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12Beginning the Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100*Novel: Walk Two Moons, by Sharon CreechIntroducing the Strategy: Double-Entry JournalPlanting the Seeds of Character Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Language Checkpoint: Using Noun Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Mapping the Journey: Plot and Subplot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108A Tree of One’s Own: Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Questions and Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Introducing the Strategy: Questioning the TextDiction Detectives and “Evidence” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Reporting from Paradise Falls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119*Film: Clips from Up, directed by Pete DocterMaking Connections and Visualizing Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121Stepping into the Literature Circle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Introducing the Strategy: Literature CirclesCircling the Moon: Literature Circle Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1292.132.142.152.162.172.182.19Previewing Embedded Assessment 2 and Explanatory Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Explaining and Interpreting Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Writing and Changing Together. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Introducing the Strategy: ReplacingTraveling with Charley: Literary Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Memoir: Excerpt from Travels with Charley, by John SteinbeckIntroducing the Strategy: DiffusingReflecting on Marley: Textual Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Memoir: “Saying Farewell to a Faithful Pal,” by John GroganMaking Connections Through Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Autobiography: “Dogs Make Us Human” from Animals in Translation, by Temple Grandin and CatherineJohnsonSynthesizing Temple’s Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157*Film Biography: Temple GrandinAutobiography: “My Story” from Animals in Translation, by Temple Grandin and Catherine JohnsonBiography: Excerpt from “Chapter 6: Hampshire School for Wayward Wizards” from Temple Grandin:How the Girl Who Loved Cows Embraced Autism and Changed the World, by Sy MontgomeryEmbedded Assessment 2: Writing an Explanatory Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Unit 3Changing PerspectivesActivities3.13.23.3Previewing the Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168It Is Time to Argue and Convince . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Introducing the Strategy: ParaphrasingPeanuts and Pennies: Identifying Claims in an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Editorial: “Don’t ban peanuts at school, but teach about the dangers,” by Des Moines RegisterEditorial BoardNews Article: “Penny Problem: Not Worth Metal It’s Made Of,” by Yunji de Niesvi SpringBoard English Language Arts Grade 6 2018 College Board. All rights reserved.Embedded Assessment 1: Responding to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

CONTENTScontinued3.43.53.63.73.8Support the Sport? Creating Support with Reasons and Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Introducing the Strategy: RereadingOnline Article: “Should Dodge Ball Be Banned in Schools?” by Staff of TIME for KidsNews Article: “Most Dangerous ‘Sport’ of All May Be Cheerleading,” by Lisa Ling and Arash GhadishahNews Article: “High School Football: Would a Pop Warner Ban Limit Concussions?” by Tina AkourisDo Your Research: Sources, Citation, and Credibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192The Formality of It All: Style and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Historical Document: “Letter on Thomas Jefferson,” by John Adams (1776)A Graphic Is Worth a Thousand Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203News Article: “Print Almost Anything,” by Stephen OrnesDebate It: Organizing and Communicating an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209Introducing the Strategy: Metacognitive MarkersArticle: “Social Networking’s Good and Bad Impacts on Kids,” from Science DailyInformational Text: “Pro & Con Arguments: ‘Are social networking sites good for our society?’”Embedded Assessment 1: Researching and Debating a Controversy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2223.93.103.11LC3.123.133.143.15 2018 College Board. All rights reserved.3.16Previewing Embedded Assessment 2: Preparing for Argumentative Writing . . . . . . . . . . . . . . . . . . . . . . . . 224Looking at a Model Argumentative Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Facts and Feelings: Rhetorical Appeals in Argumentative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231Letter: “The First Americans,” by Scott H. Peters, Grand Council Fire of American IndiansLanguage Checkpoint: Using Commas, Parentheses, and Dashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237Citing Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239Playing with Persuasive Diction: Appealing to Pathos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Introducing the Strategy: Adding by LoopingWriting an Introduction and a Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245Saying Too Much or Too Little? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Introducing the Strategy: DeletingPreparing to Write an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252Embedded Assessment 2: Writing an Argumentative Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253Unit 4The Final ActActivities4.14.24.34.44.54.6Previewing the Unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258Shakespeare in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Article: “Shakespeare dumbed down in comic strips for bored pupils,” by Laura ClarkShakespeare and His Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263Informational Text: “Shakespeare’s Life,” The British LibraryResearching to Deepen Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269Planning to Present Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271Understanding Shakespeare’s Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272Essay: Excerpt from “Reading Shakespeare’s Language,” by Barbara A. Mowat andPaul Werstine (editors)Embedded Assessment 1: Researching and Presenting Shakespeare. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281Contentsvii

