Day in the Life of George Washington Carver

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This is guided research topic for students that struggle with research projects by the end of the webquest student will have the emerging skills to address the 2nd part of their research skills and choose a topic of their own and carry out similar research strategies more independently


Standard 6-2 The student will read and comprehend a variety of informational
texts in print and nonprint formats.
Students in grade six read informational (expository/persuasive/argumentative)
texts of the following types: essays, historical documents, informational trade books,
textbooks, news and feature articles, magazine articles, advertisements, encyclopedia
entries, reviews (for example, book, movie, product), journals, and speeches. They also
read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos
embedded in informational texts. In addition, they examine commercials, documentaries,
and other forms of nonprint informational texts.
The teacher should continue to address earlier indicators as they apply to more difficult
6-2.1 Analyze central ideas within and across informational texts.
6-2.2 Analyze informational texts to draw conclusions and make
6-2.3 Summarize author bias based on the omission of relevant facts and
statements of unsupported opinions.
6-2.4 Create responses to informational texts through a variety of methods
(for example, drawings, written works, oral and auditory
presentations, discussions, and media productions).
6-2.5 Interpret information that text elements (for example, print styles
and chapter headings) provide to the reader.
6-2.6 Interpret information from graphic features (for example,
illustrations, graphs, charts, maps, diagrams, and graphic
6-2.7 Interpret information from functional text features (for example,
tables of contents and glossaries).
6-2.8 Predict events in informational texts on the basis of cause-and-effect
6-2.9 Identify propaganda techniques (including testimonials and
bandwagon) in informational texts.
6-2.10 Read independently for extended periods of time to gain information.
Grade 6
Building Vocabulary
Standard 6-3 The student will use word analysis and vocabulary strategies to
read fluently.
The teacher should continue to address earlier indicators as they apply to more difficult
Instructional appendixes are provided as the baseline expectations for instruction and are
not intended to be all-inclusive documents.
6-3.1 Use context clues (for example, those that provide an example, a
definition, or restatement) to generate the meanings of unfamiliar and
multiple-meaning words.
6-3.2 Analyze the meaning of words by using Greek and Latin roots and
affixes within texts. (See Instructional Appendix: Greek and Latin
Roots and Affixes.)
6-3.3 Interpret the meaning of idioms and euphemisms encountered in
6-3.4 Distinguish between the denotation and the connotation of a given
6-3.5 Spell new words using Greek and Latin roots and affixes. (See
Instructional Appendix: Greek and Latin Roots and Affixes.)


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