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Language Arts Lesson Plans for Sixth Grade | Let’s Read English

Language Arts Lesson Plans for Sixth Grade | Let's Read English

Let’s Read English is an online student-paced learning system for students in preschool through middle school. It is well-known as a seventh-grade online school curriculum, afterschool improvement, remediation, and summer study. If you are just learning about Let’s Read English, you are recommended to take a look at our interactive lesson demos.

The lesson plans below present a thorough list of the language arts curriculum and language arts addition, an optional supplementary to the Learning Activity (LA) curriculum with short activity descriptions as well as learning activity (LA) numbers.

Members frequently use this article as a resource for more thorough planning as a guide to help them choose particular activities by using the activity finder or differentiate our curriculum with state standards.

Language arts for sixth grade contains:

Art of Painting

Language Arts Lesson Plan - Sixth Grade Curriculum

Total activities: 133

Chapter 1: “Vocabulary Skills”

The student will demonstrate knowledge by determining the meaning of synonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the same thing, in reading activities that incorporate explicit instruction and application.

The student will demonstrate knowledge by determining the meaning of antonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the opposite, in reading activities that incorporate explicit instruction and application.

The student will be able to analyze and determine the correct meaning of a word, based on the prefix of the root word or how the prefix is used in the context of a passage.

The student will be able to analyze and determine the correct meaning of a word, based on the suffix of the root word or how the suffix is used in the context of a passage.

The student will be able to identify and select the appropriate homophone or word that sounds the same, based on the context of a passage which fits the best meaning of the given word or phrase.

The student will be able to identify and analyze the author’s use of idioms, based on the context of a passage and how these expressions are used in literal and interpretative information.

The student will be able to identify and determine the meaning of unknown words, based on the understanding of Latin and Greek roots.
Chapter 2: “Process Skills: Think Alouds”

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with extensive scaffolding and support, through think aloud prompts.

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with scaffolding and support, through think aloud prompts.

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying to independently read and comprehend texts with minimal think aloud support.

Chapter 3: “Comprehension”

Develop summaries, paraphrase, or synthesize information from two or more literary or expository texts containing context clues.

Analyze and explain the impact of characters and settings within the plot of literary text(s), and how these relationships affect the central conflict.

Identify, summarize, or explain the main idea(s) using the supporting details in an expository text.

Identify, summarize, or explain the main idea(s) or theme(s) using the supporting details and symbolism in a literary text.

Distinguish between fact and opinion in an expository text or within news sources.

Read, interpret and make predictions using charts, graphs, diagrams, maps or other graphic representations.

Identify and distinguish between cause and effect in expository and literary texts.

Identify and use knowledge of the author’s purpose by analyzing how the literary technique of mood contributes to the comprehension of a literary or expository text.

Use knowledge, information, and ideas from literary texts, expository texts, or from multiple sources to make inferences about the text(s) (e.g., make inferences, draw conclusions, make generalizations, infer sequence of events, and infer a character’s feelings.)

Compare and contrast characters, settings, ideas, point of view, and/or plot within varied genres that includes figurative language such as metaphors.

Chapter 4: “State Simulation Assessments”

Students will demonstrate knowledge of comprehension skills on grade level appropriate literary and expository passages, with questions that simulate a high-stakes assessment.

Chapter 5 “My Brooklyn Grandmother – ILA”

The student will explore content through discovery and develop vocabulary through the use of a literature-based glossary.

AThe student will achieve comprehension by reading literature with emphasis on vocabulary and respond to the literature. Authentic nonfiction literature is included.

The student will use a variety of strategies to comprehend reading selections. Student uses prior knowledge and will analyze and evaluate to make sense of texts. Student will monitor his or her own comprehension and act purposefully when comprehension breaks down using strategies. Student will write for different purposes and write a variety of compositions based on practical and literary prompts and complete a research-writing project.

Through learning activities focused on recognition and application, the student will practice language art skills. These activities have direct instruction, practice, and scored assessment.

Chapter 6 “Far North – ILA”

The student will explore content through discovery and develop vocabulary through the use of a literature-based glossary.

