English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Expository, Persuasive, Media Literacy; Writing Expository and Procedural
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 3
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
*Continue Teaching ONGOING Curriculum*
(6.9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to
How does author's
How are the authors’ purposes
Compare/contrast
Jigsaw reading
Holt pgs. 138,166,
compare and contrast the
purpose affect the
similar in these two selections?
Implied purpose
Level 3
284, 340, 346, 622,
stated or implied purposes of
details included and
How is the author’s purpose in
questioning (see
720, 732, 822
different authors writing on
conclusions drawn
selection 1 different from the
AVID)
the same topic.
from the text?
author’s purpose in selection 2?
www.readwritethink.
(CRS): (Reading A.3)
Author’s Purpose
What do the implied purposes of
org
Author’s viewpoint
the authors of these two selections
Connection between
have in common?
two texts
How are the authors’ purposes
Implied
alike/different in these two
Main idea/Details
selections?
Problem/Solution
Similarities/difference
Stated
(6.10) 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:
(A)summarize the main ideas How does evidence
What is the article mostly about?
Author’s purpose
Classroom Debate
Holt Unit 8, pg. 706and supporting details in text, from the text support
What is the main idea of
Cause/effect
Group discussion
710, 894-897, R8, R9
demonstrating an
accurate inferences?
paragraphs __ to __?
Chronological order Paired Passages
Book-Inf – The
understanding that a summary
What did __do? (supporting detail) Compare/contrast
Tarantula Scientistdoes not include opinions;
-Evaluate ideas across What are the four most important
Conclusions
Expository Text
Find supporting
(CRS): (Reading A.3)
multiple texts
facts in this information?
Detail
Resources
details to prove
representing
similar
or
Which
of
the
following
is
the
best
Expository
text
dangerous/not
(B) explain whether facts
different
genres.
summary
of
this
article?
Fact
-Book-Inf – Rats!
included in an argument are
-Text
dependent
A
summary
of
this
information
is_.
Glossary
The Good, the Bad,
used for or against an issue;
reading
How
does
the
author
use
the
facts
Index
and the Ugly- Find
(CRS): (Reading A.9)
-Organizational
about __ in this information?
Inference
supporting details to
(C) explain how different
Elements of
Which two important facts does
Informational text
prove dangerous/not
organizational patterns (e.g.,
Expository Text
the author use to support his/her
Main idea
pg. 22
proposition-and-support,
-Chronological
position against the major issue?
Opinion
-Book-Inf – Snakes!
problem-and-solution)
sequence
Which facts are used against the
Proposition
Strange and
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Expository, Persuasive, Media Literacy; Writing Expository and Procedural
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 3
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
develop the main idea and the
author’s viewpoint;
(CRS): (Reading A.3)
Sequencing
Summary
Textual evidence
-Comparison/Contrast
-Definition
-Cause/Effect
issue of __?
When the author uses __, is he/she
supporting the issue or arguing
against the issue?
What organizational strategy does
the author use in this article to
support his/her viewpoint?
How does the author organize the
ideas in this information so the
reader understands the main idea?
The author’s use of problem and
solution helps the reader
understand that the main idea isWhat is an idea found in both
selections?
What is an idea found in these two
different newspaper articles and a
story on this topic?
How are the ideas in these two
selections alike/different?
Resources/
Google Drive
Wonderful- Find
supporting details to
prove dangerous/not
pg. 10
(D) synthesize and make
Book-NF – The
logical connections between
Snake Scientistideas within a text and across
Book-NF – Spineless
two or three texts representing
Wonders: Strange
similar or different genres.
Tales from the
(CRS): (Reading A.1)
Invertebrate WorldFind supporting
details to prove
strangeness of
invertebrates; create
your own main idea
statement and find
supporting details.
Book-Inf – Christmas
in America: A
History-Cause/effect
Book-Inf – Joy to the
World: Christmas
Stories from Around
the World
Book-Inf – A
Mexican ChristmasSequencing
(6.11) 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
Compare and contrast
How are the authors’ viewpoints in Author’s purpose
Level 3
Advertisements
structure and viewpoints of
the viewpoint of two
__ and __ alike/different?
Author’s viewpoint
questioning (see
Commercials
two different authors writing
different authors.
What do the authors’ purposes in
Conclusion
AVID)
Editorials
for the same purpose, noting
Text dependent
these two articles have in
Contradictory
MISD Best
Holt Unit 8, pg. 940the stated claim and
reading
common?
