WEEK
Aug. 26
Sept. 6
Literary Nonfiction
*To be repeated
every six weeks.
TEKS
Reading
*(6.2) Reading/Vocabulary
Development. Students understand
new vocabulary and use it when
reading and writing.
(A) determine the meaning of gradelevel academic English words derived
from Latin, Greek, or other linguistic
roots and affixes Readiness Standard
(B) use context (e.g. cause and effect
or compare and contrast
organizational text structures) to
determine or clarify the meaning of
unfamiliar or multiple meaning words
Readiness Standard
(E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to
determine the meanings, syllabication,
pronunciations, alternate words
choices, and parts of speech of words
Readiness Standard
(6.7) Reading/Comprehension of
Literary Text/Literary Nonfiction.
Students understand, make inferences
and draw conclusions about the varied
structural patterns and features of
literary nonfiction and provide
evidence from text to support their
understanding.
(A) identify the literary language and
devices used in memoirs and personal
narratives and compare their
characteristics with those of an
autobiography Supporting Standard
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
1st Six Weeks – August 26 – October 3, 2013
RESOURCES
LTF
Strategies/Resources
Interactive Journal divide journal
into sections for Vocabulary,
Reading, Reflection, Grammar, and
Writing. Ongoing
Resources
Building Academic Vocabulary
Teacher’s Manual-Robert J.
Marzano and Debra J. Pickering (pp.
14-37)
SpringBoard
English Textual Power Level 1
www.springboardtraining.colle
geboard.com
Vocabulary Games for the
Classroom-Lindsay Carleton and
Robert J. Marzano
Reading Skills: Lessons and
Activities:
Foldables, Notebook Foldables,
and VKVs for Spelling and
Vocabulary-Dinah Zike
On-Line Lessons and Activities:
• Prefix and Suffix
Reintroduce and Mastery Activities
http://www.freereading.net/index.
php?title=Prefixes_and_Suffixes_Ac
tivities
Prentice Hall
Literature Texas
Language and Literacy
www.pearsonsuccessnet.com
Unit 3: Types of Nonfiction: What is
important to know? (p. 374)
Attached Lessons and Activities:
• Types of Literary
Nonfiction: Explanations of
various types of Literary
nonfiction
http://www.uvm.edu/wid/writin
Laying the Foundation
www.ltftraining.org
LTF
Close Reading
st
1 Level: Simply inquiry
This level is concrete, meaning
factual, narrative or descriptive.
Reading is explicit and
intratextual .
nd
2 Level: More Complex
This level is abstract, meaning
thoughtful, analytical or
interpretive. Reading is implied,
not stated directly, although
students are still considering the
text itself.
rd
3 Level: Most Complex
This level is super-abstract,
meaning that now students
must think outside the text itself
and read for theme, meaning,
and universal truth. Reading is,
therefore, extratextual, meaning
answers are found beyond the
lines.
SPED
Accommodations
Teaching Word Parts:
(affixes, suffixes, and root
words) increases student
understanding. (Pg. 18,
101-103)
Example:
http://kms.sdcoe.net/getv
ocal/96.html
http://www.learner.org/w
orkshops/teachreading35
/session2/sec4p2.html
Interactive Word Wall:
Another strategy that will
help with vocabulary
retention and visual
learners.
Example Interactive Word
Walls: https://www.santa
Rosa.k12.fl.us/reading/wo
rdwall.htm
http://www.lauracandler.
com/filecabinet/literacy/p
oetry.php
PowerPoint:
Teacher generate PPT with
clear examples of
Connections across literary
texts.
Analogies:
http://www.englishforeveryon
e.org/Topics/Analogies
Vocabulary:
*Use the Fryer Model with
visuals.
*Allow students computer
access to look up
Vocabulary words online on
an approved English
vocabulary /dictionary
website and use mentoring
Minds Graphic Organizers:
pg. 43.
*Provide prefilled vocabulary
chart for students to fill out as
ESL/Bilingual
Strategies/Resources
Unit 1: Exploring Literary NonFiction and Poetry
Academic Vocabulary
Layered Look Book Foldable –
Students create a foldable for
figurative and/or literary language.
Specific vocabulary terms are
written on tabs and definitions
with examples can be placed inside
the fold.
*Resource:
http://www.registereastconn.org/s
blceastconn/foldables/LayeredLoo
kBook.pdf
*for an easier and less messy
project, foldable may be stapled.
Personal Dictionary – Students
create a personal dictionary which
can be formatted in various ways
and include unit academic
vocabulary.
