Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
ELAR Grade 06 Unit 02 Exemplar Lesson 03: Exploring Traditional and Classical Literature
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
Students explain how authors use personification and hyperbole to create meaning in literary texts. Students also
analyze the unique stylistic elements of traditional and classical literature. In writing, students complete the writing
process for their imaginative stories. In Word Study, students continue to build their knowledge of words and word
parts through use of a dictionary.
Grade 06 ELAR Unit 02 PI 02
After reading a traditional or classical story, analyze the stylistic element(s) used in the story. Create a tri-fold display using the
following categories: type of stylistic element(s), function of stylistic element(s), and effect of stylistic elements.
Standard(s): 6.3B , 6.Fig19A , 6.Fig19C , 6.Fig19D
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G
Grade 06 ELAR Unit 02 PI 04
Write an imaginative short story from either first or third person point of view. Tell about a character facing a problem with a friend.
Include sensory language to create imagery.
Standard(s): 6.6C , 6.8A , 6.14A , 6.14B , 6.14C , 6.14D , 6.14E , 6.15A.i , 6.15A.ii , 6.15A.iii
ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
Last Updated 04/17/2013
page 1 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Grade 06 ELAR Unit 02 PI 05
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, drama, 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
Grade 06 ELAR Unit 02 PI 06
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.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Readers create connections to make text personally relevant and useful.
Authors use techniques and elements to enable the reader to experience and connect with the events and
characters.
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.
6.2
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
6.2E
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
Last Updated 04/17/2013
page 2 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
words.
Readiness Standard
6.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are
expected to:
6.3B
Analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and
classical literature from various cultures.
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
6.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
6.14B
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.
6.14C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences,
and improve transitions by adding, deleting, combining, and rearranging sentences or larger
units of text after rethinking how well questions of purpose, audience, and genre have been
addressed.
6.14D
Edit drafts for grammar, mechanics, and spelling.
6.14E
Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
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page 3 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
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:
6.15A
Write imaginative stories that include:
6.15A.i
a clearly defined focus, plot, and point of view.
6.15A.ii
a specific, believable setting created through the use of sensory details.
6.15A.iii
dialogue that develops the story.
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:
6.19A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
6.19A.iv
conjunctive adverbs (e.g., consequently, furthermore, indeed).
6.19C
Use complete simple and compound sentences with correct subject-verb agreement.
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:
6.20A
Use capitalization for:
6.20A.i
abbreviations.
6.20A.ii
initials and acronyms.
6.20A.iii
organizations.
6.20B
Recognize and use punctuation marks including:
6.20B.ii
proper punctuation and spacing for quotations.
6.20B.iii
parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).
Last Updated 04/17/2013
page 4 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
6.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
6.21A
Differentiate between commonly confused terms (e.g., its, it's; affect, effect).
6.21B
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
6.26
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
6.26A
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions
to clarify the speaker's purpose and perspective.
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.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
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)
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page 5 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Ongoing TEKS
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.
6.20
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.
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Writer’s Notebook (1 per student)
Teacher Writer’s Notebook (1)
Note card (10)
Note card (3 per student)
Fly swatter (2)
Dictionary-print or electronic (class set)
Poster board or large piece of construction paper (1 per student)
Colored pen or pencil (1 per student)
Chart paper
Grade-appropriate classical or traditional story with examples of personification for modeling (1)
Grade-appropriate classical or traditional story with examples of hyperbole for modeling (1)
2 grade-appropriate traditional/classical stories with stylistic elements such as magic helper and/or rule of
three for modeling (1 copy of each)
Collection of grade-appropriate classical or traditional stories from various cultures for student selection
Collection of grade-level texts for student selection
Last Updated 04/17/2013
page 6 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
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: IR Book Page (optional)
Teacher Resource: Grade 6 Unit 02 Word Study Overview (1)
Teacher Resource: Grade 6 Unit 02 Reading Appetizer (1)
Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)
Teacher Resource: Alternative Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 04/17/2013
page 7 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Exploring Traditional and Classical Literature
Lesson Preparation
Daily Lesson #: 16
READING
TEKS
6.Fig19A,B,C,D
6.8A
WRITING
Ongoing TEKS
6.1A
TEKS
Ongoing TEKS
6.14B
6.15Ai-iii
6.19Aiv
6.26A
Key Understandings and Guiding Questions
• Readers create connections to make text personally
relevant and useful.
