Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Organizer
Lesson Synopsis
Students read procedural text to follow multi-step instructions to complete a task and interpret information presented in various
formats. Students compose informal letters to explain directions for an imaginary trip. They continue to build their vocabulary in
Word Study by learning new roots and affixes and by using context clues to determine the meaning of ideas.
Performance Indicator(s)
 Use an appropriate map(s) to plan the route of an automobile trip with a friend to a chosen destination. Present an overview of
the directions to a small group. In an informal letter to a friend, explain the route chosen and describe the scenery or sites you
will encounter along the way. (6.12A, 6.12B; 6.17B; 6.26A, 6.26B, 6.26C; 6.28A)
 Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational
texts. Provide evidence from the text to support ideas. (6.Fig19A, 6.Fig19B, 6.Fig19C, 6.Fig19D, 6.Fig19E, 6.Fig19F; 6.17C)
 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. (6.2A, 6.2B,
6.2C, 6.2D, 6.2E)
Key Understanding(s)




TEKS/CCRS
Authors establish a purpose, create a plan, and express organized ideas to construct meaning.
Readers gather information and express organized ideas to construct meaning.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
6.2
6.2D
Explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); and
6.2E
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. Readiness Standard
6.Fig19
Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical
readers. The student is expected to:
6.Fig19C
Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions).
6.Fig19D
Make inferences about text and use textual evidence to support understanding;
Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)
6.12
Students understand how to glean and use information in procedural texts and documents. Students are expected to:
6.12A
Explain messages conveyed in various forms of media; Supporting Standard
6.12B
Recognize how various techniques influence viewers' emotions; Supporting Standard
6.14
©2011, TESCCC
Students understand new vocabulary and use it when reading and writing. Students are expected to:
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected
to:
6.14A
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 controlling idea;
6.14B
Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to
10/17/11
Page 1 of 3
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
create a focused, organized, and coherent piece of writing;
6.14C
6.17
Write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date,
salutation, closing);
6.17C
Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding; and
6.21B
6.26
Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
6.26C
Paraphrase the major ideas and supporting evidence in formal and informal presentations.
6.28
6.28A
6.1
6.1A
6.Fig19
6.Fig19A
6.26
6.26A
©2011, TESCCC
Use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and
Follow and give oral instructions that include multiple action steps; and
6.27A





Students spell correctly. Students are expected to:
6.26B
6.27
Materials
Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to:
6.17B
6.21
Ongoing TEKS
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;
Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
Give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and
conventions of language to communicate ideas effectively.
Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are
expected to:
Participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and
disagreement.
Students read grade-level text with fluency and comprehension. Students are expected to:
Adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.
Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical
readers. The student is expected to:
Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension;
Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective;
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Teacher Writer’s Notebook (1)
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Page 2 of 3
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02










Highlighter (1 per student)
Note card (1 per 2-3 students)
Dictionary-print or electronic (class set)
Materials for completing the procedures (varies)
Dictionary-print or electronic (class set)
Chart paper
Example of written directions to a particular destination with a corresponding map (class set)
4 grade-appropriate procedural texts with graphical features (4-5 copies per station)
3-5 grade-appropriate examples of informal letters
Collection of grade-appropriate maps
Attachments