Types of Questioning
Students can create a grid
containing three columns and four
rows. The first column should
contain the “types of questioning”
with the different forms (i.e. literal,
interpretive, evaluative, &
universal) along with their
definitions. The second column
should contain
where the answers come from”
referencing each type of question
and the third column should
provide examples. *Resource –
http://englishclass.homestead.com
/LiteralInterpEval.html Word Study
Roots & Affixes Cognate
Awareness – Students will use
cognate awareness: the ability to
use their primary language as a
tool for understanding a second
language. Students can identify
cognates in texts, highlighting or
Page 1 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
(6.8) Reading/Comprehension of
Literary Text/Sensory Language.
Students understand, make inferences
and draw conclusions about how an
author’s sensory language creates
imagery in literary text and provide
evidence from text to support their
understanding.
(A) explain how authors create
meaning through stylistic elements
and figurative language emphasizing
the use of personification, hyperbole,
and refrains Readiness Standard
(Fig.19) Reading/Comprehension
Skills. 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.
(B) ask literal, interpretive, evaluative,
and universal questions of text;
(C) monitor and adjust comprehension
(e.g., using background knowledge;
creating sensory images; rereading a
portion aloud; generating questions)
(E) summarize, paraphrase, and
synthesize texts in ways that maintain
meaning and logical order within a
text and across texts (Literary
Nonfiction, Poetry, Drama) Readiness
Standard
Writing
(6.14) Writing/Writing Process.
Students use elements of the writing
gcenter/tutortips/nonfiction.htm
l
• Figurative Language
Tutorial
http://www.youtube.com/watch
?v=6QbV81Ilq01
• Figurative Language
Review Game
http://www.timeforkids.com/ho
mework-helper/studyhelper/figurative-language
• Personal Narrative
Includes PowerPoints, Graphic
Organizers, and Revision Sheets
http://jmcginnis.pbworks.com/w
/page/7627843/Personal%20Nar
rative
• Literary Non-Fiction:
Memoir
(Categorizes literary nonfiction,
defines memoir, and discusses
the essential components of a
memoir: theme, conflict, setting,
structure and voice).
http://ravishingink.blogspot.com
/2010/09/literary-nonfictionmemoir.html
• Memoirs: Various Memoirs
http://teacher.scholastic.com/wr
iteit/cavalcade/genre.asp?genre=
Memoir
• Biography: Sample Biographies
that can be used in Lessons:
Michael Jordan
http://www.biography.com/print
/profile/michael-jordan-9358066
Video:
http://www.biography.com/peop
• How Literary Elements
Create Meaning in “Riding is
an Exercise of the Mind”
• Character Analysis: “Eleven”
• The Best Word for the Job
• Moving Through the Levels
of Thinking: Detail
SpringBoard
• Kira-Kira, P. 19: Students
examine narrative
openings, identify a
sequence of events, and
identify vivid verbs and
sensory language.
• The Jacket, P. 55
Memoir, Textual
Evidence/Cause and Effect
• From Bad Boy, P.202
Memoir, Textual
Evidence/Voice
Grammar and Writing Skills
LTF
• Writing a Multi Paragraph
Essay
This essay structure
introduces sixth graders to
the steps of writing an
effective essay – brainstorming, prewriting,
drafting, revising, and
polishing.
• Revision and Editing
Strategies
After students write for
any mode or purpose, they
need to use specific
strategies when revising
you present a PPT on given
vocabulary.
http://www.educationoasis.co
m curriculum/GO/character
story. html
Work on guided practice as
learners use their
Graphic organizer,
highlighters, and foldables
for lesson as teacher models
and orally goes over steps to
follow:
http://www.glnd.k12.va.us/res
ources/graphical organizers
http://www.netc.org/focus/str
ategies/cues/php
Writing: Personal
Narratives
Story Starter:
http://www.
Creativewritingprompts.com/graphicorganizers-forwriting.html
Reading: Website below
Provides a strategy for
increasing comprehension
by Making text
connections in
Literary connections in
literary text.
Suggested text: Website
below provides lesson
plan on inferring How and
Why Character Change,
using Every Living Thing
by Cynthia Rylant. It also
provides graphic
organizers, rubric and tips
to modify the lesson.
http://www.readwritethink.o
rg/classroom
Accommodations:
Website below provides
tips and information on
80+ accommodations that
underlining as they go. Teachers
can also promote cognate
awareness through reading text
aloud. Teachers need to keep false
cognates in mind.
Morpheme Games – Provide
students with a list of morphemes
divided in accordance to affix and
relevant to current class
vocabulary (definitions of
morphemes may be included).
Students are to create words using
the morpheme list (actual words or
silly words). Students then define
their new words and share them
with the class. Students can also
guess one another’s definitions
based on the root word and
morpheme combination.
This activity is intended to
promote student morpheme
awareness and can be done
individually or in a group setting.
Pairs Card Game - Prepare a
number of flashcard sets. Write
prefixes or suffixes on half and
write their definitions on the
other. Divide the class into small
groups and give each a pack of
cards which you lay face down on
the table. Students take turns
flipping over two cards. If they find
a matching pair, they can keep it; if
they do not, they let someone else
go. The student with the most
pairs is the winner.