The student will achieve comprehension by reading literature with emphasis on vocabulary and respond to the literature. Authentic fiction literature is included.

The student will use a variety of strategies to comprehend reading selections. Student uses prior knowledge and will analyze and evaluate to make sense of texts. Student will monitor his or her own comprehension and act purposefully when comprehension breaks down using strategies. Student will write for different purposes and write a variety of compositions based on practical and literary prompts and complete a research-writing project.

Through learning activities focused on recognition and application, the student will practice language art skills.

Chapter 7: “Growing Up in Coal Country – ILA”

The student will explore content through discovery and develop vocabulary through the use of a literature-based glossary.

The student will achieve comprehension by reading literature with emphasis on vocabulary and respond to the literature. Authentic nonfiction literature is included.

The student will use a variety of strategies to comprehend reading selections. Student uses prior knowledge and will analyze and evaluate to make sense of texts. Student will monitor his or her own comprehension and act purposefully when comprehension breaks down using strategies. Student will write for different purposes and write a variety of compositions based on practical and literary prompts and complete a research-writing project.

Through learning activities focused on recognition and application, the student will practice language art skills.

Chapter 8: “Lupita Mañana – ILA”

The student will explore content through discovery and develop vocabulary through the use of a literature-based glossary.

The student will achieve comprehension by reading literature with emphasis on vocabulary and respond to the literature. Authentic nonfiction literature is included.

The student will use a variety of strategies to comprehend reading selections. Student uses prior knowledge and will analyze and evaluate to make sense of texts. Student will monitor his or her own comprehension and act purposefully when comprehension breaks down using strategies. Student will write for different purposes and write a variety of compositions based on practical and literary prompts and complete a research-writing project.

Through learning activities focused on recognition and application, the student will practice language art skills. These activities have direct instruction, practice, and scored assessment.

Chapter 9: “Poems By Langston Hughes – ILA”

The student will explore content through discovery and develop vocabulary through the use of a literature-based glossary.

The student will achieve comprehension by reading literature with emphasis on vocabulary and respond to the literature. Authentic nonfiction literature is included.

The student will use a variety of strategies to comprehend reading selections. Student uses prior knowledge and will analyze and evaluate to make sense of texts. Student will monitor his or her own comprehension and act purposefully when comprehension breaks down using strategies. Student will write for different purposes and write a variety of compositions based on practical and literary prompts and complete a research-writing project.

Through learning activities focused on recognition and application, the student will practice language art skills. These activities have direct instruction, practice, and scored assessment.

Language Arts Additions Lesson Plan - Sixth Grade Curriculum

Total activities: 79

Chapter 1: “Grammar – Extension”

Identify interjections, conjunctions, and prepositions in grade-level written composition. Use prepositional phrases to elaborate ideas.

Identify and correctly punctuate dependent and independent clauses.

Use Standard English in grade level appropriate composition. Correctly use the following: “good/well; who/whom between/among; which/that/who.”

Use verb tenses correctly, including present, past, future, and perfect forms, and demonstrate parallel structure (consistent tense) in sentences.

Use commas in dates, city and states, and lists. Use commas in appositives and after introductory words and phrases, as well as with names in direct address.

Capitalize names of organizations, nationalities, races, languages, and religions, as well as titles of books, stories, poems, songs, and articles.

Use quotation marks in dialogue and titles, using grade-level vocabulary.

Chapter 2: “Reading Accurately – Extension”

Correctly identify the main idea and supporting details of an entire text. Paraphrase and summarize text to aid in comprehension.

Demonstrate the use of a variety of reading styles and speed to fit different types of text, including poetry, novels, textbooks, instruction manuals, and newspapers.

Chapter 3: “Reading & Vocabulary Skills – Extension”

Correctly identify an author’s voice or point of view in a written selection, and determine if the selection was written in the first or the third person. Identify monologue and dialogue within a written selection.

Explain how an author’s use of formal or informal language (including the use of slang), as well as denotative and connotative meanings, can help to set the mood or tone of a selection.

Demonstrate understanding of an author’s use of flashbacks and foreshadowing.

