Grade 6 ELAR
Unit 6
Title
Suggested Time Frame
4th/5th Six Weeks
3 weeks
Persuasive Big Ideas/Enduring Understandings
Guiding Questions
Reading
• Readers of persuasive texts must determine how different authors
use structure and viewpoint to achieve the same purpose.
• Readers can provide evidence from text to support analysis of
persuasive text.
Writing
• Writers use various techniques when crafting persuasive texts.
• Writers use various organizational patterns to help support the
established claims.
Reading
• How do I compare and contrast two different viewpoints on the same
topic?
• What evidence from the text proves my analysis of the persuasive text?
Writing
• What “tools” do writers use when crafting persuasive texts?
• How do the tools, techniques, and strategies that I use as a writer
influence the intended audience?
• How can I organize my text in order to best support my established
claim and achieve my desired purpose?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
What is the article mostly about?
What is the main idea of paragraphs __ to __?
Which of the following is the best summary of this article?
How are the authors’ viewpoints in __ and __ alike/different?
What do the authors’ purposes in these two articles have in common?
What is the message in this tv ad?
What is the message in this Internet advertisement?
How was the tv ad designed to appeal to the viewers’ emotions?
What technique was used in this tv ad to influence the viewer?
Will the persuasive techniques used in this tv advertisement influence most viewers?
Was this technique effective? Is this info on the web presented formally or informally?
CISD 2015-2016
Reading
Writing
6.1 6.2​
A,B​
,C,D,​
E 6.10​
A​
,​
B 6.11 6.11​
A,​
B 6.13 6.13​
A,B​
,C,D F19A­F Writing TEKS
Conventions TEKS
6.14A​
BC 6.17​
A​
BC 6.18​
A 6.19​
Aiii​
​
(predicate adjectives) 6.19​
Av​
(​
indefinite pronouns) 6.19​
Aviii​
​
(transition words and phrases) Listening & Speaking TEKS
6.26 6.26B
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
Vocabulary (6.2), Reading Comprehension Skills (Figure 19), Fluency (6.1), Writing Process (6.14), Spelling (6.21) Listening (6.26), Speaking (6.27),
and Teamwork (6.28)
Knowledge and Skills with
Student Expectations
District Specificity/ Examples
Vocabulary
(6.1) Reading/Fluency. Do students comprehend Students read grade­level text information? What determines when with fluency and students adjust their reading rate? comprehension. fluency (6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade­level academic English words derived from Latin, affixes roots Vocabulary from current literature study CISD 2015-2016
Can students determine word meaning from context clues? Use vocabulary words in writing Study vocabulary in context Word stem study How does the use of analogies deepen vocabulary comprehension? Why would an author choose to use foreign phrase rather than the English equivalent? Instructional
Strategies
Group reading Partner reading Choral reading Sustained silent reading Vocabulary Bingo Vocabulary Foldables Charades Active word walls Review dictionary skills Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must
be aligned with the TEKS.
