Fleeing Conflict: Refugee & The Unwanted

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

L.6.1.a — Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1.b — Use intensive pronouns (e.g., myself, ourselves).

L.6.1.c — Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1.d — Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1.e — Recognize variations 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.b — Spell correctly.

L.6.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.3.a — Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.3.b — Maintain consistency in style and tone.

L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.5.b — Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

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.

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

RI.6.3 — Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.9 — Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

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.

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

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 toward a resolution.

RL.6.9 — Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

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.

SL.6.1.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.

SL.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1.c — Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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

W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.d — Establish and maintain a formal style.

W.6.1.e — Provide a concluding statement or section that follows from the argument presented.

W.6.2.e — Establish and maintain a formal style.

W.6.2.f — Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3.a — Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

W.6.6 — Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

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.