- How can making connections within and across texts
help readers understand what they are reading?
• Readers use strategies to support interpretation of text.
- What do readers do to understand text?
• Authors use techniques and elements to enable the
reader to experience and connect with the events and
characters.
- How do authors focus and develop an imaginative story?
Vocabulary of Instruction
• Stylistic element
• Figurative language
• Personification
• Conjunctive adverb
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate classical or traditional story with
examples of personification for modeling (1)
• Collection of grade­appropriate classical or traditional
stories from various cultures for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
Last Updated 04/17/2013
1. Prepare to display visuals as appropriate.
page 8 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 16
READING
2. Gather a collection of traditional and classical
stories. Texts could include folktales, myths,
fairy tales, legends, and other well-known
fictional stories. Select one story that has
examples of personification for modeling.
3. Refer to Teacher Resource: Grade 6 Unit 02
Reading Appetizer. Prepare accordingly.
Background Information
Traditional literature - stories that were originally oral and
later became written text
Classical literature - literature that is widely
acknowledged for its outstanding and enduring qualities
Stylistic element - manner of expression of the writer
produced by choice of words, grammatical structures,
uses of literary devices, and all the possible parts of
language use. Style is more about how it is written than
what is written.
Personification - figurative language in which non-human
things or abstractions are represented as having human
qualities (e.g., necessity is the mother of invention)
WRITING
2. Create an Anchor Chart: Conjunctive Adverbs.
Write a definition and provide examples in
isolation and in context. Refer to Background
Information. Prepare to model adding
conjunctive adverbs to the imaginative story in
the Teacher Writer’s Notebook.
3. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
Conjunctive adverb - an adverb (e.g., however,
nonetheless, therefore) that introduces or connects
independent clauses and that shows cause and effect,
comparison, contrast, or some other relationship
between clauses
Examples of conjunctive adverbs: accordingly, furthermore,
moreover, similarly, also, hence, namely, still, anyway,
however, nevertheless, then, besides, incidentally, next,
thereafter, certainly, indeed, nonetheless, therefore,
consequently, instead, now, thus, finally, likewise,
otherwise, undoubtedly, further, and meanwhile.
Teacher Notes
Last Updated 04/17/2013
page 9 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 16
READING
WRITING
Duration and Objective
Suggested Duration: 35-50 min.
Content Objective: Students explain how authors create
meaning through stylistic elements and figurative
language including personification.
Suggested Duration: 40-50 min.
Content Objective: Students draft and revise imaginative
stories with strong characters, a believable setting, a
focused plot, and specific point of view.
Mini Lesson
1. Display the selected traditional or classical
story for modeling.
1. Writing Appetizer: 5-10 min.
2. Explain that traditional literature was once
stories told orally and passed down through
generations. Explain that classical literature is
thought to be outstanding works of literature
that will continue to be well known in the future.
3. Ask: What is style? Discuss responses
including that authors usually have a certain
style in telling stories.
2. Display the Anchor Chart: Conjunctive Adverbs.
Discuss the definition of a conjunctive adverb
and provide examples in isolation and in
context.
3. Tell students they will finish drafting their
imaginative stories and begin to revise their
stories.
4. Explain the importance of ending a story so that
readers understand the theme of the story and
have a sense of closure.
