Unit 1: Literature as Mirror and Window
In this unit, students read a self-selected work of dystopian literature,
The Giver, and other shorter texts to explore the genre of dystopian literature and how authors use the genre to comment upon society. Additionally, students will explore literary elements to evaluate the effectiveness of dystopian authors’ statements about society. Finally, they will craft an argument about the effectiveness of dystopian messages in works of fiction.
Unit 2: Mythology - The Glue of the Universe
In this unit, students will examine allusion, foreshadowing, archetypes, theme, etc. in mythology by reading a variety of texts including
Mythology,
Mythology for Teens, and other shorter works. During the study of assigned texts, students will identify the characteristics of a hero’s journey, characters’ tragic flaws, and common elements of both historical and modern myths. The unit ends as students develop an original myth in a fictional "crossover" by placing selected characters in a new archetypal setting.
Unit 3: The Power of the Pen
In this unit, students read either
The Adventures of Tom Sawyer or
The Call of the Wild to analyze how particular episodes/chapters contribute to the development of theme as well as how the author develops point of view. Throughout the study of texts, students will determine how the elements of narration are interdependent in the advancement of theme, character, and plot development. The unit culminates with the composition of an original monologue in which students use the voice and perspective of a character to respond to conflicts and themes in the text.
Unit 4: From Page to Stage, Past to Present
In this unit, students will be introduced to Shakespeare's work and its relevancy today through short, popular scenes from his most famous plays and the historical fiction novel
The Shakespeare Stealer by Gary Blackwood. Additionally, students will analyze non-fiction articles and videos about Shakespeare. After comparing how their perceptions changed from reading Shakespeare's work to listening to an audio or watching a video or live portrayal, students will develop an argument determining the benefits and drawbacks of each form.
Service Learning Project Options:
There are four options for students to complete a 10 hour Service Learning Project. Only ONE project is to be completed.
• Complete and present research on an environmental issue relating to pollution, climate change, or waste.
• Research a social problem, such as self-esteem or managing conflict, and create a presentation to share strategies for coping with this issue.
• Research a global issue (immigration, poverty, child labor, or hunger) and create a public service announcement to inform the public about the issue and advocate for change.
• Conduct short, focused research about the importance of physical activity and exercise and create a "brain break video" that incorporates information learned and encourages others to "get moving" in healthy ways.
Click on the image above to see the Table of Contents for the Collections Grade 6 anthology.
Note: The BCPS ELA curriculum provides teachers and students with choices that allow for personalized, responsive, and engaging instruction. Students should read the majority of the unit's novel-length work(s) outside of class time. The suggested unit sequences and text options may vary.