Reader’s Theater Holt​
pg R27 The Word Station Holt​
pg. R69­R73 Holt​
pg. R71 Holt​
pg. R70 Dictionary Thesaurus Holt​
pgs. R72, R100, R124 Greek, or other linguistic roots and affixes (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words; (C) complete analogies that describe part to whole or whole to part (e.g., ink: pen as page: ____ or pen: ink as book: _____); (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: CISD 2015-2016
How does the use of a thesaurus expand written and oral vocabulary? Major points in the standard listed. Question stems for the teacher. 10A • ​
What is this article mostly about? • What is the main idea of paragraphs _ to _? • What did _ do? (supporting detail) Author’s purpose Cause/effect Chronological order Compare/contrast Conclusions Detail Expository text Fact Glossary Index Classroom Debate Group discussion Paired Passages Literature: Holt​
Unit 8, pg. 706­ 710, 894­897, R8, R9 Activities: Websites: http://www.readwritethink.org/files/reso
urces/interactives/persuasion_map/ Lessons: (A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions; (B) explain whether facts included in an argument are used for or against an issue; (11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting CISD 2015-2016
• What are the four most important facts in this information? (summary) • Which of the following is the best summary of this article? • ​
​
A summary of this information is ­ Inference Informational text Main idea Opinion. Author’s purpose Author’s viewpoint Conclusion Contradictory Inference Informational text Overgeneralization Persuasion Stereotyping Advertisements­ Commercials Editorials­Political cartoons Holt​
Unit 8, pg. 940­ 941 http://www.readwritethink.org/professio
nal­development/strategy­guides/devel
oping­evidence­based­arguments­310
34.html http://www.readwritethink.org/search/in
dex.html?page=2&sort_order=relevan
ce&q=persuasive+text&srchgo.x=0&sr
chgo.y=0&old_q= 10B • How does the author use the facts about
in this information? • Which two important facts does the author use to support his/her position against the major issue? • Which facts are used against the issue of _? • When the author uses _, is he/she supporting the issue or arguing against the issue? 11A • How are the authors' viewpoints in _ and _ alike/different? • What do the authors' purposes in these two article have in common? • How did the authors of _ and _ structure their writing differently? • How are the claims presented by the two authors the stated claim and supporting evidence; and (B) identify simply faulty reasoning used in persuasive texts. alike/different? 11B • What information in this article does not make logical sense to use in persuading an audience to support the author's position? • What does the author assume about the reader with the line, "_"? • What line in paragraph _ is faulty reasoning? (13) Reading/Media Literacy. 13 Students use comprehension • What can the reader tell about skills to analyze how words, the person in this story in the images, graphics, and sounds newspaper? work together in various • What do you learn about this forms to impact meaning. author of many famous stories Students will continue to apply earlier standards with from his/her short life story and greater depth in increasingly picture in the magazine? more complex texts. Students • How does the author of are expected to: feel about ? (A) explain messages Reporting Category 3 question conveyed in various forms of stems: media; (B) recognize how various • What can the reader tell about _ techniques influence viewers' from the picture in the emotions; newspaper that is not stated in (C) critique persuasive the article? techniques (e.g., testimonials, • Use the picture and table chart bandwagon appeal) used in media messages; and with the information in the (D) analyze various digital cuticle to explain the main idea. media venues for levels of • Which person on the panel formality and informality. supports _? • What is the point of view of _ CISD 2015-2016
Propaganda
Symbolism
-Student
created
persuasive
messages in
various
media
Commercials – both TV and radio
Documentaries
Holt​
​
Unit 8, pgs. TX31, TX32
United Streaming
Safari Montage
Scroll down to lesson ideas.
http://www.angelfire.com/ms/MediaL
iteracy/Grade6.html
http://www.readwritethink.org/classr
oom-resources/lesson-plans/persuasiv
e-techniques-advertising-1166.html
http://www.readwritethink.org/searc
h/index.html?page=2&sort_order=rele
vance&q=persuasive+text&srchgo.x=0
&srchgo.y=0&old_q=
about _? • What is the overall message in this television advertisement? • What is the intended message in this newspaper advertisement? • What is the message in this Internet advertisement? 13B Question stems for Reporting Category 2 for Literary Text: • What was the author's purpose in referring to a famous poem in the television advertisement? • What true story did the news reporter use to influence the viewers' feelings of anger? Question stems for Reporting Category 3 for Informational Text: • How was the television advertisement designed to appeal to the viewers' emotions? • What technique was used in this television advertisement to influence the viewer? 13C • Will the persuasive techniques used in this television advertisement influence most viewers? CISD 2015-2016
• This television advertisement used testimonials of patients using this medicine. Was this persuasive technique effective? 13D • Is this information on the web presented formally or informally? Explain your answer. • What would be a more formal way of presenting this information? • Why are text messages considered informal communication? 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:
(A) plan a first draft by
selecting a genre appropriate
for conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies (e.g., discussion,
background reading, personal
interests, interviews), and
developing a thesis or
CISD 2015-2016
How does revision clarify meaning in
the final draft?