Inference
Practices
941
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Expository, Persuasive, Media Literacy; Writing Expository and Procedural
TEKS
Guiding Questions/
Assessment
Specificity
supporting evidence
(CRS): (Reading A.5)
Instructional Period: Unit 3
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
Statements
Exaggerated
Contradictory
Misleading
Rhetorical and logical
fallacies
Commonly held
opinions
Appeals to pity
False premise
False assumptions
How did the authors of __ and __
Informational text
Political cartoons
structure their writing differently?
Overgeneralization
How are the claims presented by
Persuasion
www.readwritethink.
(B) identify simply faulty
the
two
authors
alike/different?
Stereotyping
com
reasoning used in persuasive
What
information
in
this
article
texts. (CRS): (Reading A.10)
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?
(6.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain messages
How do media utilize
What is the message in this tv ad?
Propaganda
Student created
Commercials – both
conveyed in various forms of
propaganda and other
What is the message in this
Symbolism
persuasive
TV and radio
media (CRS: Reading A.11)
techniques to
Internet advertisement?
messages in
influence the
How was the tv ad designed to
various media
Documentaries
(B) recognize how various
consumer?
appeal
to
the
viewers’
emotions?
techniques influence viewers’
What technique was used in this tv
Media Literacy
Holt Unit 8, pgs.
emotions (CRS: Reading A.9)
How can you capture
ad to influence the viewer?
TX31, TX32
(C) critique persuasive
an audience?
Will the persuasive techniques
techniques (e.g., testimonials,
used in this tv advertisement
Media literacy
bandwagon appeal) used in
Analyze similar
influence most viewers?
lessons:
media messages;
message in various
Was this technique effective?
http://www.angelfire.
(CRS): (Reading A.9)
media types
Is this info on the web presented
com/ms/MediaLiterac
formally
or
informally?
y/Grade6.html.
(D) analyze various digital
What would be a more formal way
media venues for levels of
of presenting this information?
United Streaming
formality and informality.
Why are text messages considered
Safari Montage
informal communication?
Was the info in this ad presented at
the correct level of formality and
tone?
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Expository, Persuasive, Media Literacy; Writing Expository and Procedural
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 3
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(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
Are students
Rubric based on SE’s
Interactive
-Texas Write Source
essays to convey information
communicating the
notebook
-Holt pg. 556
about a topic that:
process effectively?
Exemplars used -Empowering Writers:
(i) present effective
as models
http://empoweringwriter
introductions and concluding
Writing process
s.com/teachers-corner/
paragraphs;
“I do, We do, You do”
(ii) guide and inform the
model
Samples:
reader's understanding of key
Checklists and mini
http://www.thewritesour
ideas and evidence;
lessons throughout the
ce.com/studentmodels/#
(iii) include specific facts,
process
ws_2000.
details, and examples in an
Teacher/Student
appropriately organized
conferences
structure; and
(iv) use a variety of sentence
structures and transitions to
link paragraphs;
(CRS): (Writing A.4)
(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 What makes you upset Rubric based on SE’s
Argumentation
Interactive
Texas Write Source pg.
persuasive essays for
or concerned? How
Generalizations
notebook
227-290, 577
appropriate audiences that
can you persuade your Rubric:
Propaganda
Exemplars used Holt pg. 988
establish a position and
audience to agree with http://www.rubrician.com/writing.
Rhetoric
as models
include sound reasoning,
your point of view?
htm
Empowering Writers:
detailed and relevant
Persuasive
http://empoweringwriter
evidence, and consideration
Use writing process
Writing Lesson
s.com/teachers-corner/
of alternatives.
Use evidence to
(CRS): (Writing A.4)
support position
Propaganda
Checklists and mini
Commercials
lessons throughout the
process
Written debates
Teacher/Student
conferences
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Expository, Persuasive, Media Literacy; Writing Expository and Procedural
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 3
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(6.19) Oral and Written Conventions/Conventions. Students understand the 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);
(vi)indefinite pronouns (e.g.,
all, both, nothing, anything)
(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)
How does the use of
superlative form
clarify
communication?
How does the use of
transitional words
increase clarity and
interest in written
works?
Assess with writing, revising, and
editing
Comparative forms
Predicate adjective
Predicate
nominative
Superlative
Interactive
notebook
Texas Write Source
Pg. 258, 620-621
521, 652.4, 746-747
Holt Language
Handbook WS
Holt online lessons
Holt pgs. R57, R52,
R32
-Reinforce
conventions during
speaking , reading, and
writing exercises
(CRS): (Writing A.5)
May 2016