Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 06 Unit 01 Exemplar Lesson 01: Exploring Poetry
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Student use a variety of comprehension strategies to read and analyze poetry and create their own poetry including
an epitaph. Students explain how authors use poetic techniques to convey meaning in poetry. Students write
connections, thoughts, and responses to texts read as a class and to texts read independently. Students acquire
new vocabulary skills in the areas of root words and affixes commonly used in English and use a dictionary, glossary,
and thesaurus to support their understanding and usage.
Grade 06 ELAR Unit 01 PI 05
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 6.2A , 6.2B , 6.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Grade 06 ELAR Unit 01 PI 02
Write an epitaph about a real person or a fictional character from a story using poetic technique, figurative language, and graphic
elements. Read the epitaph to a small group, adjusting fluency as appropriate to communicate purpose and meaning.
Standard(s): 6.1A , 6.4A , 6.8A , 6.15B.i , 6.15B.ii , 6.15B.iii
ELPS ELPS.c.2D , ELPS.c.3E , ELPS.c.3H , ELPS.c.3I , ELPS.c.4F , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 05/06/2013
page 1 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Grade 06 ELAR Unit 01 PI 04
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, and
media. Provide evidence from the text to support ideas.
Standard(s): 6.17C , 6.Fig19A , 6.Fig19B , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors choose techniques, form, and structure to enable the reader to experience and connect with the
events and characters.
Fluent reading supports the communication of purpose and meaning.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
6.1A
adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
6.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
6.2A
determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots
and affixes.
Readiness Standard
6.2B
use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify
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page 2 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
the meaning of unfamiliar or multiple meaning words.
Readiness Standard
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
6.4
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. Students are expected to:
6.4A
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. Students are
expected to:
6.8A
explain how authors create meaning through stylistic elements and figurative language emphasizing the use of
personification, hyperbole, and refrains.
Readiness Standard
6.13
Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
6.13A
explain messages conveyed in various forms of media.
Supporting Standard
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page 3 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
6.13B
recognize how various techniques influence viewers' emotions.
Supporting Standard
6.14
Writing/Writing Process. 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 create a focused, organized, and
coherent piece of writing;
6.15
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
6.15B
write poems using:
6.15B.i
poetic techniques (e.g., alliteration, onomatopoeia);
6.15B.ii
figurative language (e.g., similes, metaphors)
6.15B.iii
graphic elements (e.g., capital letters, line length).
6.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
6.17C
write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
6.19
Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
6.19C
use complete simple and compound sentences with correct subject-verb agreement.
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page 4 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
6.20
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write
legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students are expected to:
6.20B
recognize and use punctuation marks including:
6.20B.i
commas in compound sentences;
6.28
Listening and Speaking/Teamwork. Students work productively with others in teams. Students
will continue to apply earlier standards with greater complexity. Students are expected to:
6.28A
participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
6.Fig19
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. The student is expected to:
6.Fig19A establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension
6.Fig19C 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, and Drama, Persuasive)
Ongoing TEKS
TEKS alignment coming soon.
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
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page 5 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Dictionary (class set)
Thesaurus (class set)
Masking tape (1 roll)
Note card (1 per 2 students)
Highlighter (1 per student)
Marker (1 per student)
Set of plastic alphabet letters (1)
Bag (1)
Device to play audio clips of songs (1)
Chart paper
Sound clip of wind blowing (1)
Grade-appropriate poem for modeling fluency (1)
Grade-appropriate song lyrics with accompanying audio for modeling (1)
Grade-appropriate song lyrics with accompanying audio (class set)
Grade-appropriate poem with examples of personification for modeling (1)
Grade-appropriate poem with examples of personification (1 per student)
Grade-appropriate poem with examples of hyperbole for modeling (1)
Grade-appropriate poem with examples of hyperbole (1 per student)
Grade-appropriate poem(s) with examples of alliteration and onomatopoeia for modeling (1)
Grade-appropriate poem(s) with examples of alliteration and onomatopoeia (1 per student)
Grade-appropriate poem with examples of similes for modeling (1)
Grade-appropriate poem with examples of similes (class set)
Grade-appropriate poem with examples of metaphors for modeling (1)
Grade-appropriate poem with examples of metaphors (class set)
Grade-appropriate poem with examples of idioms for modeling (1)
Grade-appropriate poem with examples of idioms (class set)
Teacher-selected text with 4-5 words that will be unfamiliar to students (1 copy per student)
5-10 grade-appropriate diamante poems (1 copy of each)
5-10 grade-appropriate shape poems (1 copy of each)
5-10 grade-appropriate epitaphs to use as model texts (1 copy of each per student)
Collection of grade-appropriate poems for student selection
Last Updated 05/06/2013
page 6 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Writing an Epitaph_PI (1 per student)
Teacher Resource: Grade 6 Unit 01 Word Study Overview
Teacher Resource: Grade 6 Unit 01 Reading Appetizer
Teacher Resource: Grade 6 Unit 01 Writing Appetizer
Teacher Resource: Grade 6 Unit 01 Alternate Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 05/06/2013
page 7 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 01
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2A
6.Fig19A
6.14A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can understanding word parts help
you understand what words mean?
• Readers use strategies to support
interpretation of text.
-What role has reading played in your life?
- Why is it important to reflect on yourself as
a reader?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and characters.
- How do authors choose what to write
about?
Vocabulary of Instruction
• Root
• Base word
• Prefix
• Suffix
• Affix
• Reader’s Notebook
• Writer’s Notebook
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Masking tape (1 roll)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01
Word Study Overview (1)
• Teacher Resource: Grade 6 Unit 01
Reading Appetizer (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 a Vocabulary Notebook
for each student.
2. Prepare a Reader’s Notebook for
each student.
2. Prepare a Writer’s Notebook for
each student.
3. Designate a space for the class
3. Create a Teacher Reader’s
3. Create a Teacher Writer’s
Last Updated 05/06/2013
page 8 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
READING
Word Wall, including prefixes, root
words, and suffixes categories.
4. Create an Anchor Chart:
Definitions of Word Parts. Make a
3-column chart. Label the columns
with the following titles: Term,
Definition, Examples. Prepare to
complete the Anchor Chart with
the following terms: base word,
root, prefix, suffix, affix. Refer to
Background Information for
definitions.
5. Refer to Teacher Resource:
Grade 6 Unit 01 Word Study
Overview. Plan accordingly.
Notebook as a model for students.
Label a section in the notebook
Reading Life. Title each page as
follows:
1st page: Title: Reading Life
2nd page: Fiction I Read
3rd page: Literary Nonfiction I
Read
4th page: Expository Texts I
Read
5th page: Other Texts I Read
6th page: What Others Read
7th page: Landmark Books
8th page: Reading Timeline
4. Complete each of the pages
appropriately to share with
students including the purpose for
reading each type of text.
5. On chart paper or construction
paper, post answer choices
for the activity called Reading Life.
See Mini Lesson for details.
Prepare to display the answer
choices in different areas of the
classroom.
WRITING
Notebook. Decorate the notebook
and generate some ideas for
writing.
4. Set expectations for the Author’s
Chair routine.
5. Collect, print, and prepare to
display quotes about writing from
famous authors. Examples:
The role of a writer is not to say
what we all can say, but what
we are unable to say. ~Anaïs
Nin
The difference between the
right word and the almost right
word is the difference between
lightning and a lightning bug.
~Mark Twain
Words - so innocent and
powerless as they are, as
standing in a dictionary, how
potent for good and evil they
become in the hands of one
who knows how to combine
them. ~Nathaniel Hawthorne
6. Refer to Teacher Resource:
Grade 6 Unit 01 Reading
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page 9 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
READING
WRITING
Appetizer. Plan accordingly.
Background Information
Base word - a word that can stand alone
and have its own meaning
Root - the basic part of a word that carries
meaning
Prefixes - one or more sounds or letters
placed before a root word or base word that
changes the meaning of the word
Suffixes - one or more sounds or letters
placed after the root or base word that may
change the meaning of the word
Affix - a word element, such as a prefix or
suffix, that occurs before or after a root
or base word to modify its meaning (e.g.,
the prefix un­and the suffix –able in
unbelievable)
Teacher Notes
The Vocabulary Notebook is a place for
students to record their learning about new
words and concepts.
Word Study is designated as 5-15 minute
activities, listed every other day of
instruction. Word Study routines are to be
implemented throughout the course of the
year. Implementation will vary by schedule.
Refer to Teacher Resource: Grade 6 Unit
01 Word Study Overview for more
information.
The Writer’s Notebook is a place for
students to write every day in order to gain
writing fluency and voice.