Teacher Resource: Grade 6 Unit 03 Word Study Overview
Teacher Resource: Grade 6 Unit 03 Reading Appetizer
Teacher Resource: Grade 6 Unit 03 Writing Appetizer
Resources and
References
 Mooney, M. (2001). Text, Forms, and Features. Katonah, NY: Richard Owens Publishers.
 Fry, E. & Kress, J. (2006) The Reading Teacher’s Book of Lists (5th Edition). San Francisco, CA; Jossey-Bass
Possible/Optional
Literature Selections
Grade-appropriate procedural texts
 Passport on a Plate: A Round-the-World Cookbook for Children by Diane Simone Vezza
 The International Cookbook for Kids by Matthew Locricchio
 Asian Kites by Wayne Hosking
 Origami 1-2-3 by David Petty
 Origami on the Move by Duy Nguyen
 Ideas for Science Projects by Robert Gardner
 101 Physics Tricks: Fun Experiments with Everyday Materials by Terry Cash
 District-adoped resources
©2011, TESCCC
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Page 3 of 3
SixthGrade
English Language Arts and Reading
Unit: 03
6th Grade Exemplar Lessons:
Unit 03 Alternative Plan
Instructional Day Component Exemplar Lesson Day
1
Reading
1
2
Reading
2
3
Reading
3
4
Reading
4
5
Reading
5
6
Reading
6
7
Reading
7
8
Reading
8
9
Reading
9
10
Reading
Combine 10/11
11
Writing
1
12
Writing
Combine 4/5
13
Writing
6
14
Writing
7
15
Writing
10
16
Writing
11
17
Writing
Combine 13/14
18
Writing
15
19
Reading
16
20
Reading
17
21
Reading
18
22
Reading
19
23
Reading
20
24
Writing
16
25
Writng
17
26
Writng
18
27
Writing
19
28
Writing
20
Implement the Word Study component as time permits or on extra days of instruction.
©2011, TESCCC
10/17/11 Page 1 of 1 Sixth Grade
English Language Arts and Reading
Unit: 03
6th Grade: Unit 03
Reading Appetizer
Purpose:
Expose students to informational texts to encourage Independent Reading of text of all genres.
Time:
3-5 Minutes
Description:
At the beginning of each class period, share an interesting text or excerpt with students. This may
connect to the genre and/or theme that students are studying in class, or could be something that peaks
the interest of the students in the class. The piece can come from a range of sources including but not
limited to newspapers, magazines, Science or History textbooks, or historical documents.
Preparation:
Search for high interest reading materials on a daily basis. Specific examples may include an article you
find on the Internet, an article you read at the dentist’s office, a great recipe someone shared with you, a
newspaper article, a manual for an electronic device, a brochure, etc. Find expository texts that will
connect with your students and inspire them to want to read more. It is also appropriate to incorporate
literary works.
©2011, TESCCC
10/17/11
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 03
6th Grade Word Study Overview:
Unit 3
Word Study Instructional Routines are designated as 5-15 minute activities, listed on every other day. Word Study
sessions are to be implemented throughout the course of the unit. Implementation will vary by student needs and
schedule.
Possible Word Wall Organization
Word Wall
Prefixes
Root Words
Suffixes
Prefix #1
Words that use the prefix
Root Word #1
Words that use the Root Word
Suffix #1
Words that use the suffix
Prefix #2
Words that use the prefix
Root Word #2
Words that use the Root Word
Suffix #2
Words that use the suffix
Prefix #3
Words that use the prefix
Root Word #3
Words that use the Root Word
Suffix #3
Words that use the suffix
Activities:
Day 1: Students use a suffix to determine the meaning of unknown words. (TEKS 6.2A,E)
Day 3: Students use context to determine the meaning of multiple meaning words. (TEKS 6.2B,E)
Day 5: Students use context clues to determine or clarify the meaning of an unfamiliar word. (TEKS 6.2B,E)
Day 7: Students determine the meaning of words with a common root. (TEKS 6.2A)
Day 9: Students complete whole to part and part to whole analogies in order to understand relationships between
words.(TEKS 6.2C)
Day 11: Students use context clues to determine or clarify the meaning of an unfamiliar word. (TEKS 6.2B,E)
Day 13: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A)
Day 15: Students complete whole to part and part to whole analogies in order to understand relationships between
words.(TEKS 6.2C)
Day 17: Students explain the meaning of foreign words and phrases commonly used in English. (TEKS 6.2D,E)
Day 19: Students use dictionaries a resource to edit for spelling. (TEKS 6.2E, 6.21B)
At the completion of Unit 2, return some or all of the previously learned words to the Word Wall.
Note: Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the
Word Wall, watching for Word Wall words in texts, and using Word Wall words in writing. Model for students how to use
the Word Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2011, TESCCC
10/17/11
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 03
Grade 6 Unit 03
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5-10 minutes
Description:
The Writing Appetizer is an implemented at the beginning of class to provide multiple
opportunities for writing and creative expression. Students use prewriting strategies
to generate their own topics for writing and record their ideas in their Writer’s
Notebooks. Students may share their work with a partner or with the class as
appropriate. Teacher should write their own response to the prompt as well for use in
future Mini Lessons.
Preparation:
Gather a collection of grade-appropriate prompts if needed. Establish expectations
for the Writing Appetizers and allow no more than 10 minutes to ensure time for the
Instructional Routine.
©2011, TESCCC
10/17/11
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 16 of 20
Please Proceed
Lesson Preparation
READING
Daily Lesson 16
TEKS
Key
Understandings
and
Guiding
Questions
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.12A,B
6.14A,B
 Readers gather information and express organized ideas to
construct meaning.
 Authors establish a purpose, create a plan, and express organized
ideas to construct meaning.
 How do readers learn and construct meaning from text?
 How do authors effectively communicate ideas and information to
an audience?
 Readers use strategies to support interpretation of text.
 What do readers do to understand text?
Vocabulary of
Instruction
 Procedural text
Materials




Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Highlighter (1 per student)
Example of written directions to a particular destination with a
corresponding map (class set)
 Collection of grade-appropriate maps
 Chart paper (if applicable)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Collection of grade-appropriate maps from Reading
Chart paper (if applicable)
 Teacher Resource: Grade 6 Unit 03 Writing Appetizer
Attachments
and Resources
Advance
Preparation




1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate an example of written directions to a particular
destination that has a corresponding map (Be sure the map
does NOT have the actual route on it). Consider using a website
such as Google Maps or Mapquest to create the directions.
Duplicate a class set of the directions and map.
2. Prepare to model writing directions in the Teacher Writer’s
Notebook from one of the maps in the collection.
3. Refer to Teacher Resource: Grade 6 Unit 03 Writing Appetizer.
Prepare accordingly.
3. Gather a collection of grade-appropriate maps for students to
use in planning a trip.
©2011, TESCCC
10/17/11
Page 1 of 4 Daily Lesson 16
Background
Information
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 16 of 20
READING
WRITING
Procedural Text: A type of informational text that is written with the
intent to explain the steps in a procedure. This includes multitasked instructions to complete a task, solve a problem, or perform
procedures.
Teacher Notes
©2011, TESCCC
10/17/11
Page 2 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 16 of 20
Instructional Routines
Daily Lesson 16
READING
WRITING
Duration
and
Objective
Suggested Duration: 50 min.
Suggested Duration: 50 min.
Content Objective: Students follow multi-tasked instructions and
interpret factual and quantitative information presented in a map.
Content Objective: Students gather information and write written
directions.
Mini Lesson
1. Ask: What is procedural text? What are examples of
procedural texts? Discuss responses.
1. Writing Appetizer: 10 min.
2. Display and distribute the selected set of directions and the
corresponding map.
3. Ask: What do you look for when using at a map? Discuss
responses including names on the map, the map key, directions,
etc.
4. Think Aloud and record 2-3 factual statements about the map in
the Teacher Reader’s Notebook. Explain that by looking and
analyzing the map first, it will be easier to understand the written
directions. Tell students that readers look at the graphic
information in procedural texts to help them understand the
written directions.
2. Display the selected map to model writing directions. Explain that
students are going to select a beginning point and ending point on
the map they selected in Reading and write clear directions about
an imaginary trip.
3. Think Aloud about the displayed map and select a beginning and
ending point.
4. In the Teacher Writer’s Notebook, write a set of clear directions
using the map as a resource for information.
5. Read the first 2-3 written directions aloud and highlight the
directions on the map to show the route that would be taken.
6. Instruct students to continue to read the directions and highlight
the route with a partner.
©2011, TESCCC
10/17/11
Page 3 of 4
Daily Lesson 16
Learning
Applications
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 16 of 20
READING
WRITING
1. Students continue to read the directions and highlight the route
with a partner.
1. Students look at the map they selected in Reading. Students select
a beginning and end point for their imaginary trip.
2. Ask: What scenery or sites might you see along the route to
the final destination? Discuss responses and use the map to
highlight scenery and/or sites.
2. In their Writer’s Notebook, students write a set of clear directions for
their trip using the map as a resource.
3. Display the collection of maps. Tell students that they are going
to select a map in order to write directions. Explain that students
will write the directions in Writing.
4. Students explore the collection of maps and select one for which
they will write directions.
Closure
©2011, TESCCC
1. Ask: How is reading procedural text different from reading
other types of texts? Discuss responses.
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1. Ask: What do you need to remember as a writer when writing
procedural texts (or directions)? Discuss responses.
Page 4 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 17 of 20
Please Proceed
Lesson Preparation
WORD STUDY
Daily Lesson 17
TEKS
Key
Understandings
and
Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2D,E
6.Fig19C,D
6.12A,B
6.17C
6.28A
 Understanding new words and concepts
enhances comprehension and oral and
written communication.
 Readers gather information and express
organized ideas to construct meaning.
 Why is it important to pay attention to
words?
WRITING
6.Fig19A
6.1A
 How do readers learn and construct
meaning from text?
TEKS
Ongoing TEKS
6.14A,B
 Authors establish a purpose, create a
plan, and express organized ideas to
construct meaning.
 How do authors effectively communicate
ideas and information to an audience?
 Readers use strategies to support
interpretation of text.
 What do readers do to understand text?
Vocabulary of
Instruction
 Foreign word
 Foreign phrase
 Procedural text
 Eye contact
 Volume
 Enunciation
Materials