Writing check-points
Teacher/student writing conference
Mini lessons for each stage of writing
draft
edit
publish
revision
thesis
transitions
Teacher
modeling of
writing,
editing, and
revision
Group
writing
The Writing Academy
BLOCK 9-Persuasive Writing and
Writing Letters
http://empoweringwriters.com/toolb
ox/
controlling idea; (CRS):
(Writing A.1)
(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;
(CRS): (Writing A.2)
(C) revise drafts to clarify
meaning, enhance style,
include simple and compound
sentences, and improve
transitions by adding,
deleting, combining, and
rearranging sentences or
larger units of text after
rethinking how well questions
of purpose, audience, and
genre have been addressed;
(6.17) Writing/Expository.
Students write expository and
procedural or work-related
texts to communicate ideas
and information to specific
audiences for specific
purposes. Students are
expected to:
(A) create multi-paragraph
essays to convey information
about a topic that: (i) present
effective introductions and
concluding paragraphs; (ii)
guide and inform the reader's
CISD 2015-2016
How can you write a friendly letter to
convey ideas, include important
information, and demonstrate a
sense of closure?
How do specific details and examples
help effectively communicate
procedural information?
Expository text
Procedural text
Transitions
Group
collaboration
Exemplars
used for
models
Create class
responses
together
http://empoweringwriters.com/toolb
ox/
Holt ​
pg. R43
Holt​
pgs. 556, 780
understanding of key ideas
and evidence; (iii) include
specific facts, details, and
examples in an appropriately
organized structure; and (iv)
use a variety of sentence
structures and transitions to
link paragraphs;
(B) write informal letters that
convey ideas, include
important information,
demonstrate a sense of
closure, and use appropriate
conventions (e.g., date
understanding
(C) write responses to literary
or expository texts and
provide evidence from the
text to demonstrate
understanding;
(6.18) Writing/Persuasive
Texts. Students write
persuasive texts to influence
the attitudes or actions of a
specific audience on specific
issues.
Students are expected to
write persuasive essays for
appropriate audiences that
establish a position and
include sound reasoning,
detailed and relevant
evidence, and consideration
of alternatives.
(6.19) Oral and Written
Conventions/Conventions.
Students understand the
CISD 2015-2016
What makes you upset or concerned?
How can you persuade your audience
to agree with your point of view?
Argumentation
Generalizations
Propaganda
Rhetoric
Use writing process
Use evidence to support position
Checklists and mini lessons
throughout the process
Teacher/Student conferences
How does the use of superlative form
clarify communication?
Interactive
notebook
Exemplars
used as
models
The Writing Academy Block 9
Holt​
pg. 988
http://empoweringwriters.com/toolb
ox/
Propaganda
Commercials
Written debates
Conventions
Comparative
forms
Assess within
students
writing
Holt Language Handbook WS
Holt online lessons
Holt pgs. R57, R52, R32
function of and use the
conventions of academic
language when speaking and
writing. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to:
(A) use and understand the
function of the following
parts of speech in the context
of reading, writing, and
speaking:
(iii)predicate adjectives (She
is intelligent.) and their
comparative and superlative
forms (e.g., many, more,
most);
(v) prepositions and
prepositional phrases to
convey location, time,
direction, or to provide
details
(viii)transitional words and
phrases that demonstrate an
understanding of the function
of the transition related to
the organization of the
writing (e.g., on the contrary,
in addition to)
CISD 2015-2016
How do prepositional phrases
increase specificity in written
communication?
How does the use of transitional
words increase clarity and interest in
written works?
-Reinforce conventions during
speaking , reading, and writing
exercises
Predicate
adjective
Predicate
nominative
Superlative
Practice daily
-teacher
models
-Holt online Language Handbook
-Holt online lessons
-Holt pgs. R46-R47, R52, R60