Previewing Embedded Assessment 2 and Preparing for a Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283Play Ball: Analyzing a Game of Life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285Short Story: “The Southpaw,” by Judith ViorstDrama Games: Connecting the Mind and Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292Introducing the Strategy: Drama GamesLear’s Limericks: Playing with Rhythm and Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295Poetry: Limericks from A Book of Nonsense, by Edward LearIntroducing the Strategy: Oral InterpretationPlanning and Presenting a Reader’s Theater. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298Drama: “The Millionaire Miser,” by Aaron ShepardA Poetic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308Poetry: “Oranges,” by Gary SotoPoetry: “Jabberwocky,” by Lewis CarrollPoetry: “Fireflies,” by Paul FleischmanIntroducing the Strategy: Choral ReadingPreviewing the Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316Guided Reading of The Taming of the Shrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320Drama: Excerpts from The Taming of the Shrew, by William Shakespeare*Film: The Taming of the Shrew, directed by Franco Zeffirelli, 1967One Text, Two Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328*Film: The Taming of the Shrew, directed by Franco Zeffirelli, 1967Embedded Assessment 2: Performing Shakespeare . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329ResourcesIndependent Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343SpringBoard Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .351English-Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400Index of Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409Index of Authors and Titles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .415*Texts not included in these materials.viii SpringBoard English Language Arts Grade 6 2018 College Board. All rights reserved.Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

To the StudentWELCOME TO SPRINGBOARD!Dear Student, 2018 College Board. All rights reserved.Welcome to the SpringBoard program! This program has been created with you in mind: it contains the EnglishLanguage Arts content you need to learn, the tools to help you learn, and tasks to strengthen the critical thinking skillsthat prepare you for high school and beyond.In SpringBoard, you will explore compelling themes through reading, writing, discussions, performances, andresearch. You will closely read short stories, novels, poems, historical texts, and articles. You’ll also view and interpretfilms, plays, and audio texts while comparing them to their related print versions. With frequent opportunities to writecreatively and analytically throughout the program, you will develop fluency, research skills, and an understandingof how to craft your writing based on audience and purpose. Through collaborative discussions, presentations,performances, and debates with your peers, you will deepen your understanding of the texts you’ve read and viewed andlearn how to convey your ideas with clarity and voice.Tools to help you learn are built into every lesson. At the beginning of each activity, you will see suggested learningstrategies, each of which is explained in full in the Resources section of your book. These strategies will help you deeplyanalyze text, collect evidence for your writing, and critically think about and discuss issues and ideas. Within theactivities, you’ll also notice explanations about essential vocabulary and grammar concepts that will enrich your abilityto read and write effectively.With high school right around the corner, now is the time to challenge yourself to develop skills and habits youneed to be successful throughout your academic career. The SpringBoard program provides you with meaningfuland engaging activities built on the rigorous standards that lead to high school, college, and career success. Yourparticipation in SpringBoard will help you advance your reading, writing, language, and speaking and listening skills, allwhile helping you build confidence in your ability to succeed academically.We hope you enjoy learning with the SpringBoard program. It will give you many opportunities to explore ideasand issues collaboratively and independently and to cultivate new skills as you prepare for your future.Sincerely,SpringBoardTo the Studentix