 Reader’s Notebook (1 per student)
 Materials for completing the procedures
(varies)
 4 grade-appropriate procedural texts with
graphical features (4-5 copies per station)
 Chart paper (if applicable)



Vocabulary Notebook (1 per student)
Note card (1 per 2-3 students)
Chart paper (if applicable)

Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Collection of grade-appropriate maps
from Daily Lesson 16
Chart paper (if applicable)
Attachments
and Resources
 Teacher Resource: Grade 6 Unit 03
Word Study Overview (1)

Advance
Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Create an Anchor Chart: Foreign Words
and Phrases Used in English. List three
foreign words and phrases commonly
used in English. Possible words and
phrases could include: RSVP, cul de sac,
bon voyage, que sera sera, déjà vu, faux
2. Select four grade-appropriate procedural
texts with maps, charts, illustrations,
graphs, timelines, tables, and/or diagrams.
Consider choosing from the following types
of procedural texts: recipes, science
experiments, manuals, directions, art/crafts
2. Create an Anchor Chart: Effective Oral
Presentation and include the information
below:
 Organize ideas to inform using
appropriate style and content
 Employ eye contact
©2011, TESCCC
Teacher Resource: Grade 6 Unit 03
Reading Appetizer
10/17/11
Page 1 of 4 Daily Lesson 17
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 17 of 20
WORD STUDY
pas, du jour, almamater, verbatim, prima
donna, avant-garde, status quo, à la
mode, amateur, c’est la vie, asta la vista,
en route, hors d’oeuvre, etc.
3. Write the two of the selected foreign
words or phrases on a note card for
every 2-3 students. Use the third foreign
word or phrase for modeling.
4. Refer to Teacher Resource: Grade 6
Unit 03 Word Study Overview. Prepare
accordingly.
READING
projects, etc.
3. Create four stations with the selected
procedural texts and the materials
necessary for completing the tasks.
4. Divide the class into small groups of 4-5
students. If the class is particularly large,
consider duplicating the stations to have 2
of each station.
©2011, TESCCC