Personal Dictionary – Students
create a personal dictionary which
can be formatted in various ways
and include learned affixes and
Page 2 of 13
process (planning, drafting, revising,
editing, and publishing) to compose
text.
(A) plan a first draft by selecting a
genre appropriate for conveying the
intended meaning to an audience,
determining appropriate topics
through a range of strategies (e.g.,
discussion, background reading,
personal interests, interviews), and
developing a thesis or controlling idea
(B) develop drafts by choosing an
appropriate organizational strategy
(e.g., sequence of events,
cause‐effect, compare‐contrast) and
building on ideas
to create a focused, organized, and
coherent piece of writing*
Readiness Standard
(C) revise drafts to clarify meaning,
enhance style, include simple and
compound sentences, and improve
transitions, by adding, deleting,
combining and rearranging sentences
or larger units of text after rethinking
how well questions of purpose,
audience, and genre have been
addressed*
Readiness Standard
(D) edit drafts for grammar,
mechanics, and spelling*
Readiness Standard
(E) revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audience Readiness Standard
(6.16) Writing. Students write about
their own experiences.
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
le/michael-jordan9358066/videos/michael-jordanmini-biography-2078964457
• Sample Autobiography Lesson
from PBS: Slavery
http://www.pbs.org/wnet/slaver
y/teachers/lesson3.html
• Writing Literary Nonfiction:
Explains elements to incorporate
in a literary nonfictional piece
http://suite101.com/article/writi
ng-creative-nonfiction-a197683
• Personal Narrative
Collection
Includes prompts and scoring
rubrics
http://home.earthlink.net/~jhholly/
pnarrative.html
• The Write Source
Student Models
http://www.thewritesource.com/st
udentmodels/
and editing a written piece.
Using specific goals when
students rewrite papers
will allow them to see that
they need to make
conscious choices in their
writing and that each
choice will affect the whole
paper.
• Revising to Eliminate
Repetitiveness
This lesson is designed to
teach students to think
about using other words
associated with the same
ideas in order to avoid this
repetition pitfall.
• Writing Workshop
This lesson can be used as
a revision activity after
students have drafted any
essay. The activities can be
changed to reflect the
grammatical skills students
are learning at the time.
• Identifying and Writing
Prepositional Phrases
Authors use prepositional
phrases to add specific
detail, to add variety, to
show relationships in
location and in time, and
to add imagery. If students
deliberately begin to add
prepositional phrases to
their writing in the sixth
grade, they will learn to
write sentences that show,
not tell.
• Lesson: Prepositional
Phrases with “Ode to the
can be used for students
with ADHD, but will also
benefit a multitude of
other struggling learners.
http://www.russellbarkle
y.org/content/Classroom
Accommodations.pdf
Refer back to LA folder and
check for Poetry Folder and
Comprehension Activities in
Poetry.
http://www.poemsforchildre
n.org/
http://www.gigglepoetry.co
m
www.missppott.comfigurative language.html
s_narr_graph_org.html
Create Meaning (pg.26):
Three
support methods
known to create meaning in
text.
•
Through Relevance:
Connect
learning
to
something
the learner
already knows.
*Through Emotion: Using
music,
visuals,
or
stimulating with real-world
scenarios to add emotion to
learning. Also by working in
collaborative pairs, using a
computer working in small
groups interactive socially.
*Through patterns or
connections: Use
graphic organizers,
structured-notes and
organizational
structures for learning
assist in organizing
information and forming
connections.
Resources: Website below
provides activities,
examples and graphic
root/base words.
Slam – Students have cards with
root words face up on a table.
Divide them into groups. Shout out
or write a prefix or suffix on the
board and students must slam
their hands on the correct root
word. If they get the right one,
they can keep the card. The
student with the most cards wins.
Definitions can be included or
derived by the student. This can be
used as a reference tool for ELLs.
*Resources http://teacher.scholastic.com/prod
ucts/instructor/Mar05_prefixessuff
ixes.htm (Scholastic Instr) uctor:
Prefix & Suffix Dictionary)
http://www.prefixsuffix.com/rootc
hart.php (PrefixSuffix.com: English
Language Roots Quick Chart)
General Resource http://www.eslgalaxy.com/prefixsuffix.html
(worksheets and interactive
quizzes on affixes and definitions)
Unfamiliar Words
Click and Clunk Strategy Words that students
instantaneously understand
are called clicks and words that
make no sense to them and
interfere with comprehension
are known as clunks. To
decipher the meanings of
these clunks, students can use
a cluster of word-identification
strategies. Applying fix-up
strategies, the teacher
demonstrates the difference
Page 3 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
(A) write a personal narrative that has
a clearly defined focus and
communicated the importance of or
reasons for actions and/or
consequences* Readiness Standard
Marzano’s Academic Vocabulary
Author’s Purpose
Autobiography
Biography
Fact Vs. Opinion
Figurative Language
Historical Theme
Metaphor
Narration
Paraphrase
Personal Narrative
Personification
Perspective
Simile
Stylistic Feature
Viewpoint
Sprinkler”
This lesson is intended as
an introductory and/or
reinforcement activity. The
lessons are intended to be
short introductory lessons
that focus on a single close
reading, grammar, or
composition skill.