Students are expected to establish
purposes for reading self-selected texts. In
addition to the texts read as an entire class,
every student should engage in
Independent Reading on a daily basis if
possible. As the year progresses and
students become more comfortable with
the Reader’s Notebook, they will use the
strategies they have learned to write about
their self-selected texts.
In order to expose students to a variety of
genres and texts, it is recommended that
you begin or end most Instructional
Routines with a Reading Appetizer. Refer to
Last Updated 05/06/2013
The Writer’s Notebook will contain a variety
of journal entries, including prompted and
student­selected entries. The Writer’s
Notebook is also a place for students to
practice skills they are learning during the
Mini Lessons, such as author’s craft,
grammar, conventions, and spelling.
Students may also use the Writer’s
Notebook as a source for ideas when they
begin to write prompted, more formal
pieces.
page 10 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 01
WORD STUDY
READING
WRITING
the Teacher Resource: Grade 6 Unit 01
Reading Appetizer.
Last Updated 05/06/2013
page 11 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 01
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students understand
academic vocabulary of prefix, suffix, affix,
root word, and base word to determine
meaning of grade-level academic English
words.
Mini Lesson
1. Introduce students to the
Vocabulary Notebook.
Suggested Duration: 35-40 min.
Content Objective: Students establish a
purpose for reading and reflect on what it
means to maintain comprehension while
reading.
WRITING
Suggested Duration: 35-40 min.
Content Objective: Students generate
appropriate topics through a range of
strategies.
1. Distribute Writer’s Notebooks.
Explain how a Writer’s Notebook is
2. Discuss the significance of
a place to capture their great
2. Ask: Why do readers and
reading in everyday life--from
ideas before they slip away and
writers need to pay attention
signs to food boxes to instructions,
are forgotten.
to words and word parts?
etc.
Discuss responses.
2. Display and share quotes from
3. Tell students that they will
famous writers and lead a class
3. Display the Anchor Chart:
participate in an activity called
discussion. Ask: How do these
Definitions of Word Parts. Discuss
Reading Life that will help
quotes make you feel about
each term and record a definition.
determine what types of readers
writing? Discuss responses.
are in the class.
4. As a class, brainstorm examples of
3. Display the Teacher Writer’s
root words, base words, prefixes,
4. Explain the procedures for the
Notebook. Share the ideas for
and suffixes. Record the examples
activity: Ask a question and
writing that have been recorded
on the Anchor Chart: Definitions of
designate a different answer for
so far. On a blank page, write the
Word Parts.
each corner. Students answer the
name of someone special. Recall
questions asked by walking to the
both good and possibly not so
corner representing their answer.
good memories of that person.
Students move around the room
to answer each question.
1. Reading Appetizer: 3-5 min.
How many years have you
known how to read? Corner
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page 12 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
1: 6 years, Corner 2: 5 years,
Corner 3: 7 years, Corner 4:
more than 7 years
What is your favorite kind of
reading? Corner 1: books,
Corner 2: magazines, Corner
3: information on a computer,
Corner 4: letters, notes
How many times a week do
you read for fun? Corner 1:
once, Corner 2: two to three
times, Corner 3: four to five
times, Corner 4: everyday
How many times a week do
you read because you
need/have to? Corner 1:
everyday, Corner 2: every
other day, Corner 3: a few
times a week, Corner 4: I try to
never read
5. Ask: What did you notice about
the readers in this class?
Discuss responses.
6. Distribute and introduce the
Reader’s Notebook and explain
that they will personalize their
notebook by creating a Reading
Life section in the first few pages.
This section should help students
reflect on themselves as readers.
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page 13 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
7. Instruct students to open the front
page of the Reader’s Notebook
and put a piece of masking tape
folded over the edge as a tab. On
the masking tape, students write
Reading Life.
8. Instruct students to title the
following pages in their Reader’s
Notebooks. Share the recorded
responses in the Teacher
Reader’s Notebook.
Title: Reading Life
Fiction I Read – any fictional
texts read. Examples:Dr.
Seuss, Holes, class novels,
children’s books, etc.
Literary Non­Fiction I Read –
any literary nonfiction texts
read. Examples: biographies,
memoirs, diaries, etc.
Expository Texts I Read –
Examples: textbooks, articles,
research reports, science
articles etc.
Others – any other types of
texts. Examples: anime,
cookbooks, video game secret
books, blogs, etc.
What Others Read – list what
others are reading, including
friends, parents, teachers, etc.
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page 14 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Landmark Books – list of
favorite or special books.
Examples: the first book read
from cover to cover for
pleasure, a book liked so much
it was read a second time or a
book that they will never forget.
Reading Timeline – a timeline
format of the last five books
they read.
Learning Applications
1. Students create the Anchor Chart:
Definitions of Word Parts in their
Vocabulary Notebooks. Students
record the term, definition, and
examples.
2. Present an unfamiliar word that
uses one of the root words or
affixes that students brainstormed.
1. Students complete each section of their
1. Students begin generating ideas for
Reading Life as appropriate. They can
roam through bookshelves and/or a
computer library to locate titles, authors, or
pictures of covers of books. Students write
their purpose for reading each type of text.
writing by writing the name of someone
special in their life on a page in their
Writer’s Notebook. Students record
memories they have of that person. If
students run out of ideas, they write
someone else’s name and continue to
brainstorm memories.
3. Instruct students to write their own
definition of the word, taking into
consideration the word part (root
word or affix).
Engage in Small Group Instruction as appropriate.
Closure
1. Students share and discuss definitions
and come to a consensus on the best
definition for the word.
1. Students share parts of their Reading
Life with a partner of their choice.
2. Ask: Why do you read different types of
texts? Discuss responses.
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1. Students share their memories with a
partner.
2. Ask: What can you do to become a
better writer? Students turn to a partner
and share their responses.
page 15 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 02
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
6.Fig19C
6.14A,B
Key Understandings and Guiding Questions
• Fluent reading supports the communication of purpose
and meaning.
- Why is fluency important when reading aloud?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to understand what they
are reading?
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- How do authors choose what to write about?
Vocabulary of Instruction
• Fluency
Materials
• Reader’s Notebook (1 per student)
• Grade­appropriate poem for modeling fluency (1)
• Collection of grade­appropriate poems for student
selection
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Reading Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
1. Prepare to display visuals as appropriate.
2. Select a poem to model fluency and
2. Create an Anchor Chart: Strategies That
comprehension. Practice reading the poem with
Generate Ideas for Writing with a list of
poor fluency and effective fluency.
strategies students can use to generate their
Last Updated 05/06/2013
page 16 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 02
READING
3. Gather a collection of poetry for student
selection. Be sure to include many different
forms of poetry at different reading levels.
WRITING
ideas for writing. The first item on the list would
be from Daily Lesson 1 Writing Memories about
a Special Person and the second from Daily
Lesson 2 Best and Worst Moments.
4. Refer to Teacher Resource: Grade 6 Unit 01
Reading Appetizer. Plan accordingly.
Background Information
Reading poetry with the appropriate fluency increases a
student’s comprehension of a poem.
Fluency - the ability to read text at an appropriate rate,
and with accuracy, expression, and appropriate
phrasing
Students are responsible for determining appropriate
topics through a range of strategies. In order to do this,
they will need a database of ideas to refer to in order to
help them select what to write about.
Students may learn to generate ideas for writing through
many different ways. It is easiest, however, for the students
to write about their own experiences.
Teacher Notes
Most students have little or no practice reading poetry out
loud. Students tend to want to stop at the end of the line
and pause. Model and explain the process before
students present, paying close attention to punctuation
and how it affects a reader’s intonation and phrasing.
The first few pages in the Writer’s Notebook should be
about experiences they have had, experiences that could
be possible topics to write about later in the year. This is
one strategy that can support multiple journal entries
throughout the year. Continue to add to the list and
reference for future writing projects.
Last Updated 05/06/2013
page 17 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 02
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students read with fluency and monitor
their
comprehension.
Suggested Duration: 45-50 min.
Content Objective: Students generate appropriate topics
through a
range of strategies.
Mini Lesson
1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart: Strategies That
Generate Ideas for Writing. Review that
students recorded memories of a special
person in Daily Lesson 1 Writing. Refer to
the first strategy on the list.
2. Using the selected poem for modeling, read
with poor fluency.
3. Ask: What was the poem about? Did you
understand what the author was trying to
say? Discuss responses including that good
fluency affects comprehension.
4. Reread the poem with effective fluency. Ask:
What was the poem about? How did
reading with effective fluency affect how
you understand the poem? Discuss
responses.
5. Ask: How does a reader know when they
do not understand what they are reading?