Employ effective speaking rate
Employ appropriate volume
Employ effective enunciation
Pronounce words and phrases clearly
and correctly
 Employ natural gestures
 Demonstrate control of grammar
 Demonstrate control of sentence
structure
5. Refer to Teacher Resource: Grade 6 Unit
03 Reading Appetizer. Prepare
accordingly.
Enunciation: speaking clearly and concisely
Background
Information
Teacher Notes
WRITING
Prepare to leave the stations set up in the
classroom through Daily Lesson 20. Students
will complete one station in each Daily Lesson.
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Page 2 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 17 of 20
Instructional Routines
Daily Lesson 17
Duration
and
Objective
Mini Lesson
WORD STUDY
Suggested Duration: 40 min.
Suggested Duration: 45 min.
Content Objective: Students explain the
meaning of foreign words and phrases
commonly used in English.
Content Objective: Students follow instructions
from text to complete a task, solve a problem,
or perform a procedure. Students interpret
information presented in graphical features.
Content Objective: Students gather
information and write written directions.
Students prepare to give oral presentations.
1. Display the Anchor Chart: Foreign Words
and Phrases Used in English. Read each
of the three selected words or phrases
aloud.
1. Reading Appetizer: 3-5 min.
1. Display the map selected for modeling
from Daily Lesson 16.
2. Using the selected foreign word or phrase
for modeling, Think Aloud about
background knowledge about the word or
phrase including the use of roots and
affixes if applicable.
3. Ask: How do graphical features (e.g.,
maps, charts, illustrations, graphs,
timelines, tables, diagram, etc.) help
readers understand procedural texts
and help readers to follow directions?
Discuss responses.
4. On chart paper, model writing the word or
phrase in a sentence. Sketch an
illustration that captures the meaning of
the word or phrase.
1. Distribute a note card with the other two
phrases to groups of 2-3 students.
2. Students discuss the words or phrases
using their background knowledge
including roots/affixes if applicable.
3. Students use a dictionary to determine
the true meaning of the words or phrases.
Students record the definitions in their
Vocabulary Notebooks.
©2011, TESCCC
WRITING
Suggested Duration: 15 min.
3. Using a dictionary, determine the
accurate meaning of the word or phrase.
Learning
Applications
READING
2. Review what was learned about procedural
texts in Daily Lesson 16 Reading.
4. Provide a preview of each of the created
stations. Explain that students will
complete one station each day through
Daily Lesson 06.
5. Discuss the expectations for teamwork and
participation in each station.
1. Divide students into small groups.
2. Students go to their assigned station.
Students read the directions and discuss
the graphical features before starting the
task. Students write two factual statements
in their Reader’s Notebook about the
information in the graphic features.
3. When students feel like they have a good
understanding of the task, they use the
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2. Display and reread the directions in the
Teacher Writer’s Notebook from Daily
Lesson 16.
3. If necessary, finish writing the directions
in the Teacher Writer’s Notebook. Make
any necessary revisions to make sure the
directions are clear.
4. Explain that students will be presenting
an overview of their directions to a small
group in Daily Lesson 18 Writing. Display
the Anchor Chart: Effective Oral
Presentation. Review the expectations for
the presentation.
1. In their Writer’s Notebook, students finish
writing a set a clear directions using their
selected map from Daily Lesson 16
Writing.
2. Students make any necessary revisions
to their directions to be sure they are
clear.
3. Students plan for their oral presentation.
Page 3 of 4
Daily Lesson 17
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 17 of 20
WORD STUDY
4. Students write the words or phrases in
sentences. Students illustrate each word
or phrases to represent its meaning.
READING
WRITING
written directions and the graphical
features to complete the task.
4. Students work together and support each
other in completing the task.
Engage in Small Group Instruction as appropriate.
Closure
©2011, TESCCC
1. Select students to share their sentences
and illustrations with the class.
1. Ask: Were you successful at completing
the task, solving the problem, or
performing the procedure? What helped
or hindered your ability to be
successful? How did graphical features
support your understanding? Students
write responses in their Reader’s Notebook.
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1. Students practice their presentation with a
partner.
Page 4 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 18 of 20
Please Proceed
Lesson Preparation
READING
Daily Lesson 18
TEKS
6.Fig19C,D
6.12A,B
6.17C
6.28A
Key
Understandings
and
Guiding
Questions
WRITING
Ongoing TEKS
TEKS
6.Fig19A
6.1A
6.26B,C
6.27A
6.28A
Ongoing TEKS
6.26A
 Readers gather information and express organized ideas to
construct meaning.
 Authors establish a purpose, create a plan, and express organized
ideas to construct meaning.
 How do readers learn and construct meaning from text?
 How do authors effectively communicate ideas and information to
an audience?
 Readers use strategies to support interpretation of text.
 What do readers do to understand text?
 Eye contact
 Volume
 Enunciation
Vocabulary of
Instruction
Materials
 Reader’s Notebook (1 per student)
 Materials for completing the procedures (varies)
 4 grade-appropriate procedural texts with graphical features from
Daily Lesson 17 (4-5 copies per station)
 Chart paper (if applicable)
Attachments
and Resources
Advance
Preparation
1. Prepare to display visuals as appropriate.




Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Collection of grade-appropriate maps from Daily Lesson 16
Chart paper (if applicable)

Teacher Resource: Grade 6 Unit 03 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
2. Divide students into small groups for their presentations. Be sure
each group has copies of the maps that will be presented. Prepare
accordingly.
3. Prepare to display the Anchor Chart: Effective Oral Presentation
from Daily Lesson 17 Writing.
4. Refer to Teacher Resource: Grade 6 Unit 03 Writing Appetizer.
Prepare accordingly.
©2011, TESCCC
10/17/11
Page 1 of 3 Daily Lesson 18
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 18 of 20
READING
WRITING
This Instructional Routine partially assesses Performance Indicator:
“Use an appropriate map(s) to plan the route of an automobile trip with
a friend to a chosen destination. Present an overview of the directions
to a small group. In an informal letter to a friend, explain the route
chosen and describe the scenery or sites you will encounter along the
way.”
Background
Information
Teacher Notes
©2011, TESCCC
10/17/11
Page 2 of 3
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 18 of 20
Instructional Routines
Daily Lesson 18
READING
WRITING
Duration
and
Objective
Suggested Duration: 50 min.
Suggested Duration: 40-50 min.
Content Objective: Students follow instructions from text to complete
a task, solve a problem, or perform a procedure. Students interpret
information presented in graphical features.
Content Objective: Students give an effective, organized oral
presentation.
Mini Lesson
1. Review what was learned about procedural texts in Daily
Lessons 16 and 17 Reading.
1. Display the Anchor Chart: Effective Oral Presentation from Daily
Lesson 17 Writing.
2. Ask: How do graphical features (e.g., maps, charts,
illustrations, graphs, timelines, tables, diagram, etc.) help
readers understand procedural texts and help readers to
follow directions? Discuss responses.
2. Using the written directions modeled in Daily Lessons 16-17 Writing,
model both an effective and ineffective oral presentation. Discuss
what make an effective presentation.
3. Review the expectations for teamwork and participation in each
station.
Learning
Applications
1. Students go to their assigned station. Students read the
directions and discuss the graphical features before starting the
task. Students write two factual statements in their Reader’s
Notebook about the information in the graphic features.
2. When students feel like they have a good understanding of the
task, they use the written directions and the graphical features to
complete the task.
1. Divide students into small groups and provide them with the maps
that students will be presenting.
2. Students give effective, organized oral presentations to their
groups. The group members use the maps to follow the directions
being given by the presenter.
3. Monitor and assess students as they present.
3. Students work together and support each other in completing
the task.
Closure
©2011, TESCCC
1. Ask: Were you successful at completing the task, solving the
problem, or performing the procedure? What helped or
hindered your ability to be successful? How did graphical
features support your understanding? Students write
responses in their Reader’s Notebook.
10/17/11
1. Ask: What makes an effective oral presentation? Discuss
responses.
Page 3 of 3
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 19 of 20
Please Proceed
Lesson Preparation
WORD STUDY
Daily Lesson 19
TEKS
Key
Understandings
and
Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2E
6.21B
6.Fig19C,D
6.12A,B
6.17C
6.28A
 Understanding new words and concepts
enhances comprehension and oral and
written communication.
 Readers gather information and express
organized ideas to construct meaning.
 Why is it important to pay attention to
words?
WRITING
6.Fig19A
6.1A
 How do readers learn and construct
meaning from text?
TEKS
Ongoing TEKS
6.14A,B
6.17B
 Authors establish a purpose, create a
plan, and express organized ideas to
construct meaning.
 How do authors effectively communicate
ideas and information to an audience?
 Readers use strategies to support
interpretation of text.
 What do readers do to understand text?
Vocabulary of
Instruction
 Dictionary
 Edit
Materials




Vocabulary Notebook (1 per student)
Dictionary-print or electronic (class set)
Dictionary-print or electronic (class set)
Chart paper (if applicable)
 Reader’s Notebook (1 per student)
 Materials for completing the procedures
(varies)
 4 grade-appropriate procedural texts with
graphical features from Daily Lesson 17
(4-5 copies per station)
 Chart paper (if applicable)




Informal letter
Date
Salutation
Closing



Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
3-5 grade-appropriate examples of
informal letters
Collection of grade-appropriate maps
from Daily Lesson 16
Chart paper (if applicable)


Attachments
and Resources
 Teacher Resource: Grade 6 Unit 03
Word Study Overview (1)