4. Review that authors use sensory language and
figurative language such a similes and
5. Model drafting the end of the imaginative story.
metaphors to create meaning and images in the
Think Aloud about how to end the story so the
readers’ head.
audience understands the theme and has a
5. Display the word: personification. Explain that
sense of closure.
authors can also use a type of figurative
6. Reread the entire draft of the imaginative story
language called personification. Define
in the Teacher Writer’s Notebook. Model
personification and provide some examples.
revising and adding conjunctive adverbs where
6. In the Teacher Reader’s Notebook, create a
applicable. Ask for student feedback on places
two-column chart. Label the first column Stylistic
to revise.
Elements/Figurative Language. Label the
second column Meaning.
Last Updated 04/17/2013
page 10 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
7. Read the selected traditional or classical story
aloud. Record the authors’ use of stylistic
elements and figurative language including the
use of personification in the first column of the
chart. Record the meaning of each example in
the second column.
Learning Applications
1. Students create the same two-column chart in
their Reader’s Notebooks.
1. Students review the plans for their imaginative
story from Daily Lessons 6-12 Writing.
2. With a partner, students select a traditional or
classical story from the collection. Student read
the story aloud with their partner.
2. Students draft the end of their imaginative
story. Students end their stories so that their
audience understands the theme and has a
sense of closure.
3. As they are reading, students record the
authors’ use of stylistic elements and figurative
language including the use of personification in
the first column of the chart. Students record
the meaning of each example in the second
column.
3. Monitor and support students as necessary.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share examples of personification with 1. Students read their entire draft to a partner and
the class.
the partner provides feedback for revision.
Last Updated 04/17/2013
page 11 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Exploring Traditional and Classical Literature
Lesson Preparation
Daily Lesson #: 17
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2A
6.Fig19A,B,C,D
6.8A
6.14C
6.15Ai-iii
6.26A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why is it important to pay attention to
words?
• Readers create connections to make text
personally relevant and useful.
- How can making connections within and
across texts help readers understand what
they are reading?
• Readers use strategies to support
interpretation of text.
- What do readers do to understand text?
• Authors use techniques and elements to
enable the reader to experience and
connect with the events and characters.
- How do authors focus and develop an
imaginative story?
Vocabulary of Instruction
• Phonetic spelling
• Part of speech
• Definition
• Stylistic element
• Figurative language
• Hyperbole
Materials
• Vocabulary Notebook (1 per student)
• Note card (10)
• Fly swatter (2)
• Collection of grade­level texts for student
selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate classical or traditional
story with examples of hyperbole for
modeling (1)
• Collection of grade­appropriate classical
or traditional stories from various cultures
for student selection
• Chart paper (if applicable)
Last Updated 04/17/2013
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
page 12 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 17
WORD STUDY
READING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 02 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 02
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
WRITING
1. Prepare to display visuals as
appropriate.
2. On the note cards, write clues that 2. Select a grade-appropriate
2. Prepare to display the Anchor
pertain to the affixes and root
classical or traditional story with
Chart: Revision Checklist from Unit
words posted on the class Word
examples of hyperbole for
01, Lesson 02, Daily Lesson 16
Wall. Clues may include a
modeling. It can be the same story
Writing.
definition, a sentence with a word
used in Daily Lesson 16 Reading
3. Decide which of the points on the
that includes the affix or root word,
if there are examples of
Anchor Chart: Revision Checklist
a word with a blank where the affix
hyperbole.
will be the focus of the lesson.
or root word can go, etc.
3. Refer to Teacher Resource:
Read students’ drafts to identify
3. Ensure that students can reach
Grade 6 Unit 02 Reading
what the focus will be.
the words on the Word Wall using
Appetizer. Prepare accordingly.
the fly swatters.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Word Study
Overview. Prepare accordingly.
