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Over one marking period, students analyze literature, short stories, videos, and informational texts to make evidence-based connections and explore outsider perspectives. Learners investigate cultural identity, norms, diversity, and acceptance, then demonstrate skills through personal narrative writing, targeted grammar and capitalization practice, and multiple assessments including benchmark, formative, and summative tasks.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grade-6-english-language-arts-unit-1-identity-and-belonging/486231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grade-6-english-language-arts-unit-1-identity-and-belonging/486231.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main theme of Grade 6 Unit 1 in this ELA curriculum?","Question",{"text":113,"@type":114},"The unit centers on identity and belonging, examining how outsider perspectives teach students about themselves and what acceptance of diversity means personally.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What kinds of texts and media do students study in this unit?",{"text":118,"@type":114},"Students study novels, short stories, videos, and informational texts, including works such as “The Bear That Wasn’t” and “Frida Kahlo.”",{"name":120,"@type":111,"acceptedAnswer":121},"How do students demonstrate learning and what assessments are included?",{"text":122,"@type":114},"Students complete comprehension quizzes, formative checks based on participation in discussions, benchmark assessments, and a summative rubric for personal narrative writing, along with alternative tasks like identity posters, identity charts, and Venn diagrams.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},486231,1791552711,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Englewood Public School District  \nEnglish Language Arts  \nGrade 6  \nUnit 1: Identity and Belonging  \nOverview: This is a literature unit based on the theme of “identity and belonging.” Through the study of the novel, short stories, videos, and informational texts, students will learn about what an outsider can teach us about ourselves. Students will also consider what acceptance of diversity, regardless of race, socioeconomics, and family structure means to them personally.  \nTime Frame: 35 to 45 days (One Marking Period)  \nEnduring Understandings:  \n• Human needs and emotions transcend racial and cultural differences.  \n• Different races must learn to live together.  \n• Everyone needs a home and a family of some kind.  \nEssential Questions:  \n• What does it mean to have a personal identity?  \n• What is cultural identity and norms?  \n• What does it mean to belong to something?  \n\n| Standards | Topics and Objectives | Activities | Materials/Resources | Assessments |\n| --- | --- | --- | --- | --- |\n| RL.6.1. Cite textual | Topics | Students watch the video | Texts: | Benchmark |\n| evidence and make | Personal Identity | “The Bear That Wasn’t” and | Trinity University Digital | Assessments: |\n| relevant connections to |  | discuss the questions at the | Commons, “Who amI? | • Common |\n| support analysis of what | Twenty-First Century | end of the activity to consider | Using Personal Narrative to | Benchmark |\n| the text says explicitly as | Themes and Skills include: | what personal identity means. | Reflect on Identity” by | Assessment |\n| well as inferences drawn |  | Next, students construct a | Mollie Carson | • Exact Path |\n| from the text. | • The Four C’s | poster to display their |  |  |\n|  | • Civic Literacy | personal identity. (9.2.8.B.3, | “Choosing the Correct |  |\n| RL.6.2. Determine a\u003Cbr>theme or central idea of a | • Health Literacy\u003Cbr>• Global Awareness | CRP4, CRP6) | Pronouns” by Standards Solution | Formative Assessments:\u003Cbr>Students will be evaluated |\n| text and how it is |  | Students will choose the |  | on their participation in |\n| conveyed through particular details; provide a summary of the text | Objectives\u003Cbr>Students gain a greater understanding of | correct use of pronouns for subjective, objective, and possessive cases by writing a personal narrative. | Companion Text:\u003Cbr>“Frida Kahlo” | group activities and discussions. |\n\ndistinct from personal opinions or judgments.  \nSL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.  \nL.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.  \nL.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  \nW.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.  \nthemselves and the meaning of personal identity.  \n• [https://www.k12reader.co](https://www.k12reader.co)[m/worksheet/subject-](m/worksheet/subject-)[pronouns/](pronouns/)  \n• [https://www.k12reader.co](https://www.k12reader.co)[m/worksheet/possessive-](m/worksheet/possessive-)[pronouns/](pronouns/)  \n• [https://www.k12reader.co](https://www.k12reader.co)[m/worksheet/object-](m/worksheet/object-)[pronouns/](pronouns/) (CRP4)  \n[https://www.commonlit.org/](https://www.commonlit.org/)[ ](https://www.commonlit.org/)[en/texts/frida-](en/texts/frida-)  \nkahlo?search_id=4318398  \n“Underface”[https://www.commonlit.org/](https://www.commonlit.org/)[ ](https://www.commonlit.org/)[en/texts/underface?search i](en/texts/underface?search i)[d=4318398](d=4318398)  \nScholastic Magazine  \nVideo:  \n“The Bear That Wasn’t”[https://www.facinghistory.o](https://www.facinghistory.o)[rg/holocaust-human-](rg/holocaust-human-)[behavior/bear-wasn-t](behavior/bear-wasn-t)  \nStu","cbCaioELzM5uJOJt","https://ap.wps.com/l/cbCaioELzM5uJOJt","pdf",362533,13,"English","# Unit Overview\n## Time Frame\n## Enduring Understandings\n## Essential Questions\n## Standards, Topics, Objectives, Activities, Materials, Assessments","[{\"question\":\"What is the main theme of Grade 6 Unit 1 in this ELA curriculum?\",\"answer\":\"The unit centers on identity and belonging, examining how outsider perspectives teach students about themselves and what acceptance of diversity means personally.\"},{\"question\":\"What kinds of texts and media do students study in this unit?\",\"answer\":\"Students study novels, short stories, videos, and informational texts, including works such as “The Bear That Wasn’t” and “Frida Kahlo.”\"},{\"question\":\"How do students demonstrate learning and what assessments are included?\",\"answer\":\"Students complete comprehension quizzes, formative checks based on participation in discussions, benchmark assessments, and a summative rubric for personal narrative writing, along with alternative tasks like identity posters, identity charts, and Venn diagrams.\"}]","Grade 6 English Language Arts - Unit 1: Identity and Belonging | PDF",1790805991,33]