English Language Arts and Reading, Grade 6
General Course Information :: The student is expected to...
• ELAR Glossary & FAQ
• STAAR/EOC Resources
Pacing Guide
• Weeks 1-6:
What are we reading: Short Stories: The Good Deed; The Ghost of the Lagoon (paired with Bethany Hamilton
expository article).
What are we writing: Response to literature, Short story
Focus Skills:
Literary Analysis: Character, Setting, Conflict, Point of View, Stages of Plot.
Writing Skills: Grammar skills, Organization and progression, Use of language, Idea development.
Summative Assessments/Projects: Literature Selection tests. Student-written short story.
• Weeks 7-9:
What are we reading: Drama: The Prince and the Pauper. Film version of play
What are we writing: Response to literature. Compare/Contrast paragraph (?).
Focus Skills:
Literary Analysis Skills: Monitor comprehension, Character, Conflict, Predicting.
Writing Skills: Grammar skills, Organization, Idea development.
Summative Assessments/Projects: CBA 1: Literary Analysis (paired passages, MC, and short answer), Literature
Selection test.
• Weeks 10-11:
What are we reading: Fables: “Ant and Grasshopper,” “The Richer, the Poorer.”
What are we writing: Modern Fable from a Classical Fable.
Focus Skills:
Literary Analysis Skills: Topic, Theme.
Writing Skills: Compare/contrast, Idea development, Use of language.
Summative Assessments/Projects: Literature Selection test
Fable writing project (comic strip?).
• Weeks 12-16:
What are we reading: Novel: PreAP – The Giver, ELA6 – Novel.
What are we writing: Response to literature, Descriptive paragraph.
Focus Skills:
Literary Analysis: Dynamic/static, Characters.
Writing Skills: Grammar skills, Sensory language, Idea development, Diction (word choice).
Summative Assessments/Projects: Literature Selection test
Novel Project (at home). Semester Exam.
• Weeks 17-19:
What are we reading: Expository Text “SuperCroc,” Procedural Text “How to Build a Bat House.”
What are we writing: Summary, Procedural paper.
Focus Skills:
Literary Analysis Skills: Chronological order, Text features.
Writing Skills: Idea development, Numbered steps, Text features.
Summative Assessments/Projects: Literature Selection test, Procedural paper, CBA #2.
• Weeks 20-22.5:
What are we reading: Persuasive Texts (Speech & Essay), Media Study (commercials).
What are we writing: Persuasive Paper, Advertisement.
Focus Skills:
Literary Analysis Skills: Persuasive techniques, Evaluating arguments.
Writing Skills: Position statement, Support, Opposing viewpoints.
Summative Assessments/Projects: CBA 3 Expository & Persuasive texts, Persuasive Essay.
• Weeks 22.5-23:
What are we reading: Literary elements.
Focus Skills: Literary Elements.
Summative Assessments/Projects: Literary Element T-Shirt.
• Weeks 24-26:
What are we reading: Novel: Tuck Everlasting.
What are we writing: Response to Literature.
Focus Skills:
Literary Analysis Skills: Literary elements, Monitoring comprehension, Character, Plot.
Writing Skills: Answering completely, Idea development.
Summative Assessments/Projects: Novel test, Novel Project (at home).
• Weeks 27-28.5:
What are we reading: Poetry.
What are we writing: Poetry.
Focus Skills:
Literary Analysis Skills: Poetic devices, Sensory language, Meter, Rhyme.
Writing Skills: Sensory language, Graphic elements, Poetic devices.
Summative Assessments/Projects: Poetry Selection test.
• Weeks 28.5-31.5:
What are we reading: Research.
What are we writing: Research Paper.
Focus Skills:
Research and Writing Skills: Evaluating information, Collecting data, Organization and progression, Idea
development, Use of language.
Summative Assessments/Projects: Research Report, Research PowerPoint.
• Weeks 31.5-33:
What are we reading: Narrative Nonfiction: Documentary excerpt: Harry Houdini. Biography excerpt: Harry
Houdini.
What are we writing: Personal Narrative (Friendly Letter).
Focus Skills:
Literary Analysis Skills: Making inferences, Making connections, Chronological order.