Background Information
Teacher Notes
Refer to Daily Lesson 16 Reading
Hyperbole - an intentional and extreme
exaggeration for emphasis or effect (e.g.,
this book weighs a ton)
Teacher-selected prefixes, root words, and
suffixes have been chosen in previous
lessons and should be posted on the
class Word Wall prior to this Instructional
Routine. These words will be referenced
Last Updated 04/17/2013
page 13 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 17
WORD STUDY
READING
WRITING
continually throughout the next Units.
Students are expected to use the words
correctly in both the Reading and Writing.
Last Updated 04/17/2013
page 14 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 17
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students apply
knowledge of roots and affixes to determine
the meaning of unknown words in order to
support their reading and writing.
Suggested Duration: 30-40 min.
Content Objective: Students explain how
authors create meaning through stylistic
elements and figurative language including
personification.
Mini Lesson
1. Divide the class into two teams
1. Reading Appetizer: 3-5 min.
1. Ask: What is revision? Why do
and instruct students to review the
authors revise? Discuss
2. Display the selected traditional or
meaning of the prefixes, roots,
responses.
classical story for modeling.
and affixes posted on the class
2. Review the 4 R’s of revision:
Word Wall.
3. Review what was learned in Daily
Replace, Remove, Refine, and
Lesson 16 about classical and
2. Ask for two student volunteers,
Reorganize from Unit 01, Lesson
traditional literature, stylistic
one from each group, to come to
02, Daily Lesson 16 Writing.
elements, figurative language, and
the front of the room. Provide
These are the four main actions a
personification.
each volunteer a fly swatter and
writer can take during the revision
explain that they will slap the affix 4. Display the word: hyperbole.
stage:
or root word that is addressed on
Explain that authors can also use
Replace: replace words,
the note card.
a type of figurative language
sentences, or ideas with more
called hyperbole. Define
3. Select a card and read the clue
effective ones
hyperbole and provide some
aloud. Students slap the word. If
Remove: remove any words,
examples.
correct, the team who slaps first
sentences, or ideas that aren’t
receives a point.
5. In the Teacher Reader’s
working
Notebook, create another twoRefine: refine your ideas by
4. Ask for a new student volunteer
column chart. Label the first
adding more details or
from each group and repeat the
column Stylistic
explanation
process.
Elements/Figurative Language.
Reorganize: reorganize or
Label the second
move around words,
column Meaning.
sentences, or ideas so the
Last Updated 04/17/2013
WRITING
Suggested Duration: 30-40 min.
Content Objective: Students revise their
imaginative stories.
page 15 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
writing makes more sense
6. Read the selected traditional or
classical story aloud. Record the
3. Display the Anchor Chart:
authors’ use of stylistic elements
Revision Checklist from Unit 01,
and figurative language including
Lesson 02, Daily Lesson 16.
the use of personification and
Highlight or place a sticker next to
hyperbole in the first column of the
the areas for revision focus.
chart. Record the meaning of
each example in the second
4. In the Teacher Writer’s Notebook,
column.
model revision the imaginative
story draft. Model each of the four
R’s.
Learning Applications
1. Students search through texts in
1. Students create another twothe classroom or their
column chart in their Reader’s
Independent Reading books for
Notebooks.
examples of words that contain the
2. With a partner, students select
affixes and root words posted on
another traditional or classical
the Word Wall.
story from the collection. Students
2. Students record two sentences in
read the story aloud with their
their Vocabulary Notebooks using
partner.
quotation marks to show the
3. As they are reading, students
sentences that are being directly
record the authors’ use of stylistic
quoted. Students write the title
elements and figurative language
and author of the work.
including the use of
3. Students use their understanding
personification and hyperbole in
of the root word or affix to infer the
the first column of the chart.
definition of the word.
Students record the meaning of
each example in the second
column.
1. Students reread their drafts.
Students revise their draft.
2. Students use the Anchor Chart:
Revision Checklist to guide them
in their revisions.
Engage in Small Group Instruction as appropriate.
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page 16 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Closure
1. Students share their words,
definitions, and sentences with a
partner.
1. Students share examples of
hyperbole with the class.
