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

Determine a 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.

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

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

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.

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

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.

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.

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

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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

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

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

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

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

Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander”

Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander”

Understand and explain why the expression “to get along, go along” may prevent some people from being an “active bystander”

Understand and explain why caring (and helping others) should never be motivated by the likelihood of being recognized or rewarded for your help or support

Describe a role model who demonstrates a positive attitude, effort, and grit

Explain why friends have a responsibility to speak up or take action to prevent or stop others from engaging in disrespectful, dangerous, harmful, or illegal conduct

Explain why protest and civil disobedience are essential to the democratic process

Describe how a role model challenged an unjust law

Experience and demonstrate empathy

Demonstrate respect for other people’s opinions and perspectives

Analyze the impact of stereotyping, discrimination, and prejudice (at school, in the community and beyond)

Practice “perspective taking” as a strategy to strengthen your acceptance of others

Demonstrate awareness and understanding that despite differences, all people have similar needs, feelings and wants

Understand and practice positive collaboration and cooperation skills (e.g., teamwork)

Write about and share a principle you want to live by that you learned from a family member, book, movie, or personal experience