Writing Skills: Reflection, Chronological order, Idea development, Organization, Use of literary language.
Summative Assessments/Projects: Selection test, CBA 4, Final Exam.
• TEKS Introduction
• (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into
the following strands: Reading, where students read and understand a wide variety of literary and informational
texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent
organization, and sufficient detail; Research, where students are expected to know how to locate a range of
relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where
students listen and respond to the ideas of others while contributing their own ideas in conversations and in
groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of
the English language in speaking and writing. The standards are cumulative--students will continue to address
earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in
activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral
language skills. Students should read and write on a daily basis.
• (2) For students whose first language is not English, the students' native language serves as a foundation for
English language acquisition.
(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read
simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that
students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while
simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction
that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite
their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling,
and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL
students should use the knowledge of their first language (e.g., cognates) to further vocabulary development.
Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must
learn how rhetorical devices in English differ from those in their native language. At the same time English
learners are learning in English, the focus is on academic English, concepts, and the language structures specific
to the content.
(C) During initial stages of English development, ELLs are expected to meet standards in a second language that
many monolingual English speakers find difficult to meet in their native language. However, English language
learners' abilities to meet these standards will be influenced by their proficiency in English. While English
language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their
ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to
understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as
they acquire English and learn to learn in English simultaneously.
• (3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the
public education system will demonstrate exemplary performance in the reading and writing of the English
language," students will accomplish the essential knowledge, skills, and student expectations at Grade 6 as
described in subsection (b) of this section.
• (4) To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the
continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular
subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written
narratives as well as other informational texts that can help them to become thoughtful, active citizens who
appreciate the basic democratic values of our state and nation.
1st Nine Weeks :: The student is expected to...
TEKS
Reading
• adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.[1A]
• 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.[2B]
• 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.[2E]
• infer the implicit theme of a work of fiction, distinguishing theme from the topic.[3A]
• summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,
denouement) in various works of fiction.[6A]
• describe different forms of point-of-view, including first- and third-person.[6C]
• synthesize and make logical connections between ideas within a text and across two or three texts representing
similar or different genres.[10D]
• establish purposes for reading selected texts based upon own or others
• ask literal, interpretive, evaluative, and universal questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.[RCE]
• make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,
and provide textual evidence.[RCF]
Writing
• 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.[14A]
• 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.[14B]
• 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.[14C]
• edit drafts for grammar, mechanics, and spelling.[14D]
• write imaginative stories that include a clearly defined focus, plot, and point of view.[15Ai]
• write imaginative stories that include a specific, believable setting created through the use of sensory details.
[15Aii]
• create multi-paragraph essays to convey information about a topic that present effective introductions and
concluding paragraphs.[17Ai]
• create multi-paragraph essays to convey information about a topic that use a variety of sentence structures and
transitions to link paragraphs.[17Aiv]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[17C]
OWC
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most).
[19Aiii]
• recognize and use punctuation marks including proper punctuation and spacing for quotations.[20Bii]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[21B]
• know how to use the spell-check function in word processing while understanding its limitations.[21C]
Listening
• listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the
speaker's purpose and perspective.[26A]
Speaking
• participate in student-led discussions by eliciting and considering suggestions from other group members and by
identifying points of agreement and disagreement.[28A]
Essential Questions
• Why is word study important?
• How can using context clues help me learn the meaning of a word?
• What resources can I use to understand words?
• What is theme and how is it different from topic?
• How does understanding a story’s plot and fictional elements deepen the reader’s comprehension?
• How does the writer’s voice influence the point of view?
• How does point of view affect a story?
• How can media techniques be used manipulate meaning?
• How can media influence how we feel?
• How can asking questions as I read help me gain better understanding?
• What is “chunking text” and how can it help me summarize information?
• Why is understanding and following the writing process important?
• What makes a good story?
• Why is it important to use irregular verbs correctly?
• What is the difference between active and passive voice?
• Why is using correct grammar important?
• How can active listening help students’ learning?
• Why is it important to be able to put information you hear in your own words?