SpringBoard
• A Lion’s Narrative, P. 12:
Students will recognize and
apply key elements of
narrative writing.
• Memory Map, P. 16:
Students will create a
poster that will help them
visualize a personal
incident. (Memoir)
• Walter Says “Thank You,”
P. 213: Students write a
personal letter
organizers for struggling
learners to be able to use
to follow, give oral
instruction, or write a
procedural text.
http://worksheetplace.com/i
ndex.php?function=DisplayCa
tegory=Y&Links=3&id=118&li
nk1=43&link2=154&link3=11
8
Refer to LA folder Models of
Writing and SPED foldersupplemental aids.
Refer to the LA folder-Ideas
to Share section
To break down assignments
provide graphic organizer
that will help students first
brainstorm their ideas.
Personal Narrative Examples:
http://www.greatsource.com
/iwrite/educators_narr_pre.h
tml.
Media influence Examples:
http://teachhealthk12.utscsa.edu/curriculum/me
dia/media-pdf/media-all.pdf
Getting started:
Provide
examples
and
prompts for students that
struggle to start and/or
organize their ideas.
Examples:
http://www.iss.k12.nc.us/cur
riculum/sallredprompts.htm
Supplemental Aids:
Allow students to use
technology,
dictionary,
glossary, and/or thesaurus of
words being taught in class to
their
possibly integrate
poem and/or narrative.
Notebook Foldables
Refer to “Notebook Foldables
Strategies for
Comprehending and
Interacting with
between a click and a clunk. The
teacher reinforces this distinction
by reading or asking the class to
read a short section of text having
students report any clunks they
may have encountered. Students
who encounter a clunk must apply
one or more of four fix-up
strategies: >Reread the sentence
as though the clunk was a blank
space and try to guess another
word that might be appropriate in
place of the clunk. Reread the
sentence with the clunk and the
sentences before or after the
clunk to look for clues (i.e., other
words or phrases that may
partially indicate the meaning of
a clunk). Look for a prefix or
suffix in the clunk that may
help to define its meaning. If
possible, break the clunk into
smaller, more familiar words
that may indicate the clunk’s
meaning.Language
Anticipation Guides – Choose
key words or phrases from a
text and provide a statement
definition for each. As a prereading activity, students can
choose whether or not they
think the statement is either
true or false. Students will read
the text and revisit the
Language Anticipation Guide to
reassess their prior
assumptions responses. This
can be followed by a class
discussion or another form of
assessment where the student
must justify his or her
Page 4 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
Informative Text” by
Dinah Zike, M.Ed.
*Kinesthetic and visual
learners benefit from
these hands on interactive
Notebook Foldables. The
learner can benefit from
using the Two-and-Three
Tab Foldable” pg. will
provide information on
how students increase
comprehension through
story map, KWL, and
Venn Diagram.
choice(s).
http://www.scribd.com/doc/
77370206/Foldables
Autobiography: Sample of a
book that will provide lesson
plan, graphic organizers and
activities to do in class to
help with write, structure and
substance in autobiography.
http://books.google.com/boo
ks?hl=en&lr=&id=EljTcsUKPt
wC&oi=fnd&pg=PA4&dq=aut
obiographies+graphic+organi
zers&ots=ltwrJ7IQgH&sig=DN
laT8TMUSkLdxF4QQqtNFTW
o7s#v=onepage&q=autobiogr
aphies%20graphic%20organiz
ers&f=false
Resources:
• Website below provides
PPT on strategies,
examples, graphic
organizers, prompts,
lesson ideas, etc… on
writing non-fiction that
will help struggling
learners.
http://www.slideshare.ne
t/DanaSchreiner/nonfictio
n-writing-strategies
• Website below provides
Page 5 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
graphic organizers and
ideas on how to help
struggling learners write
narrative essay, while
staying focused and on
topic.
http://www.greatsource.c
om/iwrite/students/s_nar
r_graph org.html
• Website below is
“Literacy Without Limits is
designed to be a helpful,
non-intimidating, and
immediately useful
resource for teachers.
Effective instruction is
illustrated in authentic
classroom video with the
featured Kentucky
teachers” that will provide
instruction on helping
struggling readers make
reading/writing
connections.
http://www.literacywitho
utlimits.org/
• Website below provides
graphic organizers for
struggling learners.
