Course: ELA Theme: Choice Units Unit Title / Estimated Theme Time Frame Unit 1 Unit 2 What Influences Choices? Writing Focus: The Writing Process Personal Narrative Expository Writing Making Informed Choices Writing Procedural Texts: Informal Letters Response to Literary or Expository Texts 40 days 20-­‐25 days Prosper ISD Course Map Description of What Students will Focus on To define and identify what influences choices. To make thematic connections among texts and between texts and your own life. Students will discover how writers use various modes of writing. Poetry is shared throughout the year. Identify literary languages and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. Students will also learn that writers write from different perspectives. With this new knowledge, students will begin to distinguish their own point of view from that of the narrator in stories. Students also explain the differences in points of view between a biography and autobiography. Using the writing process, students compose personal narratives. Students focus on a variety of forms of expository text in order to understand and use text structures and features to facilitate in identification of multiple purposes and details. Students examine the structure and features of a variety of expository text to establish a purpose for their reading and writing in order to increase comprehension and more clearly organize their thoughts and gain meaning. While reading a variety of biographies, scientific and procedural texts, students learn to describe cause and effect, time and Subject Area TEKS Grade Level: 6th OL Connection to Transfer Goals 6.4A, 6.5; 6.9A, Fig 19 D,E; 6.26, 6.27, 6.28 Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language, sentence structure, and tone Analyze textual evidence to make predictions, draw conclusions, or establish generalizations Comprehend any text by inferring an tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text to self, text to world) Evaluate claims and analyze motivations to verify the credibility of that point of view Carefully draft, edit, and polish work to make it publishable Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions 6.2B, 6.4A, 6.8 A, 6.10D, 6.11B, 6.12B, Fig. 19 D,E ; 6.26, 6.27, 6.28 Updated 2015 MM Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text to self, text to world). Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language, sentence structure, and tone. Evaluate claims and analyze motivations to verify the credibility of that point of view. Analyze textual evidence to make predictions, draw conclusions, or establish generalizations. Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions. Carefully draft, edit, and polish work to make it publishable. Academic Vocabulary Genre Fiction Nonfiction Summary Inference Theme Point of View Author Purpose Imagery Thesis Infer Analogy Affix Text structure Synthesize Analyze Context clues Text features Fact Opinion Bias Text connections Course: ELA Theme: Choice Unit 3 Impact of Choices Writing Focus: Short Story Prosper ISD Course Map 35 days sequence relationships using language specific to each text structure. Big 6 Introduction Students are immersed in a variety of fictional texts explain the roles and functions of characters in various plots. Also, explain incidents that advance the story and how each incident gives rise to or foreshadows future events. Examine various works of Fiction and dramatic literature. Focus is placed on the following plot elements: exposition, rising action, climax, falling action, and denouement. Traditional, historical, and contemporary fiction and poetry the avenue to allow student to make inferences, summarize, analyze characters, and provide textual evidence during their reading experience. Genre study connects reading and writing throughout the year to allow students to become better writers and strategic readers that approach text meaningfully and purposefully, while optimizing understanding and communication. Recognize and understand genre. 6.2 A-­‐E; 6.3A,B,C; 6.4A, 6.5, 6.6 A,B,C; 6.8A; 6.7A, 6.11A, 6.13A, Figure 19 D,E; 6.26, 6.27, 6.28 Updated 2015 MM Grade Level: 6th OL Analyze textual evidence to make predictions, draw conclusions, or establish generalizations Analyze author’s/ speaker’s/ artist’s theme(s) through examination of figurative language, sentence structure, and tone. Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text to self, text to world) Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions Carefully draft, edit, and polish work to make it publishable Empathy Predicting Inferring Synthesizing Protagonist Foreshadow Character traits Text evidence Structure of a story Elements of a story Evidence Conclusion Fiction Foreshadow Character Traits Static Character Dynamic Character Analogy Point of view 1st person omniscient/li
mited 3rd person omniscient/li
Course: ELA Theme: Choice Prosper ISD Course Map Grade Level: 6th OL mited Unit 4 Power of Choices Writing Focus: Persuasive Writing 15-­‐20 days Unit 5 Does Passion Create Choice? 20-­‐25 days Introduce persuasive texts in order to understand that authors influence, convince, express, justify, and promote a point of view. Explain exaggerated contradictory or misleading statements, and describe the basic relationships among ideas in the argument. Students express their beliefs and persuade an audience through oral and written language, supporting their ideas with text evidence and personal experience. Students apply comprehension strategies in literacy non-­‐fiction texts and study the influence of design techniques in media messages. 6.10 A-­‐D; Fig 19 D,E; 6.26, 6.27, 6.28 Comprehend any text by inferring and tracing the main
idea, critically appraising use of language and imagery,
and making connections(text to text, text to self, text to
world)
Analyze an author’s/speaker’s/artist’s theme(s) through
examination of figurative language, sentence structure,
and tone
Analyze textual evidence to make predictions, draw
conclusions, or establish generalizations
Evaluate claims and analyze motivations to verify the
credibility of that point of view.
Communicate effectively based on purpose, task, and
audience using appropriate vocabulary and conventions
Develop insight into the nature of language and the
concept of culture and realize there are multiple ways of
viewing the world.
Opinion Support Express Persuasive Tech Argument Imply Claim Thesis Students ask open-­‐ended questions and develop a plan to 6.22, 6.23, 6.24, 6.25; 6.26, 6.27, 6.28 Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text Interpretation Text Features Perception Updated 2015 MM Course: ELA Theme: Choice Prosper ISD Course Map Writing Focus: Research Paper answer the questions they’ve formulated reflecting on how their choice of questions affect their research. Updated 2015 MM Grade Level: 6th OL to self, text to world) Evaluate claims and analyze motivations to verify the credibility of that point of view. Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions Carefully draft, edit, and polish work to make it publishable