Last Updated 04/17/2013
1. Students share their revisions with
a partner. Partners share
feedback for final revisions.
page 17 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Exploring Traditional and Classical Literature
Lesson Preparation
Daily Lesson #: 18
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.Fig19A,B,C,D
6.3B
6.14D
6.20Ai-iii,Bii,iii
Key Understandings and Guiding Questions
• Readers create connections to make text personally
relevant and useful.
- How can making connections within and across texts
help readers understand what they are reading?
• Readers use strategies to support interpretation of text.
- What do readers do to understand text?
• Authors use techniques and elements to enable the
reader to experience and connect with the events and
characters.
- How do authors focus and develop an imaginative story?
Vocabulary of Instruction
• Stylistic element
• Edit
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate traditional/classical story with stylistic
elements such as magic helper and/or rule of three for
modeling (1)
• Collection of grade­appropriate classical or traditional
stories from various cultures for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per student)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
6.20Bi
• Teacher Resource: Grade 6 Unit 02 Reading Appetizer
(1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Create an Anchor Chart: Types of Stylistic
Elements in Traditional/Classical Literature.
2. Prepare to display the editing checklist from
Unit 01, Lesson 02, Daily Lesson 18 Writing.
Last Updated 04/17/2013
page 18 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 18
READING
Add common elements of traditional and
classical literature to the chart. Some possible
elements could include:
Magic helper
Rule of three
Frequent use of rhyme and repetition
Reflects the culture in which the story
originated
Good vs. evil- good usually wins
Magic doesn’t work in the end for the evil
person
Evil spells can be overcome by love or
sacrifice
3. Create another Anchor Chart: Analyzing
Stylistic Elements in Traditional/Classical
Literature. List the steps in analysis:
Identify the stylistic elements
Identify the function of the element in the
text
Explain how stylistic elements enhance the
literature
WRITING
This could be a teacher-created handout or an
Anchor Chart: Editing Checklist. Be sure to add
the following capitalization rules along with
examples:
Abbreviations (Mr., Mrs., St., Ave., Gen.,
Fri., Jan., etc.)
Initials and Acronyms (C.S. Lewis, RSVP,
etc.)
Organizations (NASA- National Aeronautics
and Space Administration, FBI- Federal
Bureau of Investigations)
Also add the following punctuation rules along with
examples:
Proper punctuation and spacing for
quotations
Use of parentheses, brackets, and ellipses
3. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
4. In the Teacher Reader’s Notebook, make a
three-column chart. Label the first column Type
of Stylistic Element. Label the second column
Function of Stylistic Element. Label the third
column Effect of Stylistic Element.
Last Updated 04/17/2013
page 19 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 18
READING
WRITING
Background Information
Teacher Notes
This Daily Lesson will be repeated in Daily Lesson 19
Reading with a different traditional/classical story for
additional practice before students complete the
Performance Indicator.
Last Updated 04/17/2013
In this Daily Lesson, students will edit for capitalization,
punctuation, and other mechanics. Students will edit for
spelling and grammar in Daily Lesson 19 Writing.
page 20 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 18
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Suggested Duration: 35-50 min.
Content Objective: Students analyze the function of stylistic Content Objective: Students edit their imaginative story
elements in traditional and classical literature from various drafts for punctuation and capitalization.
cultures.
Mini Lesson
1. Display the traditional/classical story for
modeling.
2. Display the Anchor Chart: Types of Stylistic
Elements in Traditional/Classical Literature.
Explain that traditional and classical stories
have elements that make them unique from
ordinary fictional stories. Go through the list of
possible elements and clarify as necessary.
Explain that not every traditional/classical story
will have all the elements.
3. Display the Anchor Chart: Analyzing Stylistic
Elements in Traditional/Classical Literature.
Explain the process for analyzing
traditional/classical stories for unique stylistic
elements.
