Unit 1



Grade 6

Unit Length and Description:


52 Instructional days


Students read literary and informational texts to understand how positive thinking, slowing down to think clearly, problem solving, and constant vigilance support survival in the face of grave danger and overwhelming odds. Students express their understanding of characters in literature by analyzing the struggle of man versus nature and the life lessons we can learn from others’ survival situations.



Reading Literature:

RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

Reading Informational Texts:

RI.6.2: Determine a central ideal of a text and how is it conveyed through particular detail; provide a summary of the text distinct from personal opinions or judgments.

RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.9: Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.

Speaking and Listening:

SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly.

a.    Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b.    Follow rules for collegial discussion, set specific goals and deadlines, and define individual roles as needed.

c.    Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d.    Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.


L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Ensure that pronouns are in the proper case (subjunctive, objective, possessive)

b.    Use intensive pronouns (e.g., myself, ourselves).

c.    Recognize and correct inappropriate shifts in pronoun number and person.

d.    Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

e.    Recognize variation from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.    Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

b.    Spell correctly.


The following standards are embedded in all units:

RL. /RI.6.1 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach.

W.6.6 Produce and publish grade-appropriate writing using technology, either independently or in collaborating with others.

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Enduring Understandings:


·         A person’s character is revealed during difficult times, as well as good times.

·         Bravery is the ability to do something you fear even though you are afraid at the time.


Essential Questions:


·         Does Hatchet have instructional value as a survival guide?

·         What life lessons can we learn by reading other people’s stories of survival?