Differentiate between an author’s use of literal or figurative language, including imagery, metaphor and simile, symbol, and personification.

Identify common propaganda techniques used in the media. Point out examples of false advertising in television ads for toys, and emotional versus logical arguments found in editorials and opinion pages. Determine whether they contain strong or weak arguments.

Chapter 4: “Genres of Literature – Extension”

Determine the defining characteristics of a speech, and read “Are Women Persons?” by Susan B. Anthony.

Determine the defining characteristics of fiction, including fantasy, mystery, science fiction, realistic fiction, and suspense.

Determine the defining characteristics of an essay, and read “Advice to Youth” by Mark Twain.

Determine the defining characteristics of newspapers. Determine that an author’s purpose is to entertain, inform, or persuade, and relate an author’s purpose to specific details within selected articles of the newspaper. Compare editorials to the use of political cartoons in persuasive journalism. Identify bias.

Determine the defining characteristics of folklore. Compare folklore from the ancient cultures of the Israelites, Muslims, Japanese, and Chinese. Read to compare your culture to the cultures of others.

Explore universal themes in storytelling by comparing several versions of the Cinderella story, pointing out similarities and differences in the versions.

Chapter 5: “The Writing Process – Extension”

Use the steps of the writing process (plan, draft, write, revise, edit, print, and share) to create a fictional short story that includes dialogue.

Use the steps of the writing process (plan, draft, write, revise, edit, print, and share), and use multimedia to create an autobiographical story (e.g., the day you were born, before you started school, a typical day, your family, your friends, what you most enjoy and what you do best).

Use the steps of the writing process (plan, draft, write, revise, edit, print, and share) to write a poem.

Use the steps of the writing process (plan, draft, write, revise, edit, print, and share) to write letters for various situations, including business letters, e-mail messages, and envelopes.

Use the steps of the writing process (plan—including forming questions for investigation—draft, write, revise, proofread, edit, print, and share) to create a one-act play, correctly using theatrical vocabulary, such as stage, set, act, scene, cast, props, and sound effects.

Chapter 6: “Speaking & Listening Skills – Extension”

Understand and correctly use the skills of note making, including the use of graphic organizers such as webbing, clustering, and outlining. Write and present an expository speech or persuasive argument (with supporting evidence), making use of technology to enhance presentation.

Determine the purposes for listening, including to gain information, to solve problems, to enjoy, and to appreciate.

Listen to learn by taking notes, organizing, summarizing, paraphrasing spoken ideas, and asking questions.

Write sequenced, concise, multistep instructions. Follow verbal multistep instructions.

Chapter 7: “Careers in Language Arts – Extension”

Research and report on careers in the field of language arts, to include journalism, library science, publishing, advertising, and theater (television, movies, video, and video-game creation).

An Overview of Language Arts Lesson Plan for Sixth Grade

The sixth-grade language arts program consists of 133 learning activities arranged in three sections. These sections are substitute teaching methods that overlap in their instruction of language arts mechanics, reading skills, writing skills, spelling, and vocabulary. Most parents follow the sequence as shown and some of them do one exercise from each section.

The sixth-grade materials start with four chapters created in the most interesting game presentation format that enhance vocabulary skills (28 learning activities), processing or reading techniques (8 learning activities), reading comprehension skills (30 learning activities), and test-taking skills (3 learning activities). These activities not only give clarification of the principles but they will also elucidate to the children about their mistakes.

Little girl studying with different color sketch pens scattered on the kitchen table

For example, the program will ask students to find out another word for “provoke” in the synonym section. If they choose “calm” as an answer, the program will inform them that they have made a mistake by picking the opposite word instead of a synonym. If they select “scream” for the synonym of “provoke”, the program will elucidate that there is a relationship between these words. For instance, you might scream when you are provoked but that word is not a synonym. It is just a possible result of being provoked. One or two unrelated words are also prepared as options along with “make angry” which is the closest synonym. It helps students understand the mistakes that they are making while educating them more about the word relationships. These exercises incorporate:

  • Multimedia instruction: Describe the definition of antonyms and synonyms as well as the meaning of the hundreds of words covered and the nature of the mistake committed.
  • Multimedia practice: Study and strengthen the accurate answer where definitions are read and heard repeatedly in an educationally effective structure.