Advance
Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare two sentences that contain
words that would be difficult for a fifth
grader to spell. Misspell the words, but
have them close to the correct spelling.
2. Refer to Teacher Resource: Grade 6 Unit
03 Reading Appetizer. Prepare
accordingly.
2. Gather 3-5 grade-appropriate examples of
informal letters to use as model texts.
©2011, TESCCC
Teacher Resource: Grade 6 Unit 03
Reading Appetizer (1)
3. Create an Anchor Chart: Parts of a Letter.
10/17/11
Page 1 of 4 Daily Lesson 19
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 19 of 20
WORD STUDY
READING
3. Refer to Teacher Resource: Grade 6
Unit 03 Word Study Overview (1)
Background
Information
This Instructional Routine assesses
Performance Indicator: “Record multiple
entries in a Vocabulary Notebook that
demonstrate knowledge of new words and
their meanings.”
Teacher Notes
This Daily Lesson focuses on using a
dictionary to help with spelling and editing.
©2011, TESCCC
WRITING
Write or display an example of an informal
letter. Label the conventions of a letter
(e.g., date, salutation, body, closing, etc.).
10/17/11
Page 2 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 19 of 20
Instructional Routines
Daily Lesson 19
Duration
and
Objective
Mini Lesson
WORD STUDY
WRITING
Suggested Duration: 15 min.
Suggested Duration: 40 min.
Suggested Duration: 40-45 min.
Content Objective: Students use dictionaries
a resource to edit for spelling.
Content Objective: Students follow
instructions from text to complete a task, solve
a problem, or perform a procedure. Students
interpret information presented in graphical
features.
Content Objective: Students write informal
letters that convey ideas, include important
information, demonstrate a sense of closure,
and use appropriate conventions.
1. Ask: What are some reasons people
use dictionaries? Discuss responses.
1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart: Parts of a Letter.
Review the parts of a letter.
2. Explain that they will be using a
dictionary to determine how to spell
words.
3. Model writing a sentence that contains a
word that would be difficult for a sixth
grader to spell. Explain that a writer
wants be close to spelling the word
correctly or it will be difficult to find in the
dictionary.
4. Model using the dictionary (print or
electronic) to find the word that needs
corrected. Correct the word.
©2011, TESCCC
READING
2. Review what was learned about
procedural texts in Daily Lessons 16-18
Reading.
3. Ask: How do graphical features (e.g.,
maps, charts, illustrations, graphs,
timelines, tables, diagram, etc.) help
readers understand procedural texts
and help readers to follow directions?
Discuss responses.
4. Review the expectations for teamwork
and participation in each station.
10/17/11
2. In the Teacher Writer’s Notebook, review
the written directions modeled in Daily
Lessons 16-17 Writing.
3. Choose a friend to be a passenger on the
modeled imaginary trip.
4. In the Teacher Writer’s Notebook, begin to
write a letter to the friend that explains the
route of the trip and describes the scenery
and sites that will be encountered along
the way. Be sure to model correct letter
conventions.
Page 3 of 4
Daily Lesson 19
Learning
Applications
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 19 of 20
WORD STUDY
READING
1. Write the second sentence on a chart.
Students determine which words need to
be corrected.
1. Students go to their assigned station.
Students read the directions and discuss
the graphical features before starting the
task. Students write two factual
statements in their Reader’s Notebook
about the information in the graphic
features.
2. In pairs or triads, students look up the
word. Remind them that it is not spelled
correctly so they are not looking letter by
letter; they are looking for the word that
looks right.
3. Students rewrite the sentence correctly in
their Vocabulary Notebooks.
2. When students feel like they have a good
understanding of the task, they use the
written directions and the graphical
features to complete the task.
WRITING
1. Students review the written directions for
their imaginary trip from Daily Lessons 1617 Writing.
2. Students select a friend to be a passenger
on their imaginary trip. In their Writer’s
Notebook, students begin to write a letter
to their friend that explains to route
chosen and describes the scenery and
sites that can be seen along the way.
Students use appropriate letter
conventions as they write.
3. Students work together and support each
other in completing the task.
Engage in Small Group Instruction as appropriate.
Closure
1. Choose a student to “fix” the word in the
sentence.
2. Tell students that they will have
dictionaries available to them in writing to
help them spell and edit (correct) their
writing.
©2011, TESCCC
1. Ask: Were you successful at completing
the task, solving the problem, or
performing the procedure? What helped
or hindered your ability to be
successful? How did graphical features
support your understanding? Students
write responses in their Reader’s
Notebook.
10/17/11
1. Students their drafts with a partner.
Page 4 of 4
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 20 of 20
Please Proceed
Lesson Preparation
READING
Daily Lesson 20
TEKS
6.Fig19C,D
6.12A,B
6.17C
6.28A
Key
Understandings
and
Guiding
Questions
WRITING
Ongoing TEKS
TEKS
6.Fig19A
6.1A
Ongoing TEKS
6.14B,C
6.17B
 Readers gather information and express organized ideas to
construct meaning.
 Authors establish a purpose, create a plan, and express organized
ideas to construct meaning.
 How do readers learn and construct meaning from text?
 How do authors effectively communicate ideas and information to an
audience?
 Readers use strategies to support interpretation of text.
 What do readers do to understand text?
Vocabulary of
Instruction
Materials