• Why is it important to be able to work with others in a group?
• Why is it important to be able to put information in my own words?
• Why is it important to understand and use the writing process?
• Why is it important to revise our writing to make it better?
• Why is it important to edit our writing to make it correct?
• What is the most appropriate way to publish my work?
Academic Vocabulary
• academic English words, affix, alliteration, audience, author’s message, bandwagon, brainstorming, cause and
effect, closure, compare and contrast, context conversational voice, contradiction, controlling idea, credible, cue,
denouement, dialect, drama, drawing conclusions, evidence, exaggeration, expository text, falling action, false
authority, fluency, formal presentation, genre, grammar, graphic art, homograph, implicit theme, inference,
informal presentation, informational text, literary nonfiction, logical order, mechanics, metacognition, misleading
statements, organizational pattern, organizational structure, paraphrase, plot, plot line, point of view, prefix,
procedural text, purpose, quote, rising action, scare tactics, scheme, sentence fluency, sentimental appeals,
simple sentence, style, suffix, summarize, syllabication, testimonials, text evidence, thematic link, theme vs topic,
thesaurus, thesis, transitional words or phrases, turning point, word choice
2nd Nine Weeks :: The student is expected to...
TEKS
Reading
• adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text.[1A]
• 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.[2B]
• 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.[2E]
• infer the implicit theme of a work of fiction, distinguishing theme from the topic.[3A]
• analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature
from various cultures.[3B]
• compare and contrast the historical and cultural settings of two literary works.[3C]
• explain the similarities and differences in the setting, characters, and plot of a play and those in a film based
upon the same story line.[5A]
• summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,
denouement) in various works of fiction.[6A]
• recognize dialect and conversational voice and explain how authors use dialect to convey character.[6B]
• describe different forms of point-of-view, including first- and third-person.[6C]
• compare and contrast the stated or implied purposes of different authors writing on the same topic.[9A]
• explain messages conveyed in various forms of media.[13A]
• recognize how various techniques influence viewers' emotions.[13B]
• critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages.[13C]
• establish purposes for reading selected texts based upon own or others
• ask literal, interpretive, evaluative, and universal questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.[RCE]
Writing
• create multi-paragraph essays to convey information about a topic that present effective introductions and
concluding paragraphs.[17Ai]
• create multi-paragraph essays to convey information about a topic that guide and inform the reader's
understanding of key ideas and evidence.[17Aii]
• create multi-paragraph essays to convey information about a topic that include specific facts, details, and
examples in an appropriately organized structure.[17Aiii]
• create multi-paragraph essays to convey information about a topic that use a variety of sentence structures and
transitions to link paragraphs.[17Aiv]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[17C]
• produce a multimedia presentation involving text and graphics using available technology.[17D]
OWC
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
prepositions and prepositional phrases to convey location, time, direction, or to provide details.[19Av]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
indefinite pronouns (e.g., all, both, nothing, anything).[19Avi]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
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).[19Aviii]
• use complete simple and compound sentences with correct subject-verb agreement.[19C]
• use capitalization for abbreviations.[20Ai]
• recognize and use punctuation marks including commas in compound sentences.[20Bi]
Speaking
• participate in student-led discussions by eliciting and considering suggestions from other group members and by
identifying points of agreement and disagreement.[28A]
Essential Questions
• Why is word study important?
• How do the elements of a play differ from those in a film?
• What is sensory language and imagery and how do they create pictures?
• How does asking questions of the text add to my understanding?
• How can I combine sentences correctly?
• Why is correct punctuation with quotations necessary?
• How can I put the ideas of others’ into my own words?
• How can the way information is organized help me understand it?
• How can I combine information from several sources to create meaning?
• Why do we tell stories?
• What are universal themes we see in stories from various cultures?
• Why do we exaggerate?
• What are the elements of common folklore – fables, myths and legends?
• What can a story tell us about a culture’s values and beliefs?
• How does the setting affect the plot and theme of the story?
• How can I apply what I know about fables, legends, and tales to my own story?
• How can making inferences aid in my understanding of the text?
• How can making connections with the text enhance its meaning?