TO THESTUDENTcontinuedWhen you reach high school, you may have anopportunity to take Advanced Placement (AP) classesor other rigorous courses. When the time comes tomake that decision, we want you to be equipped withthe kind of higher-order thinking skills, knowledge, andbehaviors necessary to be successful in AP classes andbeyond. You will see connections to AP in the texts thatyou read, the strategies you use, and the writing tasksyou encounter throughout the course.Connections to AP Language and Literature will helpyou Read closely and analyze both literary and nonfictiontexts Analyze relationships among author’s purpose,literary/stylistic devices, rhetorical appeals, anddesired effects for intended audiences Write with attention to selecting textual evidence andorganizational patterns according to purpose andaudience Write to interpret and evaluate multiple perspectivesin literature Develop the control of language and command ofconventions required for academic writingPSAT/SAT CONNECTIONSSometime during the course of your academic career,you will likely be expected to take a college readiness testlike the PSAT or SAT. Many colleges require applicantsto submit SAT scores along with their school transcriptsand essays, and a good PSAT score can lead toscholarships and other awards. The SAT suite is designedto predict which students are on track to leave secondaryschool and enter college or a career. Your SpringBoardELA coursework will help you succeed on the Reading,Writing and Language, and Essay tests.The PSAT/SAT will require you to: Read, analyze, and use reasoning to comprehendchallenging literary and informational texts todemonstrate and expand your knowledge andunderstanding.x SpringBoard English Language Arts Grade 6 Revise and edit texts for expression of ideas and toshow facility with a core set of grammar, usage, andpunctuation conventions. Make careful and considered use of evidence as youread and write. Reveal an understanding of relevant words in contextand of how word choice helps shape meaning and tone.THE SPRINGBOARD DIFFERENCESpringBoard is different because it provides instructionwith hands-on participation that involves you andyour classmates in daily discussions and analysis ofwhat you’re reading and learning. You will have anopportunity to Discuss and collaborate with your peers to exploreand express your ideas Explore multiple perspectives by reading a variety oftexts—both fiction and nonfiction—that introduceyou to different ways of thinking, writing, andcommunicating Examine writing from the perspective of a reader andwriter and learn techniques that good writers use tocommunicate their message effectively Gain a deep understanding of topics, enabling you toapply your learning to new and varied situations Take ownership of your learning by practicing andselecting strategies that work for you Reflect on your growth and showcase your best workas a reader, writer, speaker, and listener in a workingPortfolioMIDDLE SCHOOL AT A GLANCEGrade 6SpringBoard grade 6 is developed around the thematicconcept of change. During the year, you will learn howwriters use that theme to tell stories in poetry, shortstories, and nonfiction texts. Among the many authorswhose work you will read is Langston Hughes, a famouswriter who was part of the Harlem Renaissance. SharonCreech explores change resulting from the loss of a 2018 College Board. All rights reserved.AP CONNECTIONS

TO THESTUDENTcontinuedparent in her novel Walk Two Moons. Gary Soto andSandra Cisneros tell vivid stories about the awkwardchanges that can be part of growing up. John Steinbecktakes you on a trip around the country with his dog,Charley. Scenes from one of William Shakespeare’s playstake you into the world of drama. As you read thesetexts and make connections to experiences in your ownlife, you will begin to see how writers use the details ofeveryday life to create stories that we all enjoy.Reading and writing go hand in hand, andSpringBoard grade 6 gives you opportunities to writeyour own stories (narrative writing), explain information(explanatory writing), and create an argument topersuade an audience (argumentative writing). Specificstrategies for writing and revising support your writingefforts from planning to drafting, revising, and editing.You will be writing a personal narrative and a short story,essays in which you share your ideas about a fictionalstory and a real-life story, and an argumentative letter

St. Vrain School District Longmont, Colorado San José Unifi ed School District . Seminole County Public Schools Sanford, Florida Spokane Public Schools Spokane, Washington Sunnyside Unifi ed School District Tucson, Arizona GG6_SE_FM.indd iv6_SE_FM.indd iv 221/11/16 4:38 pm1/11/16 4:38 pm . "The Treasure of Lemon Brown," by Walter Dean .