Manchester Public Schools
Office of Equity and Partnerships
Grade 6 English Curriculum Information
Here are the things your child will be expected to accomplish during the school year…

At the beginning of the year students will develop their identity as readers as they:
Use strategies to choose 'just-right books'
Read with increased fluency and stamina
Participate in a reading community
Engage in thoughtful conversations about books and stories

Students will learn to interact with texts and self-monitor their reading as they:
Remain focused while reading
Analyze the impact of specific word choice on meaning and tone
Analyze how an author develops the point of view of the narrator
Analyze how a particular section contributes to the meaning of the text

As students explore different types of texts or genres, they will:
Notice the different effects of reading versus listening to texts
Compare and contrast texts in different forms or genres
Sixth-graders begin the year writing personal narratives and learning how to craft powerful Life stories. Students draw on their lives and all they know about narrative writing and craft to write with new power and depth. Students learn to use a variety of strategies, from generating meaningful story ideas to highlighting the most important parts of stories. As they write, students learn to make independent, purposeful decisions to raise the level of their writing. In the fall, emphasis is placed on the importance of setting goals for writing, practicing strategically, and aiming for high productivity.
As your student becomes part of a middle school writing community, they will be encouraged to write about their lives with honesty and precision.

Students will chose story ideas that are compelling and significant to them, and will be encouraged to write stories that are shaped like true stories, not like chronicles.

At the beginning of sixth grade, students will be expected to write  at least two-pages daily focusing on a  mentor text
to guide their writing.

Next, students will choose a seed idea to take through the writing process using the techniques they have learned with a focus on communicating meaning.

Finally, students will independently  write a new personal narrative.
Students will develop their skills as independent readers as they:

Remain focused while reading and continue to build stamina and fluency
Make connections with the characters
Infer characters' attributes or traits and motivations

Students will continue to explore different forms of text (genre) as they:

Identify stories that are created through scenes and narration
Identify the rising tension in a story
Revise and refine thinking about characters
Notice and connect recurring images or ideas that may point toward the theme.
In the winter, the writing focus shifts to literary essays. Students are taught to generate ideas about the characters and theme of a text based on close readings (careful and purposeful reading). They will plan, write, revise, and edit literary essays. First, students will learn how writers craft a literary essay about character-- learning ways to analyze characters in stories, then ways to grow big ideas from small details in the text, and then ways to write supportable claims or theses.

Next students will be guided through the process of writing and revising a second essay, exploring a theme of a text. Students  will learn strategies for making their writing coherent, logical, insightful, and engaging. Finally, students will write a comparative essay about two texts, adapting and building on what they learned from writing essays in prior lessons, writing with growing independence and fluency.
Students will develop skills necessary to effectively read and understand informational (nonfiction) texts as they:
Analyze the difference between narrative and informational text
Analyze how informational text features help to organize key ideas
Determine a central idea and how it is developed
Determine what is important
Summarize a central idea
Determine the meanings of specific words
Determine an author’s purpose and how it is conveyed
Compare two author’s presentations of ideas
In the spring, the focus of student learning shifts to research-based information writing. Students begin by exploring the broad topic of teen activism and  then writing informational essays. Students will learn ways writers analyze a wide variety of sources in order to develop a big picture view of a topic and communicate it clearly to others.

Students will be guided to plan and write informational books on narrower topics, such as fighting against child labor or advocating for preserving the environment. Students will learn ways to research in order to discover key points and ideas, and ways to determine the best structure to use in presenting their information. They will learn  that writers embed a variety of information into their writing smoothly and accurately—including quotations, facts, anecdotes, and statistics— and, they elaborate with vivid details.

Finally, students will learn how  to use the writing in their informational books as a foundation from which to create, revise, and edit websites or digital presentations.
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Manchester, CT 06040

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