How can the reader improve their
understanding? Why is it important to
monitor your comprehension? Discuss
responses.
2. Discuss the second item on the list Best and
Worst Moments.
3. In the Teacher Writer’s Notebook, brainstorm
personal best and worst moments that could
possibly become writing topics.
4. Choose one of the topics generated in either
Daily Lesson 1 or 2 Writing. Model a Free
Write about the selected topic.
6. Instruct students to select a poem from the
collection. Tell students to practice reading with
fluency and to monitor comprehension. Tell
them to choose a different poem if the one they
Last Updated 05/06/2013
page 18 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
are reading is too hard.
Learning Applications
1. Students select a poem to read independently.
2. Students practice reading the poem with
fluency and comprehension.
3. Students continue to choose other poems as
time allows.
1. In their Writer’s Notebooks, students brainstorm
and record their own best and worst moments.
2. Students choose a topic from Daily Lesson 1 or
Daily Lesson 2 and Free Write about that
topic.
Engage in Small Group Instruction as appropriate.
Closure
1. With a partner, students read their selected poem
fluently and discuss what the poem was mostly about.
Last Updated 05/06/2013
1. Using the Author’s Chair routine, ask 2-3 students to
either share their ideas or their Free Write.
page 19 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 03
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2A
6.Fig19C,D
6.8A
6.13A,B
6.14A,B
6.15Biii
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can understanding word parts help
you understand what words mean?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and
characters.
- What techniques do authors use to help
their audience connect with the text?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and characters.
- Why do authors use graphic elements
when writing poetry?
Vocabulary of Instruction
• Prefix
• Refrain
• Graphic element
• Line length
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate song lyrics with
accompanying audio for modeling (1)
• Grade­appropriate song lyrics with
accompanying audio (class set)
• Device to play audio clips of songs (1)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 5­10 grade­appropriate diamante poems
(1 copy of each)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 01
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
Last Updated 05/06/2013
1. Prepare to display visuals as
appropriate.
page 20 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 03
WORD STUDY
READING
2. Select a grade-appropriate prefix 2. Choose two grade-appropriate
to use for instruction and to add to
songs--one for modeling and one
the Word Wall. Possible prefixes
for students to analyze. Prepare
could include: mis-, pro-, ex-, en-,
to use both the audio and the
co-, sub-, fore-, con-, super-, etc.
written lyrics. Select song lyrics
that have good examples of the
3. Select two words that contain the
use of refrains.
prefix, one should be relatively
unknown.Choose academic
3. Prepare to play the songs aloud
vocabulary and/or words they will
using an audio device such as a
encounter during Reading.
CD player or computer.
4. Refer to Teacher Resource:
Grade 6 Unit 01 Word Study
Overview. Plan accordingly.
4. Create an Anchor Chart:
Techniques Poets Use to Create
Meaning. Make a three-column
chart. Label the three columns as
follows: Technique, Definition,
Example.
5. Refer to Teacher Resource:
Grade 6 Unit 01 Reading
Appetizer. Plan accordingly.
Last Updated 05/06/2013
WRITING
2. Collect samples of diamante
poems and put together a small
packet of 5-10 poems.
3. Prepare to display all 5-10
diamante poems or duplicate (1
per student).
4. Prepare to display Anchor Chart:
Techniques Poets Use to Create
Meaning from Reading.
5. Create an Anchor Chart: Writing a
Diamante Poem. List the following
criteria on the chart:
Line A: Topic A (must be a
noun)
Line B: Two vivid adjectives
that describe Topic A
Line C: Three interesting -ing
action verbs that describe
Topic A
Line D: Two concrete nouns
about Topic A and two about
Topic G (opposite of Topic A)
Line E: Three interesting -ing
action verbs that describe
Topic G
Line F: Two vivid adjectives
that describe Topic G
Line G: Topic G (opposite of
page 21 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 03
WORD STUDY
READING
WRITING
Topic A-must be a noun)
Background Information
Teacher Notes
This Daily Lesson will be repeated in Daily
Lesson 5 with a different prefix.
Refrain - a group of words repeated at key
intervals in poetry
Graphical element - capital letters, line
length, and word position; also called the
“shape” of the poem
In this Daily Lesson, students will look at
song lyrics as a form of poetry.
As different types of poems are introduced,
line length is often very specific, depending
on the type of poem being written. Point out
the line length and any rules that follow a
particular type of poem.
Last Updated 05/06/2013
page 22 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 03
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use prefixes to
determine the meaning of grade-level
academic words.
Suggested Duration: 35-40 min.
Content Objective: Students explain how
authors create meaning using refrains in
poetry and how messages are conveyed in
media through various techniques that
influence emotions.
Mini Lesson
1. Display and introduce the selected 1.
prefix. Discuss its meaning.
2.
2. Display one of the selected words
containing the prefix and model
3.
how the prefix can be used to help
understand the word’s meaning.
3. As a class, write a sentence using
the word. Record the sentence.
Reading Appetizer: 3-5 min.
Using an audio device, play the
song selected for modeling.
Ask: How did this song make
you feel? Why? What
techniques did the musician
use that influenced your
emotions? Discuss responses
including the pace of the song,
instruments used, lyrics, pauses,
etc.
WRITING
Suggested Duration: 40-45 min.
Content Objective: Students write poems
using graphic elements.
1. Instruct students to stand up and
form lines for how many siblings
they have in their family. There will
be one line for 0 siblings, one for
1 sibling, one for 2 siblings, one
for 3, one for 4, continuing to 5+
siblings. While the students are
standing in line, tell students to
notice the length of the different
lines formed in class.
2. Explain that there is no right or
wrong answer when it comes to
the size of a family. It ultimately
4. Ask: What message is the song
comes down to personal
trying to convey? Discuss
preference. It is the same with
responses.
poetry. The length of the lines in a
5. Ask: Is music poetry? Why or
poem depends on the author’s
why not? Discuss responses
personal preference and the type
leading students to the conclusion
of poem he/she wants to write.
that music is poetry.
Explain that line length can have
an impact on the meaning of a
6. Display the lyrics to the song just
poem.
played. Read the lyrics aloud
Last Updated 05/06/2013
page 23 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
without singing. Ask: Is this a
3. Tell students that they are going
poem? Discuss responses
to write a special type of poem
leading students to the conclusion
called a diamante poem. Explain
that it is a poem.
that this type of poem uses line
length for effect. Explain that a
7. Explain that one technique used in
diamante is a seven-line poem
poetry is called refrain. Tell
about opposites that resembles a
student that a refrain is a group of
diamond when written. Display the
words repeated at key intervals in
selected examples.
poetry.
8. Ask: Do you see groups of
words repeated in the song
lyrics? Discuss responses and
highlight repeated words and
phrases.
4. Display the Anchor Chart: Writing
a Diamante Poem. Review the
criteria and refer to the selected
diamante poems.
1. Play the audio of the second
selected song.
1. Students create a diamante poem
about a self-selected topic in their
Writer’s Notebook, noting the
specific line lengths of the genre.
5. In the Teacher Writer’s Notebook,
select a topic and identify its
9. Ask: How does the refrain(s) of
opposite. Model writing a diamante
this song affect the meaning of
poem using the criteria on the
the poem? Discuss responses.
Anchor Chart: Writing a Diamante
10. Play the audio of the song again.
Poem
Instruct students to listen
particularly for the refrain of the
song. Discuss the impact of the
refrain to the overall meaning of
the song.
Learning Applications
1. In their Vocabulary Notebook,
students draw a tree on the first
blank page. On the trunk of the
tree, students write the prefix and
a definition.
2. Students then work with a partner
2. Ask: How did this song make
you feel? Why? What
techniques did the musician
use that influenced your
Last Updated 05/06/2013
2. Monitor students as they work and
assist them as necessary.
page 24 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
to brainstorm words that include
the prefix being studied. Each
word should be written on a
separate branch on the tree,
including its definition.
emotions? Students write a quick
response in their Reader’s
Notebook and then discuss with a
partner.
3. Ask: What message is the song
trying to convey? Students write
a quick response in their Reader’s
Notebook and then discuss with a
partner.
4. Distribute the song lyrics to the
second song.
5. With a partner, students read the
lyrics and highlight the refrain(s).
6. Ask: How does the refrain(s) of
this song affect the meaning of
the poem? Students write a quick
response in their Reader’s
Notebook and then discuss with a
partner.
Engage in Small Group Instruction as appropriate.
Closure
1. Display the other unknown word
that includes the prefix being
studied. Students use their
knowledge of the prefix to define
the new word. Discuss as a class.