1. Writing Appetizer: 5-10 min.
2. Display the Editing Checklist (either an Anchor
Chart or a Handout). Review the rules for
capitalization, punctuation, and other
mechanics. Specifically go over the
capitalization and punctuation rules added to
the checklist including capitalizing
abbreviations, initials, acronyms, and names of
organizations, the use of punctuation in
quotations, and the use parentheses, brackets,
and ellipses
3. In the Teacher Writer’s Notebook, model editing
the imaginative story draft for capitalization,
punctuation, and other mechanics. Use a
colored pen or pencil to show markups.
4. Display the three-column chart in the Teacher
Reader’s Notebook.
5. Read the selected traditional/classical story
aloud. Record the stylistic elements in the first
column of the chart. Discuss the function of the
element and record it in the second column.
Discuss how the stylistic elements affect the
story and record thoughts in the third column.
Last Updated 04/17/2013
page 21 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Learning Applications
1. Students create the same three-column chart in 1. Students use the Editing Checklist as a
their Reader’s Notebooks.
resource to edit their personal narrative drafts
for capitalization, punctuation, and other
2. With a partner, students select another
mechanics. Students use a colored pen or
traditional or classical story from the collection.
pencil to show their markups.
Students read the story aloud with their partner.
2. Monitor and support students as necessary.
3. Students record the stylistic elements in the first
column of the chart. Students discuss the
function of the element and record it in the
second column. Students discuss how the
stylistic elements affect the story and record
their thoughts in the third column.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share examples of stylistic elements in 1. Students exchange papers and peer edit each
traditional/classical stories.
other’s’ papers.
Last Updated 04/17/2013
page 22 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Exploring Traditional and Classical Literature
Lesson Preparation
Daily Lesson #: 19
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2E
6.21B
6.Fig19A,B,C,D
6.3B
6.14D
6.19C
6.21A,B
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why is it important to pay attention to
words?
• Readers create connections to make text
personally relevant and useful.
- How can making connections within and
across texts help readers understand what
they are reading?
• Readers use strategies to support
interpretation of text.
- What do readers do to understand text?
• Authors use techniques and elements to
enable the reader to experience and
connect with the events and characters.
- How do authors focus and develop an
imaginative story?
Vocabulary of Instruction
• Dictionary
• Edit
• Stylistic element
Materials
• Vocabulary Notebook (1 per student)
• Dictionary­print or electronic (class set)
• Note card (3 per student)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate traditional/classical
story with stylistic elements such as magic
helper and/or rule of three for modeling (1)
• Collection of grade­appropriate classical
or traditional stories from various cultures
for student selection
• Chart paper (if applicable)
Last Updated 04/17/2013
• Writer’s Notebook (1 per student)
• Vocabulary Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Colored pen or pencil (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
page 23 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 19
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 02 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 02
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 two sentences that
contain words that would be
difficult for a sixth grader to spell.
Misspell the words, but have them
close to the correct spelling.
2. Select a grade-appropriate
traditional/classical story with
stylistic elements that is different
from the one read in Daily Lesson
18 Reading.
3. Refer to Teacher Resource:
Grade 6 Unit 02 Word Study
Overview. Prepare accordingly.
3. Prepare to display the Anchor
Charts: Types of Stylistic
Elements in Traditional/Classical
Literature and Analyzing Stylistic
Elements in Traditional/Classical
Literature from Daily Lesson 18
Reading.
2. Prepare to display the Editing
Checklist (either Anchor Chart or
Teacher-created Handout) from
Daily Lesson 18. Be sure that
spelling and grammar is
addressed on the checklist
including checking for subject-verb
agreement and commonly
confused terms.
4. In the Teacher Reader’s
Notebook, make another threecolumn. Label the first
column Type of Stylistic Element.
Label the second column Function
of Stylistic Element. Label the third
column Effect of Stylistic Element.
3. Ask a student for permission to
use their draft to model editing for
spelling and grammar or create a
paragraph with intentional spelling
and grammatical errors.
