COURSE OVERVIEW
The sixth grade Gifted English/Language Arts course is based on and organized around the theme of “Citizenship: Home,
Community and the World.” Students will explore what it means to be a good citizen through learning and practicing
communication skills (both oral and written) and otherwise interacting with their peers, authors/speakers, a variety of literary
characters, leaders and officials within their communities, and texts from multiple genres as well as multiple cultures. Students
will be exposed to a variety of literature and texts relevant to skill foci so that students are able to examine the similarities and
differences among various genres. To this end, teachers will select and interweave a variety of short stories, novels, essays,
poems, and informational texts. Teachers will incorporate reading, writing, and discussion into daily instruction. Focus lessons
and guided practice should be taught in context based on reading strategies, literary elements, vocabulary, grammar skills, and
writing conventions.
Students will participate in the critical analysis of a variety of models of writing in order to evaluate how writers “craft” their
writing to achieve purpose, tone, and voice. As writing enhances reading comprehension and literary analysis, students will
complete a variety of formal and informal writing in a variety of formats, modes (descriptive, narrative, expository, and
persuasive), and audiences. These may include, but are not limited to, the following: stories, storyboards, comic strips, book
trailers, biographical sketches, character sketches, autobiographical memoirs, historical accounts, news stories, dictionary entries,
applications, consumer guides, brochures, announcements, advertisements, how to instructions, product instructions, proposals,
public notices, resumes, survival manuals, wanted posters, menus, newspaper columns,editorials, journals, and poems.
Formal compositions will be scored using the “6 Traits of Writing” rubric. Scoring will focus on conventions, ideas and content,
organization, sentence fluency, voice and word choice.
Students will expand their ability to speak formally and informally by participating in small and large group discussions.
Each unit will present opportunities for students to prepare oral presentations of varying lengths and purposes.
Sixth grade students will learn how to evaluate a variety of sources for accuracy, validity, authenticity, and appropriateness.
Using technology and print materials, students will conduct research specific to a central topic or position. They will recognize
the meaning and impact of plagiarism, as well as learn to cite sources in order to provide appropriate credit. The culminating
project will result in a research product that incorporates reading, writing, research, and oral presentation.
To bring the theme of citizenship full circle, students will design and complete a service project at year’s end. Teachers will
offer suggestions and direction for these projects, but the projects themselves will be student created and completed. Students may
design projects that benefit their school, neighborhood, a civic organization, charity and other groups with approval of the teachers.
1st 9 Weeks
Stories of Human Rights
2nd 9 Weeks
Technology that Changed People's Lives
3rd 9 Weeks
The Right to Play: The Impact of Athletes and Sports on Culture and Community
4th 9 Weeks
Connecting to Others and the World
The sixth grade Gifted English/Language Arts course is based on and organized around the theme of “Citizenship: Home,
Community and the World.” Students will explore what it means to be a good citizen through learning and practicing
communication skills (both oral and written) and otherwise interacting with their peers, authors/speakers, a variety of literary
characters, leaders and officials within their communities, and texts from multiple genres as well as multiple cultures. Students
will be exposed to a variety of literature and texts relevant to skill foci so that students are able to examine the similarities and
differences among various genres. To this end, teachers will select and interweave a variety of short stories, novels, essays,
poems, and informational texts. Teachers will incorporate reading, writing, and discussion into daily instruction. Focus lessons
and guided practice should be taught in context based on reading strategies, literary elements, vocabulary, grammar skills, and
writing conventions.
Students will participate in the critical analysis of a variety of models of writing in order to evaluate how writers “craft” their
writing to achieve purpose, tone, and voice. As writing enhances reading comprehension and literary analysis, students will
complete a variety of formal and informal writing in a variety of formats, modes (descriptive, narrative, expository, and
persuasive), and audiences. These may include, but are not limited to, the following: stories, storyboards, comic strips, book
trailers, biographical sketches, character sketches, autobiographical memoirs, historical accounts, news stories, dictionary entries,
applications, consumer guides, brochures, announcements, advertisements, how to instructions, product instructions, proposals,
public notices, resumes, survival manuals, wanted posters, menus, newspaper columns,editorials, journals, and poems.
Formal compositions will be scored using the “6 Traits of Writing” rubric. Scoring will focus on conventions, ideas and content,
organization, sentence fluency, voice and word choice.
Students will expand their ability to speak formally and informally by participating in small and large group discussions.
Each unit will present opportunities for students to prepare oral presentations of varying lengths and purposes.
Sixth grade students will learn how to evaluate a variety of sources for accuracy, validity, authenticity, and appropriateness.
Using technology and print materials, students will conduct research specific to a central topic or position. They will recognize
the meaning and impact of plagiarism, as well as learn to cite sources in order to provide appropriate credit. The culminating
project will result in a research product that incorporates reading, writing, research, and oral presentation.
To bring the theme of citizenship full circle, students will design and complete a service project at year’s end. Teachers will
offer suggestions and direction for these projects, but the projects themselves will be student created and completed. Students may
design projects that benefit their school, neighborhood, a civic organization, charity and other groups with approval of the teachers.
1st 9 Weeks
Stories of Human Rights
2nd 9 Weeks
Technology that Changed People's Lives
3rd 9 Weeks
The Right to Play: The Impact of Athletes and Sports on Culture and Community
4th 9 Weeks
Connecting to Others and the World