Academic Vocabulary
• acronym, active voice, autobiography, dialogue, irregular verb, magic helper, organizational strategy, passive
voice, personal narrative, non-count noun, problem-and-solution, proposition-and-support, rule of three, sensory
detail, tall tale, traditional literature
3rd Nine Weeks :: The student is expected to...
TEKS
Reading
• determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes.[2A]
• explain how authors create meaning through stylistic elements and figurative language emphasizing the use of
personification, hyperbole, and refrains.[8A]
• summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does
not include opinions.[10A]
• explain whether facts included in an argument are used for or against an issue.[10B]
• explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the
main idea and the author's viewpoint.[10C]
• compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting
the stated claim and supporting evidence.[11A]
• identify simply faulty reasoning used in persuasive texts.[11B]
• follow multi-tasked instructions to complete a task, solve a problem, or perform procedures.[12A]
• interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines,
tables, and diagrams.[12B]
• analyze various digital media venues for levels of formality and informality.[13D]
• establish purposes for reading selected texts based upon own or others
• ask literal, interpretive, evaluative, and universal questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.[RCE]
• make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,
and provide textual evidence.[RCF]
Writing
• 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.[14A]
• 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.[14B]
• 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.[14C]
• edit drafts for grammar, mechanics, and spelling.[14D]
• revise final draft in response to feedback from peers and teacher and publish written work for appropriate
audiences.[14E]
• create multi-paragraph essays to convey information about a topic that present effective introductions and
concluding paragraphs.[17Ai]
• create multi-paragraph essays to convey information about a topic that guide and inform the reader's
understanding of key ideas and evidence.[17Aii]
• create multi-paragraph essays to convey information about a topic that include specific facts, details, and
examples in an appropriately organized structure.[17Aiii]
• create multi-paragraph essays to convey information about a topic that use a variety of sentence structures and
transitions to link paragraphs.[17Aiv]
• write persuasive essays for appropriate audiences that establish a position and include sound reasoning,
detailed and relevant evidence, and consideration of alternatives.[18A]
OWC
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
verbs (irregular verbs and active and passive voice).[19Ai]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
conjunctive adverbs (e.g., consequently, furthermore, indeed).[19Aiv]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
prepositions and prepositional phrases to convey location, time, direction, or to provide details.[19Av]
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
subordinating conjunctions (e.g., while, because, although, if).[19Avii]
• differentiate between the active and passive voice and know how to use them both.[19B]
• use capitalization for abbreviations.[20Ai]
• use capitalization for initials and acronyms.[20Aii]
• use capitalization for organizations.[20Aiii]
• use proper mechanics including italics and underlining for titles of books.[20C]
• differentiate between commonly confused terms (e.g., its, it's; affect, effect).[21A]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[21B]
Listening
• listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the
speaker's purpose and perspective.[26A]
• follow and give oral instructions that include multiple action steps.[26B]
Speaking
• 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.[27A]
• participate in student-led discussions by eliciting and considering suggestions from other group members and by
identifying points of agreement and disagreement.[28A]
Essential Questions
• What are the persuasive techniques used by writers?
• Why is it important to recognize and understand persuasive techniques?
• Why is pre-writing an important step in the writing process?
• How can I turn my ideas into a written draft?
• How can I make what I have written better?
• How can I make what I have written correct?
• What is the best format for my published piece?
• How can I incorporate persuasive techniques in my writing to meet my goal?
• How can making inferences while I’m reading add to my understanding of the text?
• How do I combine information from various sources and create my own meaning?
• How can I connect my prior knowledge to the text?
• Why is correct grammar important when communicating?
• Why is punctuation necessary?
• Why is it import to be able to read and follow a set of instructions?
• How can information in charts, tables, and diagrams aid my understanding of the text?
• Why is planning an important step in writing?
• How do I take my plan (pre-write) and turn it into a written draft?
• What can I do to make my draft better?
• What can I do to make my draft correct?
• What is the best format to publish my piece?
• How can I teach an audience how to do something?
• How can interacting with and respond to literature improve my understanding?