5. Refer to Teacher Resource:
Grade 6 Unit 02 Reading
Appetizer. Prepare accordingly.
Background Information
This Instructional Routine assesses the
Performance Indicator 06.
This Instruction Routine assesses the
Performance Indicator 05.
Last Updated 04/17/2013
page 24 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 19
Teacher Notes
WORD STUDY
READING
This Daily Lesson focuses on using a
dictionary to help with spelling and editing.
Last Updated 04/17/2013
WRITING
Students will edit for spelling and grammar
in this Daily Lesson.
page 25 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 19
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
dictionaries as a resource to edit for
spelling.
Suggested Duration: 45-50 min.
Content Objective: Students analyze the
function of stylistic elements in traditional
and classical literature from various
cultures.
Suggested Duration: 30-35 min.
Content Objective: Students edit their
imaginative story drafts for spelling and
grammar including using resources to help
them spell.
Mini Lesson
1. Ask: What are some reasons
people use dictionaries?
Discuss responses.
1. Reading Appetizer: 3-5 min.
1. Display the Editing Checklist
(either an Anchor Chart or
Teacher-created Handout) from
Daily Lesson 18 Writing. Review
expectations for editing for
spelling and grammar including
subject-verb agreement and the
use of commonly confused terms.
2. Explain that they will be using a
dictionary to determine how to
spell words.
2. Display the traditional/classical
story for modeling.
3. Display the Anchor Chart: Types
of Stylistic Elements in
Traditional/Classical Literature.
Review the elements of
tradition/classical literature.
3. Model writing a sentence that
contains a word that would be
difficult for a sixth grader to spell.
4. Display the Anchor Chart:
Explain that a writer wants be
Analyzing Stylistic Elements in
close to spelling the word correctly
Traditional/Classical Literature.
or it will be difficult to find in the
Review the process for analyzing
dictionary.
traditional/classical stories for
4. Model using the dictionary (print
unique stylistic elements.
or electronic) to find the word that
5. Display the three-column chart in
needs corrected. Correct the
the Teacher Reader’s Notebook.
word.
6. Read the selected
traditional/classical story aloud.
Record the stylistic elements in
the first column of the chart.
Discuss the function of the
Last Updated 04/17/2013
2. Display the student sample or the
prepared paragraph with spelling
and grammatical errors.
3. Model how to edit for spelling and
grammar including using
resources such as the Word Wall
or a dictionary to help spell
correctly. Use a colored pen or
pencil to make corrections.
page 26 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
element and record it in the
second column. Discuss how the
stylistic elements affect the story
and record thoughts in the third
column.
Learning Applications
1. Write the second sentence on a
chart. Students determine which
words need to be corrected.
1. Students create another threecolumn chart in their Reader’s
Notebooks.
2. In pairs or triads, students look up
the word. Remind them that it is
not spelled correctly so they are
not looking letter by letter; they
are looking for the word that looks
right.
2. With a partner, students select
another traditional or classical
story from the collection. Student
read the story aloud with their
partner.
3. Students rewrite the sentence
correctly in their Vocabulary
Notebooks.
1. Students edit their imaginative
story drafts for spelling and
grammar. Students use resources
to help them spell words correctly.
Students make their corrections
with a colored pen or pencil.
3. Students record the stylistic
elements in the first column of the
chart. Students discuss the
function of the element and record
it in the second column. Students
discuss how the stylistic elements
affect the story and record their
thoughts in the third column.
Engage in Small Group Instruction as appropriate.
Closure
1. Choose a student to “fix” the word
in the sentence.
2. Tell students that they will have
dictionaries available to them in
writing to help them spell and edit
(correct) their writing.
1. Students share examples of
stylistic elements in
traditional/classical stories.
1. Students exchange their draft with
a partner to peer edit for spelling
and grammar.