• Textual Evidence:
”Inference Text &
Subtext” and “Inference
Notes”
• Venn Diagrams
• “Text Connections”
• “Compare and Contrast”
different texts or literary
elements in a story
•
“Narrative
Writing
Tools”
• “Character Bookmark”
for memory retention to
take character notes as
text is being read or they
Page 6 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
are reading.
• “Character Study” to use
in writing personal
narrative, gathering
information on an
autobiography or
narrative, etc…
http://www.dubois.cps.k1
2.il.us/Strategie_Charts_D
ocuments.htm
Sept. 9 – 27
Poetry
Reading
(6.4) Reading/Comprehension of
Literary Text/Poetry. Students
understand, make inferences, and
draw conclusions about the structure
and elements of poetry and provide
evidence from text to support their
understanding.
(A) explain how figurative language
(e.g. personification, metaphors,
similes, hyperbole) contributes to the
meaning of a poem Supporting
Standard
(6.8) Reading/Comprehension of
Literary Text/ Sensory Language.
Students understand, make inferences
and draw conclusions about how an
author’s sensory language creates
imagery in literary text and provide
evidence from text to support their
understanding.
(A) explain how authors create
meaning through stylistic elements
and figurative language emphasizing
the use of personification, hyperbole,
and refrains.
Readiness Standard
(Fig.19) Reading/Comprehension
Skills. Students use a flexible range of
Prentice Hall
Literature Texas
Language and Literacy
www.pearsonsuccessnet.com
Unit 4: Poetry: Do we need words
to communicate well
(p. 546)
On-Line Lessons and Activities:
• Poetry Unit Lesson
Suggestion
Poems and activities
http://break2012.weebly.com/poet
ry -unit-plan.html
• Poetry Reading
Strategies
http://www.scholastic.com/teacher
s/lessonplan/collateral_resources/pdf/m/m
entors0708kechiawilliams/Poetryre
adingstrategies.pdf
• Forms of Poetry
http://www.readwritethink.org/file
s/resources/lesson_images/lesson4
17/poetry-forms2.pdf
• Poetry.org
Provides definitions of various
poetic elements and examples of
Reading Skills: Lessons and
Activities
LTF
• LTF Analyzing Poetry Using
Poems from
“Neighborhood Odes”
The types of questions and
assignments used to
analyze the poems can be
adapted easily to most
poetry selections, as can
the writing assignment,
which analyzes imagery in
the poem and relates the
subject of the poem to the
student’s own life.
• TPCASTT (template is
included in Pre-AP
Resources and Projects)
http://www.slideshare.net
/hharvey102/poetryanalysis-tpcastt-1730240
• Close Reading
Foundation Lesson:
“Sound Devices”
Sound devices are
among the tools that
writers use to
communicate meaning.
Accommodate Three
Modalities
• Visual Learners – Use
picture books, videos,
mnemonic devices, labeling
and/or drawings.
• Auditory Learners- Listening
to recorded tapes and/or
collaborative pair discussions.
• Kinesthetic Learners –
Designing, creating or acting
out an activity.
Scaffolding
• -Refer to “Scaffolding Grade
Level Learning from
Struggling Students Version
2” by Cindy Riedi and Carolyn
D. Boyles. (You can get copy
from your ELAR Coordinator
or Special Education
Supervisor.)
• -Providing continuity in the
classroom. The grade level
content and skills remain
constant for all students, but
tasks and materials are
modified for those students
who require additional
support to access the lessons
content expectations.
• Vocabulary: Use Frayer
model that divides the four
squares with the Definition,
Sentence, I Think and Draw.
• Summarizing Task: Read a
passage and write a summary
using a probable passage. A
probable passage provides
Poetry
Music for Poetry - These
activities are motivating for
students and assist in
reinforcing and revisiting
content area concepts while
acquiring English pronunciation
and intonation patterns. Music
helps students develop
rhythmic intelligence and
notice the rhythm in language
(both important skills in
learning how to read and
developing fluency as readers).
*Resources http://www.englishclub.com/t
eaching-tips/musicclassroom.htm (music in the
ESL classroom);
http://www.isabelperez.com/s
ongs.htm (music in the ESL
classroom, listening skills, and
cloze activities);
http://www.ehow.com/list_65
25864_esl-music-games.html
(music in the ESL classroom);
http://www.musicalenglishless
ons.org/index-ex.htm (music in
the ESL classroom, listening
skills, cloze activities, grammar,
etc.)
Figurative Language
http://grammar.about.com/od
/words/a/similemetaphor2.ht
Page 7 of 13
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.
