Unit 4: The Pact/Survival

Big Idea(s)

Essential Questions

Enduring Understandings

Reading and Vocabulary

Tier 1 Activities/Strategies (Knowledge/Comprehension)

Tier 1 Standards

Tier 1 Resources/Materials

Curriculum for Grade: 6 Subject: ELA Date: Revised August 2024 Page 1 Teacher: | UNIT \# 4 : The Pact/Survival | TIME FRAME: January/February, 6 weeks | | --- | --- | | BIG IDEA(S):
Reading/Vocabulary:
● Comparing and contrasting authors’ presentation of events
• Analyzing relationships between sections of text and overall development of ideas
• Determining how and why authors use text features to support their purpose for writing
• Citing textual evidence to support inference
• Cause/Effect
Writing:
● Document-based question writing
● Literary Analysis
● Compare/contrast and synthesize sources
● Present text evidence in support of claims.
Test Prep:
● NJSLA Literary Analysis task
Speaking and Listening:
● Socratic Seminar
Grammar:
● Root words: bibli/o, neg, radio, ante, pel
● Commas to separate an introductory element from the rest ofthe sentence. | ESSENTIAL QUESTIONS:
Skill-based:
• How does an author’s presentation of events shape how readers perceive them?
• How do key moments in a text reveal overall messages and themes?
• How does a choice of medium affect how the audience experiences a message?
• How do authors use text features to support their purpose for writing and reinforce their main argument?
• How can writers support inferences using textual evidence?
Content-based Questions:
• How do we decide what we most need to learn and succeed?
• What is the relationship between education and happiness?
• How should we let the choices of those around us influence our own decisions?
• What resources and experiences do we need to make informed choices about our future?
Strategies:
• What makes a source credible? How can writers support claims using credible sources?
• What is a writer’s style? How will a writer’s choices in style impact their final product?
• What is the purpose of a concluding statement and how does it reinforce a writer’s argument? | | ENDURING UNDERSTANDINGS: Students will understand that
• authors intentionally present writing in a specific way to lead the reader to an intended message.
• a text’s overall messages and themes are comprised of smaller key moments throughout the text. Experienced readers can draw inferences and make connections between these moments in order to discover messages and themes.
• every medium has its own strengths and weaknesses and artists will select a medium with strengths that best support the message they wish to share.
• an author writes with a specific purpose in mind. Experienced readers can locate details and features from a text to determine an author’s purpose. | | © 2014 Sarah Tantillo, Ed.D., [LLC @www.literacycookbook.com](LLC @www.literacycookbook.com) Curriculum for Grade: 6 Subject: ELA Date: Revised August 2024 Page 2 Teacher: | • inferences are made valid by providing evidence from the text.
• effective writers support their inferences by providing and explaining textual evidence to the reader.
• a source’s credibility depends on the presence of valid, unbiased evidence. Effective readers are able to determine the validity of a source based on its origin, location of information presented, and validity of evidence.
• writers employ a specific style depending on their purpose for writing. Effective writers will assess their goal and determine which stylistic approach is appropriate before writing.
• an effective concluding paragraph restates the author’s arguments, summarizes the evidence and explanation in support of the argument, and calls for action from the reader.
• while not all education is necessary, the continued pursuit of education opens pathways that allow us a greater freedom of choice in life.
• learning more about themselves and the world around them will equip them with the tools to explore what it is they truly desire.
• we can learn from the choices and experiences—both good and bad

FAQs

What reading and vocabulary skills does Unit 4 emphasize?

Students practice comparing and contrasting how authors present events, analyzing how sections of text develop ideas, and determining how and why authors use text features. Learners also cite textual evidence to support inference and study cause/effect relationships.

What types of writing tasks are included in this unit?

The unit includes document-based question writing, literary analysis, and compare/contrast synthesis of sources. Students learn to present text evidence that supports claims.

How does the unit prepare students for speaking, listening, and assessment?

Students participate in a Socratic Seminar and engage in skills aligned to the NJSLA Literary Analysis task. Discussion and textual analysis strategies support students in forming and supporting responses.

Sep 30, 2026

Uploaded by Rizky