1. As a class, discuss students’ responses 1. Students share their poems with a
to the questions in Learning Applications.
partner or using the Author’s
2. Display the Anchor Chart: Techniques
Chair routine.
Poets Use to Create Meaning. Add refrain
2. Ask: Why do authors use
to the chart along with a definition and an
graphic elements when writing
example from the song lyrics.
poetry?Discuss responses.
3. Display the Anchor Chart:
Techniques Poets Use to Create
Last Updated 05/06/2013
page 25 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Meaning. Add graphic elements to
the chart along with a definition
and an example from one of the
diamante poems.
Last Updated 05/06/2013
page 26 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 04
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
6.Fig19C,D
6.4A
6.8A
6.14A,B
6.15Biii
Key Understandings and Guiding Questions
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- How do authors help readers create meaning through
their use of literary techniques?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help them understand
what they are reading?
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- What techniques do authors use when writing poetry?
- Why do poets use certain techniques in writing?
Vocabulary of Instruction
• Personification
• Graphic element
Materials
• Reader’s Notebook (1 per student)
• Sound clip of wind blowing (1)
• Highlighter (1 per student)
• Grade­appropriate poem with examples of
personification for modeling (1)
• Grade­appropriate poem with examples of
personification (1 per)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 5­10 grade­appropriate shape poems (1 copy of each)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Reading Appetizer
(1)
• Teacher Resource: Grade 6 Unit 01 Writing Appetizer (1)
Last Updated 05/06/2013
page 27 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 04
Advance Preparation
READING
WRITING
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Find an audio sound clip of wind either online
or on a CD.
2. Collect samples of shape poems and put
together a small packet of 5-10 poems.
3. Select two poems that have examples of
personification. Select one for modeling and
duplicate the other one for each student.
3. Prepare to display all 5-10 shape poems or
duplicate (1 per student).
4. Prepare to display the Anchor Chart:
Techniques Poets Use to Create Meaning from
Daily Lesson 3.
4. Prepare to display Anchor Chart: Techniques
Poets Use to Create Meaning from Reading.
5. Refer to Teacher Resource: Grade 6 Unit 01
Writing Appetizer. Plan accordingly
5. 5. Refer to Teacher Resource: Grade 6 Unit
01 Reading Appetizer. Plan accordingly.
Background Information
Personification - figurative language in which non-human Refer to Daily Lesson 3 Writing
things or abstractions are represented as having human
qualities (e.g., necessity is the mother of invention)
Teacher Notes
Last Updated 05/06/2013
page 28 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 04
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students explain how authors create
meaning in poetry using personification.
Suggested Duration: 45-50 min.
Content Objective: Students write poems using graphic
elements.
Mini Lesson
1. Reading Appetizer: 3-5 min.
1. Writing Appetizer: 5-10 min.
2. Play an audio clip of wind blowing. Ask: Did you 2. Display the Anchor Chart: Techniques Poets
hear the wind whistling? When the students
Use to Create Meaning from Reading. Review
say yes, Ask: Is it possible for wind to
that poets use graphic elements to create
whistle? Or is this something that only
meaning in poetry.
humans can do? Discuss responses, and
3. Display the 5-10 selected shape poems. Ask:
then lead them to understand the concept of
What do you notice about these poems?
personification.
Discuss responses.
3. Explain that personification is non-human things
4. Ask: How does the shape of the poem impact
take on human qualities. Give 2-3 examples
meaning? Discuss responses.
such as flowers dancing in the wind, the sun
smiling down on us, etc.
5. In the Teacher Writer’s Notebook, choose a
topic and model writing a shape poem. Keep it
4. Display the selected poem for modeling. Read
very simple and short.
the poem aloud with fluency. Instruct students
to listen for examples of personification.
6. Tell students that they are going to choose a
topic and write a shape poem. Tell students
5. Ask: What are some examples of
they may work by themselves or with a partner.
personification in the poem? Discuss
responses and highlight examples of
personification.
6. Ask: How do these examples of
personification contribute to the meaning
of the poem? Discuss responses.
Last Updated 05/06/2013
page 29 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. Distribute the other selected poem to students.
2. With a partner, students read the poem with
appropriate fluency.
3. Students highlight examples of personification.
In their Reader’s Notebooks, students write a
response to the following question: How do
these examples of personification
contribute to the meaning of the poem?
1. Students work individually or with a partner to
select a topic for their shape poem.
2. Students write a shape poem in their Writer’s
Notebook.
4. Students engage in Independent Reading if
time allows.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the examples of
personification in the poem and the students’
responses to the question in Learning
Applications.
1. Students share their poems using the Author’s
Chair routine.
2. Display the Anchor Chart: Techniques Poets
Use to Create Meaning. Add personification to
the chart along with a definition and an example
from the poem.
Last Updated 05/06/2013
page 30 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 05
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2A
6.1A
6.Fig19C,D
6.4A
6.8A
6.14A ,B
6.19C
6.20Bi
6.28A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can understanding word parts help
you understand what words mean?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and
characters.
- How do authors help readers create
meaning through their use of literary
techniques?
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
them understand what they are reading?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and characters.
- What techniques do authors use when
writing poetry?
- Why do poets use certain techniques in
writing?
Vocabulary of Instruction
• Prefix
• Hyperbole
• Simple sentence
• Compound sentence
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate poem with examples
of hyperboles for modeling (1)
• Grade­appropriate poem with examples
of hyperboles (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Note card (1 per 2 students)
• Highlighter (1 per student )
• Chart paper (if applicable)
Last Updated 05/06/2013
page 31 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 05
WORD STUDY
READING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 01
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Select a grade-appropriate prefix 2. Select two poems that have
to use for instruction and to add to
examples of hyperboles. Select
the Word Wall. Possible prefixes
one for modeling and duplicate
could include: mis−, pro−, ex−,
the other one for each student.
en−, co−, sub−, fore−, con−,
3. Prepare to display the Anchor
super−, etc.
Chart: Techniques Poets Use to
3. Select two words that contain the
Create Meaning from Daily
prefix, one should be relatively
Lesson 4.
unknown.
4. Refer to Teacher Resource:
Choose academic vocabulary
Grade 6 Unit 01 Reading
and/or words they will encounter
Appetizer. Plan accordingly.
during Reading.
WRITING
1. Prepare to display visuals as
appropriate.
2. As an option, find sample poems
with simple and compound
sentences to share with students.
It is recommended that you refer
to poems shared previously during
Reading. Prepare to display or
duplicate (class set).
4. Refer to Teacher Resource:
Grade 6 Unit 01 Word Study
Overview. Plan accordingly.
Background Information
Hyperbole - an intentional and extreme
exaggeration for emphasis or effect (e.g.,
this book weighs a ton)
Teacher Notes
Simple sentence - a sentence with one
clause (e.g., the chicken crossed the
road)
Compound sentence - a sentence
composed of at least two independent
clauses linked with a conjunction (e.g.,
Sam talked, and Emma listened)
Students need to understand that there is a
Last Updated 05/06/2013
page 32 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 05
WORD STUDY
READING
WRITING
difference between creating a compound
sentence and a run-on sentence. Keep the
sentences down to two ideas and use
correct punctuation to stay away from runons.
Last Updated 05/06/2013
page 33 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 05
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use prefixes to
determine the meaning of grade-level
academic words.
Mini Lesson
1. Display and introduce the selected 1.
prefix. Discuss its meaning.
2.
2. Display one of the selected words
containing the prefix and model
how the prefix can be used to help
understand the word’s meaning.
3. As a class, write a sentence using
the word. Record the sentence.
Suggested Duration: 45-50 min.
Content Objective: Students explain how
authors create meaning in poetry using
hyperbole.
Reading Appetizer: 3-5 min.
Display the Anchor Chart:
Techniques Poets Use to Create
Meaning from Daily Lesson 4.
Review the techniques listed so
far.
3. Explain that another technique
that poets use is hyperbole. Tell
students that hyperbole is an
intentionally exaggerated figure of
speech for emphasis or effect.
Provide examples such as the
following:
The book weighs a ton.
I will die if he asks me to the
dance.
I am the last one on earth to
get a cell phone.
I waited in line forever.
I’ve told you a million times to
clean your room.
4. Display the selected poem for
Last Updated 05/06/2013
WRITING
Suggested Duration: 20-30 min.
Content Objective: Students identify and
write simple and compound sentences in
order to enhance their written expression.
1. Write and display two simple
sentences. Examples:
Two judges liked her poem.
Three judges did not like her
poem.
2. Ask the students to combine the
sentences into a single sentence
in their Writer’s Notebooks.
(Informally assess students’
knowledge. This will help
determine how much instruction
students will need in this area.)