Academic Vocabulary
• alliteration, appeal, conjunctive adverb, dependent clause, fable, historical or cultural setting, imagery, indefinite
pronoun, independent clause, legend, metaphor, myth, onomatopoeia, oral tradition, persuasive text, predicate
adjective, prepositional phrase, setting, simile, simple faulty reasoning, subordinating conjunction, symbolism,
theme, universal theme, voice
4th Nine Weeks :: The student is expected to...
TEKS
Reading
• complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book:
_____).[2C]
• explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera
sera).[2D]
• explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning
of a poem.[4A]
• identify the literary language and devices used in memoirs and personal narratives and compare their
characteristics with those of an autobiography.[7A]
• explain how authors create meaning through stylistic elements and figurative language emphasizing the use of
personification, hyperbole, and refrains.[8A]
• establish purposes for reading selected texts based upon own or others
• ask literal, interpretive, evaluative, and universal questions of text.[RCB]
• monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions).[RCC]
• make inferences about text and use textual evidence to support understanding.[RCD]
• summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.[RCE]
• make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,
and provide textual evidence.[RCF]
Writing
• write poems using poetic techniques (e.g., alliteration, onomatopoeia).[15Bi]
• write poems using figurative language (e.g., similes, metaphors).[15Bii]
• write poems using graphic elements (e.g., capital letters, line length).[15Biii]
• write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for
actions and/or consequences.[16A]
• write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use
appropriate conventions (e.g., date, salutation, closing).[17B]
• write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
[17C]
• produce a multimedia presentation involving text and graphics using available technology.[17D]
OWC
• use and understand the function of the following parts of speech in the context of reading, writing, and speaking
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).[19Aviii]
• differentiate between the active and passive voice and know how to use them both.[19B]
• recognize and use punctuation marks including parentheses, brackets, and ellipses (to indicate omissions and
interruptions or incomplete statements).[20Biii]
• use proper mechanics including italics and underlining for titles of books.[20C]
• use spelling patterns and rules and print and electronic resources to determine and check correct spellings.
[21B]
• know how to use the spell-check function in word processing while understanding its limitations.[21C]
Listening
• listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the
speaker's purpose and perspective.[26A]
• paraphrase the major ideas and supporting evidence in formal and informal presentations.[26C]
Speaking
• 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.[27A]
Research
• brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major
research topic.[22A]
• generate a research plan for gathering relevant information about the major research question.[22B]
• follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts,
periodicals, web pages, online sources) and data from experts.[23A]
• differentiate between primary and secondary sources.[23B]
• record data, utilizing available technology (e.g., word processors) in order to see the relationships between
ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes.[23C]
• identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning
those sources according to a standard format.[23D]
• differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable
sources.[23E]
• refine the major research question, if necessary, guided by the answers to a secondary set of questions.[24A]
• evaluate the relevance and reliability of sources for the research.[24B]
• compiles important information from multiple sources.[25A]
• develops a topic sentence, summarizes findings, and uses evidence to support conclusions.[25B]
• presents the findings in a consistent format.[25C]
• uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g.,
bibliography, works cited).[25D]
Essential Questions
• What makes a good poem?
• Why is alternate language (such as figurative or sensory) important in poetry?
• How does sensory language add to the readers’ enjoyment of a written piece?
• How can I write like a poet?
• How can I summarize information I have read in a way I can remember?
• How can I connect what I’m reading to my prior knowledge?
• How do different cultures and historical contexts impact an author’s point of view?
• How are autobiographies, memoirs, and personal narratives alike and different?
• How does the reader’s cultural and historical perspective influence his/her point of view?
• Why is it important for me to think about what I’m reading?
• How can making connections with what I read enhance my learning?
• How do I find out the answers to my questions?
• How does a researcher evaluate information for accuracy and importance?
• How can I combine the answers to my questions and put them in my own words?
• How do I know if the answers to my questions are correct?
• How does using active voice invigorate writing?
• Why is correct grammar important in communication?
• Why is it important to spell words correctly?
Academic Vocabulary
• analogy, bibliographic information, hyperbole, MLA Style, open-ended research question, personification,
plagiarize, que sera sera, reliable source, RSVP