Reader’s Notebook (1 per student)
Materials for completing the procedures (varies)
4 grade-appropriate procedural texts with graphical features
from Daily Lesson 17 (4-5 copies per station)
Chart paper (if applicable)
Attachments
and Resources
Advance
Preparation
1. Prepare to display visuals as appropriate.




Informal letter
Date
Salutation
Closing




Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Collection of grade-appropriate maps from Daily Lesson 16
Chart paper (if applicable)

Teacher Resource: Grade 6 Unit 03 Writing Appetizer
1. Prepare to display visuals as appropriate.
2. Refer to Teacher Resource: Grade 6 Unit 03 Writing Appetizer.
Prepare accordingly.
Background
Information
©2011, TESCCC
This Instructional Routine partially assesses Performance
Indicator: “Write multiple entries including thoughts, connections,
and/or strategies that deepen understanding of literary and
informational texts. Provide evidence from the text to support
10/17/11
This Instructional Routine assesses the Performance Indicator: “Use an
appropriate map(s) to plan the route of an automobile trip with a friend to
a chosen destination. Present an overview of the directions to a small
group. In an informal letter to a friend, explain the route chosen and
Page 1 of 3 Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 20 of 20
READING
Daily Lesson 20
WRITING
ideas.”
describe the scenery or sites you will encounter along the way.”
Teacher Notes
©2011, TESCCC
10/17/11
Page 2 of 3
Sixth Grade
English Language Arts and Reading
Unit: 03 Lesson: 02
Day 20 of 20
Instructional Routines
Daily Lesson 20
READING
WRITING
Duration
and
Objective
Suggested Duration: 50 min.
Suggested Duration: 50 min.
Content Objective: Students follow instructions from text to
complete a task, solve a problem, or perform a procedure. Students
interpret information presented in graphical features.
Content Objective: Students write informal letters that convey ideas,
include important information, demonstrate a sense of closure, and use
appropriate conventions.
Mini Lesson
1. Review what was learned about procedural texts in Daily
Lessons 16-19 Reading.
1. Reread the informal letter that was modeled in the Teacher Writer’s
Notebook in Daily Lesson 19.
2. Ask: How do graphical features (e.g., maps, charts,
illustrations, graphs, timelines, tables, diagram, etc.) help
readers understand procedural texts and help readers to
follow directions? Discuss responses.
2. Think Aloud and finish writing the letter. Demonstrate ending the
letter with a sense of closure.
3. Reread the letter once again and revise as necessary.
3. Review the expectations for teamwork and participation in each
station.
Learning
Applications
1. Students go to their assigned station. Students read the
directions and discuss the graphical features before starting the
task. Students write two factual statements in their Reader’s
Notebook about the information in the graphic features.
1. Students finish the letters they started in Daily Lesson 19 in their
Writer’s Notebooks. Students end their letters with a sense of
closure.
2. Students reread their letters to a partner and revise as necessary.
2. When students feel like they have a good understanding of the
task, they use the written directions and the graphical features
to complete the task.
3. Students work together and support each other in completing
the task.
Closure
1. Ask: Were you successful at completing the task, solving
the problem, or performing the procedure? What helped or
hindered your ability to be successful? How did graphical
features support your understanding? Students write
responses in their Reader’s Notebook.
1. Collect students’ letters for assessment.
2. Collect Reader’s Notebooks to assess students’ entries.
©2011, TESCCC
10/17/11
Page 3 of 3