3. Label the two sentences, Simple
Sentences. Ask the students to
explain why the two sentences are
simple. Then ask a student to
write his/her combined sentence
for class display. Ask if any of the
students combined the two
sentences differently and allow
them to share their work.
4. Introduce and discuss the
page 34 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
modeling. Read the poem aloud
with fluency. Instruct students to
listen for examples of hyperbole.
5. Ask: What are some examples
of hyperbole in the poem?
Discuss responses and highlight
examples of hyperbole.
definition of a compound
sentence. Share the common
conjunctions: and, but, or, for, nor,
yet, so. Students take notes in
their Reader’s Notebook.
5. Distribute a note card for every
pair of students, and instruct them
to write two simple sentences.
6. Ask: How do these examples of
hyperbole contribute to the
6. Instruct students to switch cards
meaning of the poem? Discuss
with another pair of students. The
responses.
students should then combine the
two simple sentences into one
compound sentence and write it in
their Writer’s Notebook. Students
highlight the comma and the
conjunction and share with the
class when finished.
Learning Applications
1. In their Vocabulary Notebook,
students draw a tree on the first
blank page. On the trunk of the
tree, students write the prefix and
a definition.
2. Students work with a partner to
brainstorm words that include the
prefix being studied. Each word
should be written on a separate
branch on the tree, including its
definition.
1. Distribute the other selected poem 1. Students work in small groups to
to students.
create a free verse poem on a
topic of their choice, using only
2. With a partner, students read the
simple sentences. Example:
poem with appropriate fluency.
3. Students highlight examples of
hyperbole. In their Reader’s
Notebooks, students write a
response to the following
question: How do these
examples of hyperbole
contribute to the meaning of
the poem?
Last Updated 05/06/2013
Topic: Actions in School
Students rush to class.
Teachers wait at the door. A
new day of learning begins.
2. Students then rewrite the poem
using compound sentences.
3. In the second poem, students
page 35 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
4. Students engage in Independent
Reading if time allows.
highlight the comma and
conjunction in the sentences. This
is a reminder for them to make
sure they are using the correct
punctuation for compound
sentences.
4. Monitor and support students as
necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. Display the other unknown word
that includes the prefix being
studied. Students use their
knowledge of the prefix to define
the new word. Discuss as a class.
1. As a class, discuss the examples
of hyperbole in the poem and the
students’ responses to the
question in Learning Applications.
1. Students share their poems,
beginning with the simple
sentences poems then followed by
the compound sentences poems.
2. Display the Anchor Chart:
Techniques Poets Use to Create
Meaning. Add hyperbole to the
chart along with a definition and
an example from the poem.
2. Discuss which poem sounds better
and why. Ask: How can using
compound sentences improve
the flow of your writing?
Discuss responses.
Last Updated 05/06/2013
page 36 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 06
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
6.Fig19C,D
6.4A
6.8A
6.14A,B
6.15Bi
Key Understandings and Guiding Questions
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- How do authors help readers create meaning through
their use of literary techniques?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help them understand
what they are reading?
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- What techniques do authors use when writing poetry?
- Why do poets use certain techniques in writing?
Vocabulary of Instruction
• Onomatopoeia
• Alliteration
• Onomatopoeia
• Alliteration
Materials
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate poem(s) with examples of alliteration
and onomatopoeia for modeling (1)
• Grade­appropriate poem(s) with examples of alliteration
and onomatopoeia (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Set of plastic alphabet letters (1)
• Bag (1)
• Dictionary (class set)
• Thesaurus (class set)
• Grade­appropriate poems from Reading (1 )
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Reading Appetizer
• Teacher Resource: Grade 6 Unit 01 Writing Appetizer (1)
Last Updated 05/06/2013
page 37 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 06
READING
WRITING
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Select two or more poems that have examples
of alliteration and onomatopoeia. Select the
poem(s) for modeling and duplicate the other
one(s) for each student.
2. Prepare to use the poems from Reading that
have examples of alliteration and
onomatopoeia.
3. Prepare to display the Anchor Chart:
Techniques Poets Use to Create Meaning from
Daily Lesson 5.
3. Place the plastic alphabet letters in a bag.
4. Refer to Teacher Resource: Grade 6 Unit 01
Writing Appetizer. Plan accordingly.
4. Refer to Teacher Resource: Grade 6 Unit 01
Reading Appetizer.Plan accordingly.
Background Information
Alliteration- the repetition of the same sounds at the
beginning of two or more adjacent words or stressed
Refer to Reading
syllables (e.g., furrow followed free in Coleridge’s The
Rime of the Ancient Mariner)
Onomatopoeia- the use of words that sound like what
they mean (e.g., buzz and purr); a poetic device to
produce this effect
Teacher Notes
Last Updated 05/06/2013
page 38 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 06
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students explain how authors create
meaning in poetry using alliteration and onomatopoeia.
Suggested Duration: 45-50 min.
Content Objective: Students write poems with poetic
techniques such as alliteration and onomatopoeia.
Mini Lesson
1. Reading Appetizer: 3-5 min.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Techniques Poets
Use to Create Meaning from Daily Lesson 5.
Review the techniques listed so far.
2. Choral Read one of the poems with alliteration.
Review what was learned in Reading about
alliteration.
3. Explain that another technique that poets use is 3. Choral Read one of the poems with
alliteration. Tell students that alliteration is the
onomatopoeia. Review what was learned in
repetition of the same sounds at the beginning
Reading about onomatopoeia.
of two or more adjacent words or stressed
4. Instruct students to divide a page in their
syllables. Provide examples such as the
Writer’s Notebook into four columns: Adjectives,
following:
Nouns, Verbs, Other. (The Other column will
include prepositions, adverbs, conjunctions,
Three grey geese in a green field grazing.
etc.) Review the parts of speech if necessary.
An ape ate Ace’s acorn.
Make the same chart in the Teacher Writer’s
Notebook.
4. Explain that another technique that poets use is
onomatopoeia. Tell students that onomatopoeia 5. Draw one letter from the bag of magnetic
is the use of words that sound like what they
letters. In the Teacher Writer’s Notebook,
mean. Provide examples such as the following:
brainstorm and record adjectives, nouns, verbs,
etc. that begin with the letter. Include words that
Buzz
are also examples of onomatopoeia.
Pop
6. Using the brainstormed list, write an alliteration
Baa
poem that also includes onomatopoeia.
Crackle
Last Updated 05/06/2013
page 39 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
5. Display the selected poem(s) for modeling.
Read the poem(s) aloud with fluency. Instruct
students to listen for examples of alliteration
and onomatopoeia.
6. Ask: What are some examples of
alliteration and onomatopoeia in the
poem? Discuss responses and highlight
examples of alliteration and onomatopoeia.
7. Ask: How do these examples of alliteration
and onomatopoeia contribute to the
meaning of the poem? Discuss responses.
Learning Applications
1. Distribute the other selected poem to students.
2. With a partner, students read the poem with
appropriate fluency.
3. Students highlight examples of alliteration and
onomatopoeia. In their Reader’s Notebooks,
students write a response to the following
question: How do these examples of
alliteration and onomatopoeia contribute
to the meaning of the poem?
1. Each student draws a letter from the bag. In
their Writer’s Notebook, they brainstorm
adjectives, nouns, verbs, etc., using words that
begin with the letter/sound. Encourage students
to use a dictionary or thesaurus if necessary.
Students include words that are examples of
onomatopoeia.
2. Each student writes a poem with alliteration and
onomatopoeia.
4. Students engage in Independent Reading if
time allows.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the examples of alliteration 1. Students share their poems in small groups or
and onomatopoeia in the poem and the
using the Author’s Chair routine.
students’ responses to the question in Learning
2. Ask: How can using alliteration and
Applications.
onomatopoeia in poetry make your writing
2. Display the Anchor Chart: Techniques Poets
more interesting? Discuss responses.
Last Updated 05/06/2013
page 40 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Use to Create Meaning. Add alliteration and
onomatopoeiato the chart along with definitions
and examples from the poem(s).
Last Updated 05/06/2013
page 41 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 07
WORD STUDY
TEKS
READING
Ongoing TEKS
6.2B
TEKS
Ongoing TEKS
6.1A
6.Fig19C,D
6.4A
6.8A
Key Understandings and Guiding • Understanding new words and concepts
• Authors choose techniques, form, and
Questions
enhances comprehension and oral and written structure to enable the reader to
WRITING
TEKS
Ongoing TEKS
6.14A,B
6.15Bii
• Authors choose techniques, form, and
structure to enable the reader to
experience and connect with the events
and characters.
