Grade 6 ELAR
Unit 4
Title
Suggested Time Frame
3rd Six Weeks
4 Weeks
Drama
Big Ideas/Enduring Understandings
Guiding Questions
Reading
● I can understand characters in a drama. (protagonist/antagonist)
● I can compare dramatic text structures to other literary structures.
(Consider figurative language, plot, character, stylistic elements,
etc. See Fig. 19)
● I can use actions, dialogue and stage directions in a dramatic text
to help me understand the theme.
Writing
● Authors create characters with certain qualities and use dialogue
to develop the characters, setting, and plot.
● It is important for writers to be able to communicate ideas clearly.
● A short answer response to a text provides an answer to a
question that demonstrates an analysis of a text and is supported
by textual evidence.
Reading
● How do the following elements of drama affect the meaning of the
literary text?
-Plot
-Climactic structure
-Characters
-Protagonist
-Antagonist
-Setting
-Dialogue
● How are dramas similar to and different from other literary texts?
● How do playwrights use dialogue and stage directions to reveal
literary elements?
Writing
● How can I use dialogue to develop the characters, setting, and plot in
a story?
● How can revising and editing help a writer communicate his/her ideas
more clearly?
● How does my short answer response provide an answer to a question
that demonstrates an analysis of a text is supported by textual
evidence?
Vertical Alignment Expectations
CISD 2015-2016 Updated Oct. 2015
*TEKS one level below*
*TEKS one level above*
ELAR Vertical Alignment TEKS
Sample Assessment Question
Comparing the play and movie of this story, how is the setting different in the two versions?
In comparing the play and movie of this story, how is the character __ portrayed differently in the two versions?
What important difference between the dramatic and film versions of this story changes the plot in the movie version?
Reading
Writing
6.1 6.2A,B,C,D,E6.3A 6.5 6.6A,B,C F19A,B,C,D
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
6.14 B 6.15 6.15i 6.15iii 6.17 C
6.19Aii ​
(verbs­irregular) 6.26 6.27 6.28 (simple/compund sentences) 6.20Ai ​
(punctuation­commas in compound sentences)
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Reading-Fig. 19 A-F, 6.1, 6.2A-E
CISD 2015-2016 Updated Oct. 2015
Writing-6.14A-E, 6.21A-C
Knowledge and Skills with
Student Expectations
6.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic 6.5 Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and differences in District Specificity/ Examples
• What is the implied theme in this story? • What theme is inferred in this story? • What is the theme of this story? • How is the theme of this story different than the topic? Theme Moral Implicit Theme Theme vs. Topic • Describe why this play ​
is ​
an outstanding example of dramatic literature. • This play is an outstanding example of dramatic literature because ­ • Which element of dramatic literature is missing from this play? • What evidence from this play tells the reader that the play is CISD 2015-2016 Updated Oct. 2015
Instructional
Strategies
Vocabulary
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any
additional resources must be aligned
with the TEKS.
drawing conclusions folklore genre inference setting author’s style tone mood character traits protagonist antagonist plot conflict internal conflict external conflict flashback foreshadowing compare/contrast Literature: Various novels CISD Aligned novel list Holt​
pg. TX30­TX31 Activities: Websites: Lessons: Audience Cast Characters Comedy Dialogue Dramatic adaptations Scenery Scripts Set directions Stagecraft View film clip and similar literature piece for comparison Drama Resources Literature: Holt​
pgs. 166­169 Holt​
pgs. 534­551 compare/contrast with “Phantom Tollbooth” movie clips Holt​
Unit 5 the setting, characters, and plot of a play and those in a film based upon the same story line. 6.6 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction; considered a drama? (A) explain the similarities & differences in the setting, characters, & plot of a play and those in a film based upon the same story line. • In comparing the play and movie of this story, how is the setting different in the two versions? • In comparing the play and movie of this story, how is the character _ portrayed differently in the two versions? • What important difference between the dramatic and film versions of this story changes the plot in the movie version? Evaluate how plot, use of dialect and literary elements affect meaning. 6.6A • Which of these is the best summary of this selection? • Why are paragraphs _ and _ important? • Summarize the plot of this selection. 6.6B • The dialect of _ helps the CISD 2015-2016 Updated Oct. 2015
Activities: Websites: Drama lessons: http://www.proteacher.com/08
0010.shtml Lessons: rising action turning point exposition climax falling action resolution/denouement Story Map/Plot Chart Literature: Holt ​
Literature pg. 5, Units 1 “Boar Out There” p32 “The School Play” p.34 “All Summer in a Day” p.66 “Eleven” p. 198 “Ghost of the Lagoon” p.206 “Jeremiah’s Song” p. 220 Activities: Websites: Lessons: (B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and (C) describe different forms of point­of­view, including first­ and third­person. reader to describe him/her as ­ • In what way does the author help the reader to understand the character _? • The reader can understand the motivations of _ by _ (conversational voice described in the story) • How does the way the character expresses his/her feelings help the reader understand the character? 6.6C • Describe the point of view of _ in this story. • Why is the point of view of _ important in this story? • Describe the difference between the points of view of _ and _ in this story. WRITING
(6.14) Writing/Writing
Process. Students use
elements of the writing
process (planning, drafting,
revising, editing, and
publishing) to compose text.