The next five chapters are integrated language art units built around Authentic Literature. These units create reading and language skills by giving materials for before, during, and after each reading. The unit before reading is usually a very interesting multimedia instruction, generates interest in the story, and applies previous knowledge. These units amalgamate vocabulary, reading comprehension, grammar skills building, critical analysis, and writing skills. In order to teach writing, Let’s Read English prepares writing instructions for children throughout the lessons. They will explore themes of cultural and generational differences, survival, friendship, hard work, and determination through literature. Reading assignments (text available online) are taken from:

Note: Most parents have contacted us with an interest in collecting materials in addition to the excerpted portions of the stories learned in the Language Arts section of the program. You DO NOT have to purchase these materials but if you are intrigued in doing so, you can check out those links above that will take you to the right pages on Amazon.

The last nine chapters present comprehensive exercises in all major areas of language arts. They prepare text-based online clarifications of principles along with online worksheets to strengthen the skills. Those areas covered

words in a dictionary
  • Grammar: 26 learning activities including the mechanics of sentence structure (subject or predicate, sentence fragments, dependent and independent clauses), punctuation, parts of speech, pronouns, noun-verb agreement, adverbs and verbs (transitive, intransitive, tenses), and punctuation (commas and capitalization).
  • Precise Reading: 6 learning activities emphasizing the pronunciation of letter incorporations, multisyllabic words, and affixes (prefixes/suffixes).
  • Reading and Vocabulary Skills: 18 activities involving forms of speech, understanding skills, primary idea and details, a variety of reading styles (poetry, novels, textbooks, manuals, newspapers), and content or origin particular vocabulary underlining on Latin parts of words as well as acronyms.
  • Literature: 11 activities underlining the point of view, elements of mood and tone, writing (flashbacks/foreshadowing), literal and figurative, and propaganda techniques implemented in media.
  • Genres of Literature: 22 lesson activities emphasizing the pre-reading skills (making inferences, drawing conclusions, making generalizations, re-reading) and features of multiple genres (fiction, non-fiction, biography, essay, newspaper, folklore, poetry, play).
  • The Writing Process: 14 activities using the plan-draft-write-revise-edit-print-and share format within multiple genres of writing such as paragraphs fiction, response to literature, autobiography, poetry, letter writing, and plays.
  • Speaking and Listening: 8 activities focusing on the motives of listening for information, solutions, enjoyment, appreciation, organizing notes, paraphrasing, and summarizing speeches.
  • Careers in Language Arts: A research and report activity underlining careers in journalism, library science, publishing, advertising, theater, television, game-creation, movies, and video.
  • Spelling Conventions: 27 activities covering spelling rules, irregular plurals, variant spellings, word endings, often misspelled words, and grade-level proper sight words.
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Lesson Activity Finder Tool

  • The lesson activity finder is one of the numerous useful tools that Let’s Read English provides for members. The activity finder is an alternative route for parents to preview lessons or find additional practices for their children easily.

    Each lesson in the curriculum has a rare activity number which is referred to in the lesson plans as an “LA Number”. These numbers can be detected either on the scope and sequence pages or the lesson plans in the Parent Dashboard.

    You can find the activity finder in the lower left hand corner of the Student Dashboard. In order to use the activity finder, members can log in to the account of their children, type the Learning Activity (LA) number of a lesson into the Activity Finder and then click “Go” to open it.

    For more information, please check out our hints and help section which provides more details about the activity finder.

A high school teacher teaching ESL learners English language as part of online English language arts curriculum

Other Resources Related to Sixth-Grade Language Arts

  • If you are intrigued by the lesson plans of sixth-grade language arts, you might also check out:

    Lesson plans for other grade levels of language arts:

  • Other sixth grade subjects and topics:

Are you wondering how many lessons your children can do everyday? Our lesson planning worksheet can guide you to evaluate it.

Online Curriculum for Online School, Afterschool, and Summer Use

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