-What techniques do authors use when
writing poetry?
- Why do poets use certain techniques in
writing?
communication.
- How do readers figure out the meaning of
unknown words?
experience and connect with the events
and characters.
- How do authors help readers create
meaning through their use of literary
techniques?
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
them understand what they are reading?
Vocabulary of Instruction
• Context clue
• Simile
• Simile
Materials
• Vocabulary Notebook (1 per student)
• Highlighter (1 per student)
• Teacher­selected text with 4­5 words that will
be unfamiliar to students (1 copy per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate poem with examples
of similes for modeling (1)
• Grade­appropriate poem with examples
of similes (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Grade­appropriate poems from Reading
with examples of similes
• Chart paper (if applicable)
Last Updated 05/06/2013
page 42 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 07
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 01
Reading Appetizer (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. Select a text that contains 4-5 words
unfamiliar to students. Be sure that
there are context clues to help the
students figure out the words.
Underline the words in the text and
duplicate the text for each student.
2. Select two poems that have
examples of similes. Select one
for modeling and duplicate the
other one for each student.
2. Display three sentences. Make a
statement about an object/animal
in the first, and then follow with
two opposing similes. Examples:
3. Create an Anchor Chart: Using
Context Clues. Make the following
table on the chart.
Context Clue
Example
Strategy
Examples (such
The lake was closed
as, including, : - )
because of the noxious
3. Prepare to display the Anchor
Chart: Techniques Poets Use to
Create Meaningfrom Daily
Lesson 6.
4. Refer to Teacher Resource:
Grade 6 Unit 01 Reading
Appetizer. Plan accordingly.
materials in it, such as
cleaning chemicals from
nearby factories.
Definitions
My cat has claws.
My cats’ claws are as sharp
as razor blades.
My cat’s claws are as sharp
as pencil erasers.
3. Prepare to use the poems from
Reading that have examples of
similes.
4. Select a topic for writing from the
Teacher Writer’s Notebook to
use as a model for writing similes.
There are many
theories, ideas, to
explain what happened
in the assassination of
JFK.
Synonyms
After seeing the poor
(words that mean
starving puppies at the
the same thing)
pound, Bob felt
Last Updated 05/06/2013
page 43 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 07
WORD STUDY
READING
WRITING
compassion or pity for
their suffering.
Antonyms (words
Bob was reluctant to
that mean the
stand up in front of the
opposite)
class to give his speech.
On the other hand, Tom
had no problem in front
of the class and
volunteered to be first.
Description (infer
After drinking the elixir,
using the words
the sick girl felt much
around it)
better.
4. Refer to Teacher Resource: Grade 6
Unit 01 Word Study Overview. Plan
accordingly.
Background Information
Context - the words, sentences, or passages
that precede or follow a specific word,
sentence, or passage
Simile - a comparison of two things that
are essentially different, usually using
the words like or as (e.g., O my love is
like a red, red rose from Robert Burns,
“A Red, Red Rose”)
Refer to Reading
Teacher Notes
Last Updated 05/06/2013
page 44 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 07
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students use context
clues to determine the meaning of
unfamiliar words.
Suggested Duration: 35-40 min.
Content Objective: Students explain how
authors create meaning in poetry using
similes.
Suggested Duration: 35-40 min.
Content Objective: Students write poems
using similes.
Mini Lesson
1. Ask: What do readers do when
they come to a word they do
not know? Discuss responses.
1. Reading Appetizer: 3-5 min.
1. Display and read one of the
poems from Reading. Review the
technique of using similes in
poetry.
2. Display the Anchor Chart: Using
Context Clues. Discuss the
different types of clues that
authors use to help readers
understand possible unfamiliar
words.
2. Display the Anchor Chart:
Techniques Poets Use to Create
Meaning from Daily Lesson 6.
Review the techniques listed so
far.
3. Explain that another technique
that poets use is similes. Tell
students that a simile is a
3. Display and distribute the selected
comparison of two things that are
text with unfamiliar words.
essentially different, usually using
the words ] like or as.
4. Read the text aloud until the first
Provide examples such as the
underlined word. Think Aloud
following:
about the context clues that help
with determining the meaning of
She was as busy as a beaver.
the word. Highlight the clues and
Our new car is quick as
record the inferred meaning of the
lightening.
word.
In the morning, my brother
moves like a snail.
2. Display the three prepared
sentences.
3. Ask: What is different in each
one of these sentences? What
do similes do for the reader?
Discuss responses.
4. Ask: When do you think would
be a good time to add a simile
to a poem or a piece of
writing? Discuss responses.
5. Select a topic from the Teacher
Writer’s Notebook. Model writing
2-3 similes that would describe the
topic. Use those similes while
drafting a simple poem about the
topic.
4. Display the selected poem for
modeling. Read the poem aloud
with fluency. Instruct students to
Last Updated 05/06/2013
page 45 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
listen for examples of similes.
5. Ask: What are some examples
of similes in the poem? Discuss
responses and highlight examples
of similes.
6. Ask: How do these examples of
similes contribute to the
meaning of the poem? Discuss
responses.
Learning Applications
1. With a partner, students continue
to read the selected text.
1. Distribute the other selected poem 1. Students choose a topic from their
to students.
Writer’s Notebook and write 2­3
similes for the topic.
2. When students come to an
2. With a partner, students read the
underlined word, they highlight the
poem with appropriate fluency.
2. Students draft a simple poem
clues that help them determine the
using those similes.
3. Students highlight examples of
meaning. Students record the
similes. In their Reader’s
inferred meaning in their
Notebooks, students write a
Vocabulary Notebooks.
response to the following
question: How do these
examples of similes contribute
to the meaning of the poem?
4. Students engage in Independent
Reading if time allows.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the definitions
of the underlined words and the
context clues that helped them.
1. As a class, discuss the examples
of similes in the poem and the
students’ responses to the
question in Learning Applications.
Last Updated 05/06/2013
1. Students share their poems in
small groups or using the
Author’s Chair routine.
2. Ask: Why do writers use
page 46 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
2. Display the Anchor Chart:
Techniques Poets Use to Create
Meaning. Add simile to the chart
along with a definition and an
example from the poem.
Last Updated 05/06/2013
similes? Discuss responses.
page 47 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 08
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
6.Fig19C,D
6.4A
6.8A
6.14A
6.15Bii
Key Understandings and Guiding Questions
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- How do authors help readers create meaning through
their use of iterary techniques?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help them understand
what they are reading?
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
-What techniques do authors use when writing poetry?
- Why do poets use certain techniques in writing?
Vocabulary of Instruction
• Metaphor
• Metaphor
Materials
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate poem with examples of metaphors for
modeling (1)
• Grade­appropriate poem with examples of metaphors
(class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Marker (1 per student)
• Grade­appropriate poems from Reading with examples
of metaphors
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Reading Appetizer
(1)
• Teacher Resource: Grade 6 Unit 01 Writing Appetizer (1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
Last Updated 05/06/2013
page 48 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 08
READING
2. Select two poems that have examples of
metaphors. Select one for modeling and
duplicate the other one for each student.
3. Prepare to display the Anchor Chart:
Techniques Poets Use to Create Meaning from
Daily Lesson 7.
WRITING
2. Prepare to use the poems from Reading that
have examples of metaphors.
3. Post seven pages of chart paper.
4. Refer to Teacher Resource: Grade 6 Unit 01
Writing Appetizer. Plan accordingly.
4. Refer to Teacher Resource: Grade 6 Unit 01
Reading Appetizer. Plan accordingly.
Background Information
Metaphor - a subtle comparison in which the author
describes a person or thing using words that are not
meant to be taken literally (e.g., time is a dressmaker
specializing in alterations)
Refer to Reading
Teacher Notes
Last Updated 05/06/2013
page 49 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 08
READING
WRITING
Duration and Objective
Suggested Duration: 35-40 min.
Content Objective: Students explain how authors create
meaning in poetry using metaphors.
Suggested Duration: 55-60 min.
Content Objective: Students write poems using
metaphors.
Mini Lesson
1. Reading Appetizer: 3-5 min.
1. Writing Appetizer: 5-10 min.
2. Display the Anchor Chart: Techniques Poets
Use to Create Meaning from Daily Lesson 7.
Review the techniques listed so far.
2. Display and read a metaphor poem from
Reading.
3.
3. Explain that another technique that poets use is
metaphors. Tell students that metaphors are
subtle comparisons in which the author
describes a person or thing using words that
4.
are not meant to be taken literally:
Time is a dressmaker specializing in
alterations.
Life is a highway.
Her voice was music to his ears.
The homework was a breeze.