Students are expected to:
How does revision clarify meaning
in the final draft?
Writing check points
draft edit publish
revision thesis
transitions
Teacher modeling
of writing, editing,
and revision
Group writing
Writing rubrics:
http://www.rubricia
n.com/writing.htm.
Holt pg. R28-R34
Teacher/student writing conference
Writing Academy Block 1
CISD 2015-2016 Updated Oct. 2015
( B ) develop drafts by
choosing an appropriate
organizational strategy
(e.g., sequence of events ,
cause - effect , compare contrast) and building on
ideas to create a focused ,
organized , and coherent
piece of writing;
Mini lessons for each stage of
writing
6.15 Students write literary
texts to express their ideas
and feelings about real or
imagined people, events, and
ideas. Students are expected
to:
(A) write imaginative(stories
that include: (i) a clearly
defined focus, plot, and point
of view; (iii) dialogue that
develops a story
What is a descriptive essay?
-Study how setting affects a story
-Dialogue study/writing
-Use writing process
-Checkpoint and mini lessons
throughout the process -“I do, We
do, You do” model
How do figurative language,
imagery, and sound devices
increase the interest level of a
poem?
dialogue
plot
point of view sensory
details Alliteration
Onomatopoeia Plot
Sensory details
6.17 (C) write responses to
literary or expository texts
and provide evidence from
the text to demonstrate
understanding;
Are students communicating the
process effectively?
Expository text
Procedural text
Transitions
-Exemplars used
for models
-Plot chart/Map
-Talk topics
-Interactive
notebooks
-Poetry notebook
-Picture books
-Creative writing
Writing Academy Block 2 and
Block 3
Holt​
pg. 414-422
Empowering Writers:
http://empoweringwriters.co
m/toolbox/
Holt​
pg. 656
Writing process “I do, We do, You
do”
Group
collaboration
Exemplars used
for models Create
class responses
together
Writing Lessons
http://edselect.com/writing
model Checklists and mini lessons
throughout the process
Teacher/Student conferences
(6.19) Oral and Written
Conventions/Conventions.
(A) use and understand the
function of the following
How do prepositional phrases
increase specificity in written
communication?
CISD 2015-2016 Updated Oct. 2015
Conventions
Holt​
online Language
Handbook
parts of speech in the context
of reading, writing, and
speaking: (ii) non-count
nouns (e.g., rice, paper); (v)
prepositions and
prepositional phrases to
convey location, time,
direction, or to provide
details
(6.20) Oral and Written
Conventions/Handwriting,
Capitalization, and
Punctuation. Students write
legibly and use appropriate
capitalization and
punctuation conventions in
their compositions. Students
are expected to: (A) use
capitalization for: (i)
abbreviations
-​
Holt​
online lessons -Holt pgs.
R46-R47, R52, R60
Non-Count Nouns​
- TPT free
download
How does capitalization make
written communication more
understandable?
CISD 2015-2016 Updated Oct. 2015
Abbreviations
Online Grammar Snap-You
tube
www.abcteach.com