(A) establish purposes for reading
selected texts based upon own or
others’ desired outcome to enhance
comprehension
(B) ask literal, interpretive, evaluative,
and universal questions of text
(C) monitor and adjust comprehension
(e.g., using background knowledge;
creating sensory images; rereading a
portion aloud; generating questions)
(D) make inferences about text and
use textual evidence to support
understanding (Literary Nonfiction,
Poetry, Drama) Readiness Standard
(E) summarize, paraphrase, and
synthesize texts in ways that maintain
meaning and logical order within a
text and across texts (Literary
Nonfiction, Poetry, Drama) Readiness
Standard
(F) make connections (e.g., thematic
links, author analysis,) between and
across multiple texts of various
genres, and provide textual evidence
Readiness Standard
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
poems from famous poets.
www.poetry.org
• Poetry Lesson Plans
and Activities
Poetry definitions including
different forms of poetry
www.theteachersguide.com/poetry
month.htm
• Poetcast
Provides audio of a variety of
poems (click on ‘audio’ at the left of
the screen)
http://www.poets.org/page.php/pr
mID/344
• Poetry Inference
Graphic Organizer
http://www.scholastic.com/teacher
s/lessonplan/collateral_resources/pdf/m/m
entors0708kechiawilliams/Inferenc
eGraphicOrganizer.pdf
• Similes and
Metaphors in Pop Music Movie:
Includes lyrics and questions
www.youtube.com/watch?v=G1c6z
F9aJxs&feature=related
• Idioms by Kids
Includes pictures of idioms drawn
by kids.
http://idiomsbykids.com
Writing
• Idioms Bite the Dust
A variety of idioms PowerPoints
http://languagearts.pppst.com/idio
ms.html
(6.15) Writing/Literary Texts.
Students write literary texts to express
their ideas and feelings about real or
• Figurative Language in Pop
Songs
www.youtube.com/watch?v=xK6jiD
When they think of sound
devices, most people think
of their use in poetry, but
sound devices are equally
useful and effective in
prose.
• Annotation and Analysis
of Author’s Purpose
Analysis of nonfiction
should begin with an
understanding of the
purpose of the text.
Rhetorical analysis, like
style analysis, begins with
close reading and purpose
of text.
• Foundation Lesson:
Sensory Appeals
The effect of such imagery
is twofold: first, the reader
enters the scene
imaginative, taking on the
senses of the protagonist;
and secondly, the sensory
impressions the reader
receives create an eerie,
ominous mood and tone.
• Determining Tone
Through Music
This lesson introduces
students to the concepts of
mood and tone through
the vehicle of music.
• Dialectical Journals
This lesson presents
several different types of
dialectical journals, ranging
from journals in which
students ask questions
about the text to journals
that target thematic
prompts students will follow
to complete a summary.
• Probable passages template
(predict a plot, narrative
passage and/or expository
passage):
http://www.powayusd.com/
projects/literacy/CriticalThink
ing/Predicting.htm
• Techniques for Organizing:
Teach the student how to
highlight important
information and take notes
that are meaningful, or
provide verbal prompts and
cues to ensure the student is
prepared.
• Tips for Obtaining and
Focusing Students’ Attention:
Ask an interesting speculative
question for collaborative
pairs to discuss (e.g. Essential
Question)
• Tips for Maintaining
Students’ Attention: Provide
students with study guides or
partial outlines, where
students fill in the missing
words during the lecture.
Organizers representing the
text structure of the content
being taught are excellent
note-taking devices.
• Tips for Organizing
Information for Retention:
Learning logs allow students
to choose how they want to
connect with information but
they still are accountable for
including key points from the
lesson Students can list,
sketch, chart or diagram
three to five main points,
new items they learned or
facts that were emphasized
in class. The entries in the
Learning Logs are typically
summarizing responses.
• Tips to Provide Feedback
and Guided Practice: Provide
feedback in a timely manner.
m (writing resources);
http://www.stickyball.net/writi
ng.html?id=510 (metaphor
writing worksheet);
http://www.onestopenglish.co
m/skills/vocabulary/metaphors
/ (lessons, worksheets, etc. on
metaphors)
Prepositional Phrases
Teacher Created
Dictionary/Lists – Teachers
create/provide
dictionaries/lists for students
regarding prepositional phrase
signal words.
http://esl.about.com/library/gr
ammar/blgr_prep_phrases1.ht
m (Prepositional phrase
reference);
http://www.englishtest.net/esl/learn/english/gra
mmar/ai693/esl-test.php (PP
Quiz); http://www.englishtest.net/esl/learn/english/gra
mmar/ai698/esl-test.php (PP
Quiz);
http://www.uen.org/Lessonpla
n/preview.cgi?LPid=5457
(Lesson);
http://www.worksheetworks.c
om/english/partsofspeech/pre
positions/identifyprepositional-phrases.html
(Worksheets)
Punctuation
http://www.eslprintables.com/
grammar_worksheets/punctua
tion/ (punctuation chart/cheat
sheet);
http://a4esl.org/q/h/vm/punct
uation.html (punctuation quiz)
Types of Sentences
Sentence Sort – Select sentences
from textbook, literature, or source
material. Print sentences on strips of
paper and put them in an envelope.