4. Display the selected poem for modeling. Read
the poem aloud with fluency. Instruct students
to listen for examples of metaphors.
5. Ask: What are some examples of
metaphors in the poem? Discuss responses
and highlight examples of metaphors.
Last Updated 05/06/2013
Ask: What two objects is the author
comparing in the metaphor? When the
students respond, draw a T-Chart with the first
object on the left and the second on the right.
Ask: What is the author saying about the
first object by comparing it to the second
object? Brainstorm the characteristics of the
first object in the left column and then follow
with the second, noting the similarities between
the two.
5. Ask: Why would an author use metaphors
in writing? Wouldn’t it be easier to just say
that object one was ____? Discuss
responses.
6. With students, create a list of topics they have
seen in poems during both Reading and
Writing. (Examples: love, friendship,nature,
etc.). Once the class has created a list of about
page 50 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
6. Ask: How do these examples of metaphors
contribute to the meaning of the poem?
Discuss responses.
six or seven topics, write each topic on the top
of a page of chart paper. (There should be one
topic per page.)
7. Choose one topic to complete as a class
demonstration. Begin by listing the
characteristics of the topic on the left side of
the page. Then work together to create a list of
metaphors for the topic. As a class, select the
best one and write the metaphor at the bottom
of the page.
8. If time permits, write a few more lines beneath
the statement, creating a metaphor poem on
that topic.
Learning Applications
1. Distribute the other selected poem to students.
2. With a partner, students read the poem with
appropriate fluency.
3. Students highlight examples of metaphors. In
their Reader’s Notebooks, students write a
response to the following question: How do
these examples of metaphors contribute
to the meaning of the poem?
4. Students engage in Independent Reading if
time allows.
1. Students individually select one topic from the
additional pages of chart paper and write it in
their Writing Notebook.
2. Students create a metaphor for the topic.
Monitor and support as necessary.
3. Once all the students have written their
metaphors, they will post them on the chart
paper with their chosen topic.
4. If time permits, students work in small groups to
write a metaphor poem.
Engage in Small Group Instruction as appropriate.
Closure
1. As a class, discuss the examples of metaphors
in the poem and the students’ responses to the
question in Learning Applications.
1. Ask: How does the use of figurative
language enhance writing? Discuss
responses.
2. Display the Anchor Chart: Techniques Poets
2. Students create a metaphor for knowledge. The
Last Updated 05/06/2013
page 51 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Use to Create Meaning. Add metaphors to the
chart along with a definition and an example
from the poem.
Last Updated 05/06/2013
metaphor is then posted on the classroom door
for future reference.
page 52 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 09
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2E
6.1A
6.Fig19C,D
6.4A
6.8A
6.14A,B
6.15Bi-iii
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why do readers and writers use
dictionaries and other resources?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and
characters.
- How do authors help readers create
meaning through their use of literary
techniques?
• Readers use strategies to support
interpretation of text.
- What strategies do readers use to help
them understand what they are reading?
• Authors choose techniques, form, and
structure to enable the reader to experience
and connect with the events and characters.
- What techniques do authors use when
writing poetry?
- Why do poets use certain techniques in
writing?
Vocabulary of Instruction
• Syllabication
• Pronunciation
• Idiom
• Epitaph
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Highlighter (1 per student)
• Grade­appropriate poem with examples
of idioms for modeling (1)
• Grade­appropriate poem with examples
of idioms (class set)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 5­10 grade­appropriate epitaphs to use as
model texts (1 copy of each per student)
• Chart paper (if applicable)
Last Updated 05/06/2013
page 53 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 09
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 01
Reading Appetizer (1)
• Handout: Writing an Epitaph (1 per
student)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Collect and enlarge a dictionary
entry to use for modeling.
2. Select two poems that have
2. Gather 5-10 epitaphs to use as
examples of idioms. Select one for
model texts. Create a packet for
modeling and duplicate the other
each student.
one for each student.
3. Duplicate the Handout: Writing an
3. Prepare to display the Anchor
Epitaph (1 per student).
Chart: Techniques Poets Use to
Create Meaning from Daily
Lesson 8.
3. Create an Anchor Chart:
Dictionary Word Hunt. List the
following on the chart:
A word with three meanings
A word with three syllables
A word with a (add a specific
symbol for pronunciation)
A word with two synonyms
A word that can be a noun or
an adjective.
4. Refer to Teacher Resource:
Grade 6 Unit 01 Reading
Appetizer. Plan accordingly.
4. Refer to Teacher Resource:
Grade 6 Unit 01 Word Study
Overview. Plan accordingly.
Background Information
This Instructional Routine partially
assesses Performance Indicator 05.
Teacher Notes
Although students are usually familiar with
Idiom - an expression that has a different
meaning from the literal meaning of its
individual words (e.g., have the upper
hand or under the weather). Idioms are
particular to a given language and usually
cannot be translated literally.
Last Updated 05/06/2013
An epitaph is the inscription upon a
person's gravestone, tombstone,
headstone, or memorial plaque, written in
memory of the person.
Although students are reading and
page 54 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 09
WORD STUDY
READING
using a dictionary, they are not usually
proficient with the different information
provided with each word.
WRITING
preparing to write epitaphs, this should not
be a somber lesson. Help the students
understand that there are different types of
epitaphs, including some for the living and
some for the loss of a pet. Epitaphs are
written in remembrance and celebration of
someone’s life. Students can write an
epitaph for someone famous, for someone
in their family, for a pet, for themselves, or
for an imaginary person.
Last Updated 05/06/2013
page 55 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 09
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use a
dictionary to determine the meanings,
syllabication, pronunciations, alternate
word choices, and parts of speech of
words.
Mini Lesson
1. Display an enlarged dictionary
1. Reading Appetizer: 3-5 min.
entry of a word. Label and explain
2. Display the Anchor Chart:
the different parts of the dictionary
Techniques Poets Use to Create
entry including the meanings,
Meaning from Daily esson 8.
syllabication, pronunciations,
Review the techniques listed so
alternative word choices, and
far.
parts of speech.
3. Explain that another technique
2. Display the Anchor Chart:
that poets use is idioms. Tell
Dictionary Word Hunt. Instruct
students that idioms are an
students to find words with the
expression that has a different
criteria on the chart. Tell students
meaning from the literal meaning
they cannot use the same word
of its individual words. Provide
more than once.
examples such as the following:
Suggested Duration: 25-30 min.
Content Objective: Students explain how
authors create meaning in poetry using
idioms.
The teacher had the upper
hand.
I feel under the weather.
She would not hurt a flea.
It was like trying to find a
needle in a haystack.
WRITING
Suggested Duration: 50-55 min.
Content Objective: Students write poems
using poetic techniques, figurative
language, and graphic elements.
1. Begin with a brief introduction
about epitaphs.
2. Display the selected epitaphs,
read one at a time, and discuss
the different characteristics
including poetic techniques,
figurative language, and graphic
elements.
3. Display the Handout: Writing an
Epitaph. Think Aloud about who
will be the topic of the epitaph for
modeling. Choose someone real
or choose an imaginary person.
4. Using the Handout: Writing an
Epitaph, model brainstorming
information about the selected
person. If necessary, make up the
information.
4. Display the selected poem for
Last Updated 05/06/2013
page 56 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
modeling. Read the poem aloud
with fluency. Instruct students to
listen for examples of idioms.
5. Ask: What are some examples of
idioms in the poem? Discuss
responses and highlight examples
of idioms.
6. Ask: How do these examples of
idioms contribute to the meaning
of the poem? Discuss responses.
Learning Applications
1. Using a dictionary, students find
1. Distribute the other selected poem 1. Students write in their Writer’s
words that match the criteria on
to students.
Notebook as they brainstorm
the Anchor Chart: Dictionary Word
characters and/or people they
2. With a partner, students read the
Hunt. Students record the words in
want to use as the subject of their
poem with appropriate fluency.
their Vocabulary Notebooks.
epitaphs using the Handout:
Writing an Epitaph for
3. Students highlight examples of
reference.
idioms. In their Reader’s
Notebooks, students write a
2. Students meet with a partner and
response to the following
discuss their lists.They choose
question: How do these
whom they want to write about,
examples of idioms contribute
and circle their person/character
to the meaning of the poem?
once a decision has been made.
4. Students engage in Independent
3. Students brainstorm a list of
Reading if time allows.
information about the character to
be used in the epitaph on the
Handout: Writing an Epitaph.
4. Monitor students as they work and
support as necessary.
Engage in Small Group Instruction as appropriate.
