1. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
NNPS Curriculum Pacing Guide
English
Grade 6
Course Description
The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing
viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will continue in the
study of the elements of media literacy as introduced in earlier grades. The student will begin the study of word origins and continue vocabulary
development. The student will read independently a variety of fiction and nonfiction texts, including a significant number of classic works, for
appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to
composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language,
spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, technology will be used as a tool to research,
organize, and communicate information. As in earlier grades, the meaning and consequences of plagiarism will be stressed.
VDOE English Standards of Learning for Virginia Public Schools—January 2010

2. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
1st
Marking Period
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Introductory Unit – Unit 1
2 Weeks Students will understand
that…
Reading and writing will
help me achieve my goals.
Knowing the ground rules
and expectations in a new
place is important.
Students will consider the
following…
How well do I read?
How well do I write?
How can I be successful in
middle school?
PERFORMANCE ASSESSMENT:
Portfolio Reflection, goal-setting for writing. Must be
stored in students’ writing portfolios.
Introductory Unit
Rules and Expectations: Prioritize establishing
relationships as well as rules.
Baseline Writing – Narrative prompt provided in unit plan
to be scored using the NNPS rubric and used in
determining supplementalmini-lessons for both grammar
and writing.
DORA testing to be followed by individual student
conferences.
Summer Reading Assessment: See unit plan for
discussion/reflection questions.
Introduction to REV It Up! and language awareness.
WRITING INSTRUCTION: Students will complete Writing
Territories and an Interest Inventory (see unit plan).
VOCABULARY INSTRUCTION:
REV It Up! units 1-3 are required for 1
st
quarter.
Identify word origins and derivations.
Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
Communication
6.1 a-b
Reading
Word Analysis
6.4 a-b, f
Writing
6.7 a-j
6.8 b-h

3. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Through a Reporter’s Eyes – Unit 2
4 Weeks –
Nonfiction
3 Weeks –
Expository
(Informative
and
Explanatory)
Writing
Students will understand
that…
Understanding a text’s
purpose and structure helps
a reader better understand
its meaning.
Nonfiction is a major source
of information in our world
today.
Readers make judgments
about our world based on
what they read.
Students will keep
considering…
How is nonfiction unique,
and how do I read and write
nonfiction differently than
fiction?
Why is it important to read
nonfiction?
How do I make decisions
about what is going on in
our world today?
PERFORMANCE ASSESSMENT:
Portfolio Reflection. Must be stored in students’ writing
portfolios.
Study of Nonfiction
Teacher selected nonfiction texts. See unit plan for
suggested texts.
Active Reading Strategies
Text structures (boldface and/or italics type, type set in
color, vocabulary, graphics or photographs, headings and
subheadings)
Organizational patterns (chronological or sequential,
comparison/contrast, cause and effect, problem-solution,
generalization or principle)
Draw conclusions and make inferences, fact and opinion,
main idea, summarization, compare and contrast, cause
and effect
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION: Direct instruction on expository
(informative/explanatory) texts to examine a topic and
convey ideas, concepts, and information.
Use a variety of prewriting strategies.
Elaborate writing to give detail, add depth, and to
continue the flow from idea to idea without interruption.
Compose a topic sentence or a thesis statement.
Compose with attention to: central idea, unity,
elaboration, and organization.
Maintaining consistent point of view
GRAMMAR INSTRUCTION:
Use complete sentences with appropriate punctuation
and edit for fragments and run-ons.
Reading
Word Analysis
6.4 a-c, f
Narrative
Nonfiction
6.5 a-l
Nonfiction
6.6 a-l
Writing
6.7 a-j
6.8 a-h

4. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Use subject-verb agreement with intervening phrases
and clauses.
Maintain consistent verb tense.
Avoid using coordinating conjunctions at the beginning
of a sentence.
Other grammar needs as indicated by students’ writing.
ROOTS INSTRUCTION:
ROOT
mon/o (one, singular)
du/o (two, twice)
tri (three, third)
ann/enn (year)
mater/matr/i (mother)
pater/patr/i (father)
PREFIX
di-
poly-
SUFFIX
-able
-arch
VOCABULARY INSTRUCTION:
REV It Up! Continue with Units 1-3 for 1
st
quarter.
Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
Use context and sentence structure to determine
meaning and differentiate among multiple meanings of
words.
1
ST
QUARTERLY ASSESSMENT

5. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
2nd
Marking Period
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Short Passages – Unit 3
6 Weeks –
Short
Passages
3 Weeks –
Narrative
Writing
Students will understand
that…
Extensive reading expands
our worlds by showing us
new people, places,
cultures, and experiences.
Authors purposefully craft
the plot, characters, and
setting to create
memorable stories.
Authors purposefully craft
informational texts to
convey meaning and to
impact the reader.
Students will keep
considering…
How does extensive reading
influence the way we think,
act, and view the world?
To what extent are plot,
characters, and setting
significant to the overall
impact of the short story?
How do authors craft
nonfiction to convey
meaning and to impact the
reader?
How does comparing and
contrasting texts add
meaning and deepen
understanding for the
reader?
PERFORMANCE ASSESSMENT:
Performance Product, Readers’ Theater
Portfolio Reflection. Must be stored in students’ writing
portfolios
Short Passages
Teacher selected nonfictionand fiction from the textbook
and other sources. See unit plan for suggested paired
passages.
Elements of Fiction (characterization, setting, theme,
with an emphasis on plot)
Features of Nonfiction: text structures (boldface and/or
italics type, type set in color, vocabulary, graphics or
photographs, headings and subheadings) and
organizational patterns (chronological or sequential,
comparison/contrast, cause and effect, problem-solution,
generalization or principle)
Active Reading Strategies
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION: Direct instruction on narrative
writing.After conferencing, revising, and editing, baseline
writing will be re-evaluated using the NNPS rubric.
Use a variety of prewriting strategies.
Elaborate writing to give detail, add depth, and to
continue the flow from idea to idea without interruption.
Compose a topic sentence or a thesis statement
Compose with attention to: central idea, unity,
elaboration, and organization.
Communication
6.1 a-d
Reading,
Word Analysis
6.4 a-b, f
Fiction
6.5 a-l
Nonfiction
6.6 a-l
Writing,
6.7 a-j
6.8 a-h

6. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Maintaining consistent point of view
GRAMMAR INSTRUCTION:
Use pronoun-antecedent agreement to include indefinite
pronouns.
Differentiate between subjects and objects when
choosing pronouns.
Use first person pronouns appropriately in compound
subjects and objects.
Recognize and correct vague pronouns.
Avoid comma splices and fused sentences.
Use commas in a series and commas to indicate
interrupters.
Other grammar needs as indicated by the students’
writing.
ROOTS INSTRUCTION:
ROOT
quad/quart (four, fourth)
pent/a; quin/t (five; fifth)
astro/aster (stars, outer space)
helio (sun)
geo (earth, soil, global)
PREFIX
ex-
inter-
SUFFIX
-er, -or
- nomy
VOCABULARY INSTRUCTION:
REV It Up! units 4-6 are required for 2
nd
quarter.
Identify word origins and derivations.
Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
2
ND
QUARTERLY ASSESSMENT

7. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
3rd
Marking Period
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Through an Artist’s Eyes – Unit 4
3.5 Weeks –
Poetry
1 Weeks –
Narrative
Writing
Students will understand
that…
Prose and poetry are both
able to impact the reader;
however, they are
fundamentally different.
Authors use poetic
elements purposefully to
elicit emotions, bring to
mind sensory images, and
to create tone and mood.
Understanding poetic form
impacts a reader’s ability to
analyze poetry.
Students will keep
considering…
How does poetry help us
express our innermost
thoughts differently from
prose?
How do poets purposely
affect their readers?
How does the form of a
poem impact its meaning?
PERFORMANCE ASSESSMENT:
Source/Comparative Analysis, Analyzing a Narrative
Poem
Portfolio Reflection. Must be stored in students’ writing
portfolios
Study of Poetry
Emphasis on the beauty and pleasure of poetry –
understanding and comprehension of language before
an analysis.
Teacher selected poetry from the textbook and other
sources. See unit plan for suggested poems and possible
nonfiction pairings.
Poetic elements (rhyme, rhythm, repetition, alliteration,
onomatopoeia)and poetic forms (haiku, limerick, ballad,
free verse)
Figurative language (simile, metaphor, hyperbole)
Nonfiction reading to support research for performance
assessment.
Active Reading Strategies
Modeling of the reading and analysis of poetry.
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION:Direct instruction on narrative
techniques (dialogue, description, etc.)
Identify audience and purpose.
Select vocabulary and information to enhance the
central idea, tone, and voice.
Use transition words effectively.
Incorporate sentence variety using appropriate
modifiers, coordination, and subordination.
Reading,
Word Analysis
6.4 a, b, d, f
Fiction
6.5 a-l
Nonfiction
6.6 b, c, e, g, i, l
Writing
6.7 a-j
6.8 a-h
Research
6.9 a-e

8. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
GRAMMAR INSTRUCTION:
Choose adjectives and adverbs appropriately.
Punctuate and format dialogue.
Use reference resources to differentiate among
homophones and easily confused words.
Other grammar needs as indicated by the students’
writing.
ROOTS INSTRUCTION:
ROOT
hex/a (six)
sept/i (seven, seventh)
auto (self, same, one)
scrib, script (write, written)
graph (draw, record)
PREFIX
in-
de-
pre-
SUFFIX
-tion
-ic
VOCABULARY INSTRUCTION:
REV It Up! units 7-9 are required for 3
rd
quarter.
Identify and analyze figurative language.

9. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Media Literacy – Unit 5
3.5 Weeks –
Media
Literacy
1 Week –
Expository
Writing
Students will understand
that…
All media messages are
purposefully constructed to
impact the audience.
Students will keep
considering…
How do authors craft media
messages to convey
information and influence
their audience?
Who is the author of the
message?
Who is the audience?
What is the purpose?
PERFORMANCE ASSESSMENT:
Portfolio Reflection. Must be stored in students’ writing
portfolios
Media Literacy
Emphasis on deconstruction (author, format, audience,
content, purpose) of media messages
Compare and contrast media messages
Create media messages
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION:Students will write cause/effect
and comparison/contrast texts to examine topics and analyze
media messages.
Select vocabulary and information to enhance the
central idea, tone, and voice.
Incorporate variety into sentences by expanding and
embedding ideas by using modifiers, standard
coordination, and subordination in complete sentences.
Use appropriate transitions to clarify the relationship
among ideas and concepts.
Identify audience and purpose and select vocabulary and
tone accordingly.
GRAMMAR INSTRUCTION: See Unit 4
ROOTS INSTRUCTION:See Unit 4
VOCABULARY INSTRUCTION:
REV It Up!Continue with Units 7-9 for 3
rd
quarter.
Use word reference materials
3
RD
QUARTERLY ASSESSMENT
Communication
6.3 a-c
Reading,
Word Analysis
6.4 a-b, e-f
Nonfiction
6.6 b-g, i, k-l
Writing
6.7 a-j
6.8 a-h

10. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
4th
Marking Period
Content teams will select Unit 6A OR Unit 6B.
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Bringing the Past to Life – Unit 6 A
3 Weeks –
Building
Background
Knowledge
3 Weeks –
Novel
Study
1 Weeks –
Descriptive
Writing
2 Weeks –
Persuasive
Writing
Students will understand
that…
Historical fiction is a
combination of research
and creative writing.
A text’s purpose and
structure help a reader
better understand its
meaning.
An author’s style impacts
the reader.
The way we respond to
conflict reveals our
character.
Students will keep
considering…
How can historical facts
enrich fiction?
How is nonfiction unique,
and how do I read
nonfiction differently than
fiction?
How does an author’s style
bring a story to life?
How do individuals change
as a result of conflict?
How does comparing and
contrasting texts add
meaning and deepen
understanding for the
reader?
PERFORMANCE ASSESSMENT:
Debate, Novel
Portfolio Reflection, self-evaluation of writing this year
with a review of the goals set in the first quarter.
Study of Historical Fiction
with Related Nonfiction and Poetry
Choices include:
Bud, Not Buddy
Fever 1793
Number the Stars
See reading specialist for approval process for alternate titles.
Nonfiction and Poetry (Tied to the theme of the novel –
see Unit Activities folder for suggested pairings)
Research Skills to Build Background Knowledge
Internet Searches
Internal Citations
Elements of Fiction (characterization, setting, theme,
with an emphasis on plot)
Features of Nonfiction: text structures (boldface and/or
italics type, type set in color, vocabulary, graphics or
photographs, headings and subheadings) and
organizational patterns (chronological or sequential,
comparison/contrast, cause and effect, problem-
solution, generalization or principle)
Emphasize author’s craft (language patterns, sentence
variety, use of imagery and figurative language)
Communication
6.1 a-d
6.2 a-e
Reading,
Word Analysis
6.4 a, b, f
Fiction
6.5 a-l
Nonfiction
6.6 a-l
Writing
6.7 a-j
6.8 a-h
Research
6.9 a-e

11. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION:
Direct instruction on descriptive writing with examination of
selected passages from the novel. Students will write
descriptively.
Select vocabulary and tone with awareness of audience
and purpose.
Direct instruction on persuasive writing. See unit plan for
details.
Identifying audience and purpose and selecting
vocabulary and tone accordingly.
Selecting vocabulary and information to enhance the
central idea, tone, and voice
Using appropriate transitions to clarify the relationship
among ideas and concepts.
Incorporating variety into sentences by expanding and
embedding ideas by using modifiers, standard
coordination, and subordination in complete sentences.
GRAMMAR INSTRUCTION:
Eliminate double negatives.
Capitalize language classes or classes followed by a
number, and mom and dad only when those titles replace
names or are used as proper nouns.
Use the apostrophe for contractions and possessives.
Other grammar needs as indicated by the students’
writing.
ROOTS INSTRUCTION:
ROOT
oct/a/o (eighth)
bene (good, well)
mal/e (bad, ill, wrong)
phob/ia (fear)
cent/i (hundred, hundredth)

12. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
PREFIX
non-
dis-
SUFFIX
-cial
-ent
VOCABULARY INSTRUCTION:
REV It Up! units 10-12 are required for 4
th
quarter.

13. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Coming of Age – Unit 6 B
3 Weeks –
Building
Background
Knowledge
3 Weeks –
Novel
Study
1 Weeks –
Descriptive
Writing
2 Weeks –
Persuasive
Writing
Students will understand
that…
Families play an important
role in shaping our values
and beliefs.
Bullies exist in life and
individuals must find ways
to overcome them.
A text’s purpose and
structure help a reader
better understand its
meaning.
An author’s style impacts
the reader.
The way we respond to
conflict revealsour
character.
Students will keep
considering…
How does family play a role
in shaping our values and
beliefs?
What is the best way to
respond to a bully?
How is nonfiction unique,
and how do I read
nonfiction differently than
fiction?
How does an author’s style
bring a story to life?
How do individuals change
as a result of conflict?
How does comparing and
contrasting texts add
meaning and deepen
understanding for the
reader?’
PERFORMANCE ASSESSMENT: Novel Debate
PERFORMANCE ASSESSMENT:Portfolio Reflection, self-
evaluation of writing this year with a review of the goals set in
the first quarter.
Novel Study with Related Nonfiction and Poetry
Choices include:
Where the Red Fern Grows
Loser
Flush
See reading specialist for approval process for alternate titles.
Nonfiction and Poetry (Tied to the theme of the novel –
see Unit Activities folder for suggested pairings)
Research Skills to Build Background Knowledge
Internet Searches
Internal Citations
Elements of Fiction (characterization, setting, theme,
with an emphasis on plot)
Features of Nonfiction: text structures (type, headings,
graphics, etc.) and organizational patterns (chronological
or sequential, comparison/contrast, cause and effect,
problem-solution, generalization or principle)
Emphasize author’s craft (language patterns, sentence
variety, use of imagery and figurative language)
Use text-dependent question stems to generate
questions for discussion and critical thinking.
WRITING INSTRUCTION:
Direct instruction on descriptive writing with examination of
selected passages from the novel. Students will write
descriptively.
Communication
6.1 a-d
6.2 a-e
Reading,
Word Analysis
6.4 a, b, f
Fiction
6.5 a-l
Nonfiction
6.6 a-l
Writing
6.7 a-j
6.8 a-h
Research
6.9 a-e

14. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
Select vocabulary and tone with awareness of audience
and purpose.
Maintain consistent point of view.
Direct instruction on persuasive writing. See unit plan for
details.
Select vocabulary and information to enhance the central
idea, tone, and voice.
Incorporate variety into sentences by expanding and
embedding ideas by using modifiers, standard
coordination, and subordination in complete sentences.
Use appropriate transitions to clarify the relationship
among ideas and concepts.
Identify audience and purpose and select vocabulary and
tone accordingly.
GRAMMAR INSTRUCTION:
Eliminate double negatives.
Capitalize language classes or classes followed by a
number, and mom and dad only when those titles replace
names or are used as proper nouns.
Use the apostrophe for contractions and possessives.
Other grammar needs as indicated by the students’
writing.
ROOTS INSTRUCTION:
ROOT
oct/a/o (eighth)
bene (good, well)
mal/e (bad, ill, wrong)
phob/ia (fear)
cent/i (hundred, hundredth)
PREFIX
non-
dis-
SUFFIX
-cial
-ent

15. NNPS Curriculum Pacing Guide – English 6
Revised on: 9/5/2013
Estimated
Time
Enduring
Understandings
Essential Questions Topics Standards
VOCABULARY INSTRUCTION:
REV It Up! units 10-12 are required for 4
th
quarter.