Page 8 of 13
imagined people, events, or ideas.
(B) write poems using:
(i) poetic techniques (e.g., alliteration,
onomatopoeia)
(ii) figurative language (e.g., simile,
metaphor)
(iii) graphic elements (e.g., capital
letters, line length)
(6.14) Writing/Writing Process.
Students use elements of the writing
process (planning, drafting, revising,
editing, and publishing) to compose
text.
(D) edit drafts for grammar,
mechanics, and spelling*
(E) revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audience
Marzano’s Academic Vocabulary
Clarification
Explicit/Implicit Theme
Format
Homophone
Interpretation
Literal Phrase
Meter
Poetic Element
Recitation
Representation
Rhythm
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
qQiLs
Suggested Poetry Analysis
Methods:
S.O.A.P.S. Tone (Speaker, Occasion,
Audience, Purpose, Subject, Tone)
TPCASTT:
Title, Paraphrase, Connotation,
Attitude, Shifts, Title, Theme
SIFT:
Symbol, Images, Figures of Speech,
Tone, and Theme
SMILE:
Structure, Meaning, Images,
Language, Effect on you
SPIDER:
Scenario, Purpose, Imagery, Diction,
Economy (How the poem managed.
Visual, free verse, lyrical, etc.)
Rhythm, Rhyme.
TWIST:
Title, What, Imagery, Structure,
Theme.
Suggested Poems
• “I’m Nobody! Who are you?” –
Emily Dickinson
http://www.poets.org/viewmedi
a.php/prmMID/15392
• “Stopping by Woods on a Snowy
Evening” –Robert Frost
http://www.ketzle.com/frost/sno
wyeve.htm
• Space Poems
Poems about outer space
http://www.tooter4kids.com/Spa
meaning.
• Peeling Back the Layers
with “The Witch”
Students look carefully at
each layer and then
connect that layer to
meaning.
• Uncovering Layers of
Meaning with “The Witch”
Close reading with a focus
on detail, imagery, and
point of view can be ideal
opportunity to familiarize
students with the ways
that these elements of
writing act to convey
meaning to the reader.
• “The Witch” Multiple
Choice: Fact-based
questions, Nit-picky
questions, Interpretive
questions.
• Rhetorical Analysis: “The
Great Imagination Heist”
The purpose of this lesson
is to closely read a
persuasive essay for the
purposes of analyzing the
strategies used to appeal
to an audience’s emotions.
Students will go through
prewriting activities
designed to help them
write a thesis statement
and topic sentences and to
build the assertions,
evidence, and commentary
they will include in their
essays. The lesson
concludes with a template
for converting prewriting
Immediate feedback is
beneficial as long as it does
not single out students. Allow
students choices-verbal and
written feedback
http://learning foucused.com
Writing with writers: Poetry
Writing/scholastic.com
www.poetry archive.
Org/children archive
Refer back to Language Arts
folder and look for Reading
Strategies folder and
Foldables folder and consider
Dinah Zike’s three quarter
book foldable pg. 16.
Poetry Writing Lessons:
Poetry for Kids- Kenn
Nesbitt’s Poetry
www.poetry4kids.com/blog/l
essons/poetry-writinglessons
Refer to LA Folder-Genre
Cards Revised
Reading Strategies Poster
www.lauracandler.com
Give each group an envelope. Explain
the type of sort students should
conduct: open or closed. In an open
sort, students are free to categorize
the sentences in any way they want.
In a closed sort, the teacher creates
the categories (which in this case
would be simple and compound
sentences). Students sort the
sentences based on directions. As a
class, discuss the sentences.
*Resources http://en.islcollective.com/wor
ksheets/worksheet_page?id=4
988 (worksheets);
http://www.eslbee.com/sente
nces.htm
Refer back to Language Arts
Folder and check
comprehension activities in
poetry.
Refer back to Language Arts
folder and refer to
Comprehension folder
Source: (Strategy #2)
http://www.ncte.org/library/
NCTEFiles/Resources/Journal
s/VM/0132dec05/VM0132Middle.pdf
Writing:
Technology:
Allow students with a
learning disability in written
expression to draft their
poems or narrative in a
classroom computer.
Breaking It Down:
To break down writing
Page 9 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
ce/Poems.htm
• Poetry Idea Engine
Explains four types of poems
while helping student create
their own poem
http://teacher.scholastic.com/wr
itewit/poetry/poetry_engine.htm
#
responses to a full four
paragraph rhetorical
analysis essay.
SpringBoard
• Who’s Who, P. 10
Point of View
• A Book of Nonsense, P.