Last Updated 05/06/2013
page 57 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Closure
1. Students share their answers from 1. As a class, discuss the examples
the word hunt.
of idioms in the poem and the
students’ responses to the
question in Learning Applications.
1. Students share their completed
Handout: Writing an Epitaph with a
partner.
2. Display the Anchor Chart:
Techniques Poets Use to Create
Meaning. Add idioms to the chart
along with a definition and an
example from the poem.
Last Updated 05/06/2013
page 58 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Exploring Poetry
Lesson Preparation
Daily Lesson #: 10
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
6.Fig19C,D
6.4A
6.8A
6.17C
6.14B
6.15Bi-iii
Key Understandings and Guiding Questions
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- How do authors help readers create meaning through
their use of literary techniques?
• Readers use strategies to support interpretation of text.
- What strategies do readers use to help them understand
what
they are reading?
• Authors choose techniques, form, and structure to enable
the reader to experience and connect with the events and
characters.
- What techniques do authors use when writing poetry?
- Why do poets use certain techniques in writing?
Vocabulary of Instruction
• Refrain
• Personification
• Hyperbole
• Epitaph
• Alliteration
• Onomatopoeia
• Simile
• Metaphor
• Idiom
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
Last Updated 05/06/2013
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
page 59 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
READING
• Collection of grade­appropriate poems for student
selection
• Chart paper (if applicable)
WRITING
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 01 Reading Appetizer
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Gather a collection of poetry for students to
choose a poem to analyze for poetic
techniques and figurative language. Select a
poem from the collection for modeling.
2. Prepare for students to use the completed
Handout: Writing an Epitaph from Daily
Lesson 9 Writing.
3. Prepare to display the Anchor Chart:
Techniques Poets Use to Create Meaning from
Daily Lesson 9.
3. Divide students into small groups in order to
share their epitaphs.
4. Refer to Teacher Resource: Grade 6 Unit 01
Reading Appetizer. Plan accordingly.
Background Information
This Instructional Routine partially assesses Performance
Indicator 04.
Teacher Notes
This Instructional Routine assesses Performance
Indicator 02.
More than one class period may be necessary for students
to finish their writing. Monitor and adjust the schedule as
necessary.
Last Updated 05/06/2013
page 60 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
Duration and Objective
Mini Lesson
READING
WRITING
Suggested Duration: 40-45 min.
Content Objective: Students write responses to poetry and
Suggested Duration: 50-55 min.
Content Objective: Students write poems using poetic
provide evidence from the text to demonstrate
understanding.
techniques, figurative language, and graphic elements.
1. Reading Appetizer: 3-5 min.
1. Display the Handout: Writing an Epitaph that
was modeled in Daily Lesson 9 Writing.
2. Display the Anchor Chart: Techniques Poets
Use to Create Meaning from Daily Lesson 9.
Review all the techniques discuss in Daily
Lessons 3-9 Reading.
3. Display and read the selected poem for
modeling.
2. Model writing an epitaph in the Teacher Writer’s
Notebook. Refer to the model texts from Daily
Lesson 9 as necessary. Be sure to include
poetic techniques, figurative language, and
graphic elements as applicable.
4. In the Teacher Reader’s Notebook, record the
different techniques used in the poem.
5. Model writing a response explaining how the
techniques influence the meaning of the poem.
Provide evidence from the poem to
demonstrate understanding.
Learning Applications
1. Students select a poem from the collection and
read it independently.
1. Students use their completed Handout: Writing
an Epitaph to write an epitaph in their Writer’s
Notebook. Students refer to the model texts as
2. In their Reader’s Notebook, students record the
necessary.
techniques used in the poem.
2. Students use poetic techniques, figurative
3. Students write a response in their Reader’s
language, and graphic elements as applicable
Notebook explaining how the techniques
in their epitaphs.
influence the meaning of the poem.
Last Updated 05/06/2013
page 61 of 67 Grade 6
English Language Arts and Reading
Unit: 01
Lesson: 01
Suggested Duration: Days 1-10
4. Students engage in Independent Reading if
time allows.
3. If time allows, students publish their epitaphs.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their poems and responses with 1. Students read their epitaphs with appropriate
a partner.
fluency to a small group.
2. Collect Reader’s Notebooks for assessment.
2. Collect students’ epitaphs for assessment.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/06/2013
page 62 of 67 Sixth Grade
English Language Arts and Reading
Unit: 01 Lesson: 01
Writing an Epitaph
Brainstorm

Full name: _____________________________

Occupation: _____________________________

Date of death: _____________________________

Cause of death: _____________________________

Important relationships: _____________________________________________________
__________________________________________________________________________

Significant events that occurred during his/her life: _____________________________
__________________________________________________________________________
__________________________________________________________________________

Hobbies: _________________________________________________________________

Emotions: ________________________________________________________________

Outlook on life: ____________________________________________________________

His/her advice for the living: _________________________________________________

Other important information: _________________________________________________
__________________________________________________________________________
__________________________________________________________________________
©2011, TESCCC
06/04/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 01
Grade 6 Unit 01
Word Study Overview
Possible Word Wall Organization:
Prefixes
Word Wall
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 understand academic vocabulary of prefix, suffix, affix, root word, and base word to
determine meaning of grade-level academic English words. (TEKS 6.2A)
Day 3: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A)
Day 5: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A)
Day 7: Students use context clues to determine the meaning of unfamiliar words. (TEKS 6.2B)
Day 9: Students use a dictionary to determine the meanings, syllabication, pronunciations, alternate
word choices, and parts of speech of words. (TEKS 6.2E)
Day 11: Students use a suffix to determine the meaning of unknown words. (TEKS 6.2A)
Day 13: Students use a suffix to determine the meaning of unknown words. (TEKS 6.2A)
Day 15: Students use context clues to determine the meaning of unfamiliar words. (TEKS 6.2B)
Day 17: Students use a dictionary to find the phonetic spelling, part of speech, and definition of an
unknown word. (TEKS 6.2E)
Day 19: Students determine the meaning of words using roots and affixes. (TEKS 6.2A)
At the completion of Unit 01, remove the words from the Word Wall. Use new words for the Word
Wall in Units 02 and 03. If appropriate, return some or all of the previously learned words to the Word
Wall when reviewing activities.
Note:
Do not let the Word Wall become word wallpaper. Use the Word Wall on a daily basis and watch for
words in texts to add to the Word Wall. Encourage students to use the class Word Wall and their
Personal Word Walls.
©2012, TESCCC
03/26/13
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 01
Grade 6 Unit 01
Reading Appetizer
Purpose:
Expose students to a variety of text in order to encourage independent
reading.
Time:
3-5 minutes
Description:
At the beginning of each class period, share an interesting text or
excerpt. This may connect to the genre and/or theme that students are
studying in class, or could be something of interest to students in the
class. The text can come from a range of sources including, but not
limited to, novels, short stories, newspapers, magazines, textbooks, or
anthologies
Encourage students to keep a log of “Texts I’d Like to Read” in their
Reader’s Notebooks. Students record the title and author for future
independent reading.
Preparation:
©2011, TESCCC
Search for interesting reading materials on a daily basis. Specific
examples may include an article on the Internet, an article read at the
dentist’s office, a great recipe someone shared, a poem written for a
friend, a chapter from a novel, the first few paragraphs of a short story, a
newspaper article, a manual for an electronic device, a brochure, etc.
Find texts that will connect with students and inspire them to want to
read more.
06/04/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 01
Grade 6 Unit 01
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 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 share their work with a
partner or with the class.
Preparation: Generating ideas for student writing is explicitly taught in Daily Lessons
01-02 in Unit 01. After these Daily Lessons, Writing Appetizers are used
throughout Unit 01, so that students have the opportunity to expand on
these ideas and build on their understanding of writing. The Writing
Appetizer entries in the Writer’s Notebooks will then be used to practice
strategies for writing improvement and application of convention skills.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes to
ensure time for the Instructional Routine.
©2012, TESCCC
03/26/13page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 01
6th Grade Exemplar Lessons
Unit 01 Alternative Plan
Instructional
Day
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Component
Reading
Writing
Reading
Reading
Reading
Writing
Reading
Writing
Reading
Writing
Reading
Writing
Writing
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Reading
Reading
Reading
Reading
Exemplar
Lesson Day
1
1
3
4
5
3
6
6
Combine 7/8
Combine 7/8
10
9
10
12
Combine 13/14
15
16
11
12
13
14
15
16
17
Combine 18/19
20
17
18
19
20
*Implement the Word Study component as time permits or on extra
days of instruction. Refer to the Teacher’s Guide for more information
on the implementation of Word Study.
©2011, TESCCC
06/04/12
page 1 of 1