339: Limerick Poem
Grammar/Writing Skills
LTF
• Composition Foundation
Lesson: “Filling in the
Blanks – Using Modifiers
to Provide Detail”
This lesson illustrates one
way of helping students
learn to “fill in the blanks”
with detail, using one-word
modifiers as well as
phrases and clauses to
provide their readers with
a rich sensory experience.
• Understanding Literary
Devices and Techniques
This lesson is paired with a
composition lesson in
which students use their
understanding of the way
the poet employed literary
devices and techniques in
“My Heart Leaps Up When
I Behold” to create a poem
of their own.
• Grammar Foundation
Lesson: “Sentence
Strategies”
In the following writing
assignments provide a
graphic organizer that will
help students’ first
brainstorm their ideas.
Personal Narrative Examples:
http://www.greatsource.com
/iwrite/educators/e_pers_na
rrPersonal Narrative
Examples:
http://www.greatsource.com
/iwrite/educators/e_pers_na
rr
Personal Narrative
Examples:
http://www.greatsource.c
om/iwrite/educators/e_pe
rs_narr_org.html
http://www.interventionc
entral.org/home
Resources:
Visualization: Visuals assist
struggling learners make
connections with words and
picture what is being
expressed. This increases
comprehension. See websites
below for visuals on graphic
elements.
http://www.1stwebdesigner.
com/inspiration/awesometypography-examples/
http://www.ourclassweb.co
m/sites_for_teachers_reader
s_workshop_visualizing.htm
http://betterlesson.com/less
on/7965/poetry-visualizing
Refer back to you tube and
consider space poems;
rhythm and meter in poetry;
Rhythm and Poetry by
Amanda shake Brake, Billy Da
Kidd, and Miles Hodges- “
Mask less”
Similes and Metaphors in Pop
Music Movie wmv
Page 10 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
activity, students will gain
an awareness of the
deliberate syntax choices a
writer may make in order
to accomplish a rhetorical
purpose.
• Grammar Foundation
Lesson: “Sentence
Variations”
One way to assist these
writers in collecting a
repertoire of sentences for
use in their own writing is
to have them use
sentences of professional
writers as models for their
own original sentences.
o Sentence Composing
for Middle School
o “Sentence Structure
Basis”
o “Sentence Variations”
• Review for the Six Weeks
o PAT “The World is Not
a Pleasant Place to Be”
o The Person or Persona
o Syntax and Mood “The
First Day”
o Putting it Together
“The First Day”
Springboard
• Marking Growth: A Frame
Poem, P. 37
www.eduplace.com/graphic
organizer
Refer back to LA Folder and
check for Story ImpressionsStrategy and provide
students with opportunities
to use advanced graphic
organizers
www.glnd.k12.va.us/resourc
es/graphical organizers
How to write a “Sound
Poem” refer to Tips
www.kidspoet.com/tips.htm
Consider Kurzweil, Fusion
word processors, in
classroom computers in
addition to graphic organizers
to give students
opportunities to work on
writing process as well as
they work on their
assignments with specific
TEKS areas in practice.
Editing
Technology: Allow
students with written
expression disabilities to
write and edit their
papers with a student
desktop or word
processor.
See website below for
more ideas:
http://fritschi.home.mind
spring.com/tools2.html
Spelling: Students that
struggle with spelling may
be able to use list of most
frequently misspelled
words, dictionary,
computer, peer, etc...
See website below for
more details:
http://www.ldonline.org
article/5587/
Page 11 of 13
Sept. 30 –
Oct. 3
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
Six Weeks Test
Six Weeks Test
Six Weeks Test
Six Weeks Test
Testing
Accommodations:
Six Weeks Test
Websites below provides
information on what
accommodations maybe
used in the classroom
and/or in state testing.
http://lead4ward.com/do
cs/Accommodations_Quic
k_Look_REV_JAN_25_201
2.pdf
http://www.tea.state.tx.u
s/student.assessment/spe
cial
STAAR Testing
Information:
TEA Assessment:
“The resources on this
website below will
provide information and
sample test questions to
familiarize Texas
educators and the public
with the design and
format of the STAAR
assessments.” From
TEA Website below.
http://www.tea.state.tx.
us/student.assessment/s
taar/
Modified STAAR:
Website below will
provide the latest TEA
information for modified
testers.
http://www.tea.state.tx.
us/student.assessment/s
pecialed/staarm/
Supplemental Aids:
Website below provides
sample of supplemental
aids used by San Antonio
district for the STAAR
Page 12 of 13
Mission Consolidated Independent School District
Grade 6 – ELAR - Pacing Chart 2013 – 2014
Writing Exam.
http://www.saisd.net/ad
min/newtech/testing/s_a
ids_writing.htm
Repeated Reading: The
student reads through a
passage repeatedly,
silently or aloud, and
receives help with reading
errors.
Source:
http://www.jimwrightonli
ne.com/pdfdocs/brouge/r
dngManual.PDF
Oct. 4
Professional Development Day
Page 13 of 13