2. Collect Reader’s Notebooks to
assess students’ entries and to
see who may need support with
the Performance Indicator in Daily
2. Collect students’ drafts to teacher
edit any leftover errors.
Last Updated 04/17/2013
page 27 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Lesson 20 Reading.
Last Updated 04/17/2013
page 28 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Exploring Traditional and Classical Literature
Lesson Preparation
Daily Lesson #: 20
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
6.14E
6.15Ai-iii
6.26A
6.28A
• Readers create connections to make text personally
relevant and useful.
- How can making connections within and across texts
help readers understand what they are reading?
• Authors use techniques and elements to enable the
reader to experience and connect with the events and
characters.
- How do authors focus and develop an imaginative story?
• Revise
• Publish
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Poster board or large piece of construction paper (1 per
student)
• Collection of grade­appropriate classical or traditional
stories from various cultures for student selection
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
Ongoing TEKS
6.Fig 19A,C,D
6.3B
Vocabulary of Instruction
Materials
TEKS
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to display the Anchor Charts: Types of 2. Determine formatting guidelines for the
Stylistic Elements in Traditional/Classical
students’ personal narratives. Decide if the
Last Updated 04/17/2013
page 29 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Daily Lesson #: 20
READING
Literature and Analyzing Stylistic Elements in
Traditional/Classical Literature from Daily
Lesson 18 Reading.
3. Prepare to display the three-column charts
completed in the Teacher Reader’s Notebook
in Daily Lessons 18 and 19 Reading.
WRITING
narratives will be typed or handwritten, and
what the final product should look like.
3. Arrange for students to have access to
computers for typing the final drafts of their
narratives, if applicable.
4. Decide how students will share and celebrate
their hard work: a Classroom Anthology,
Author’s Chair, a Writing Contest, etc.
5. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine partially assesses Performance
Indicator 02.
Teacher Notes
This Instructional Routine assesses Performance
Indicator 04.
It is important to allow time for students to share their
writing and celebrate their work. Not only does this affirm
students, it is also an opportunity for students to learn and
gather new ideas for future writing.
Last Updated 04/17/2013
page 30 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 20
READING
WRITING
Duration and Objective
Suggested Duration: 35-50 min.
Suggested Duration: 40-50 min.
Content Objective: Students analyze the function of stylistic Content Objective: Students make final revisions and
elements in traditional and classical literature from various publish the final drafts of their personal narratives.
cultures.
Mini Lesson
1. Display the Anchor Chart: Types of Stylistic
Elements in Traditional/Classical Literature.
Review the elements of traditional/classical
literature
2. Display the Anchor Chart: Analyzing Stylistic
Elements in Traditional/Classical Literature.
Review the process for analyzing
traditional/classical stories for unique stylistic
elements.
3. Display the three-column charts completed in
the Teacher Reader’s Notebooks in Daily
Lessons 18 and 19 Reading. Review the
elements found in the stories read aloud.
1. Writing Appetizer: 5-10 min.
2. Ask: What is publishing? Why do authors
publish? Discuss responses.
3. In the Teacher Writer’s Notebook, Think Aloud
and model making final revisions to the
imaginative story draft.
4. Explain expectations for publishing the
imaginative story. Go over formatting standards
for word processing if applicable.
5. Share how students’ work will be celebrated.
4. Explain the expectations for the Performance
Indicator. Explain they are creating the same
chart as they did in their Reader’s Notebook,
but this time on a poster board or a large piece
of construction paper.
Learning Applications
1. Distribute the poster boards or large pieces of
construction paper. Students fold the poster
Last Updated 04/17/2013
1. Students work independently to make the final
revisions in their imaginative stories.
page 31 of 37 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 03
Suggested Duration: Days 16-20
board or construction paper into three columns.
2. Students publish their stories, by either
Students label the first column Type of Stylistic
handwriting or using a word processor.
Element, the second column Function of
Stylistic Element, and the third column Effect of 3. As students work on their final drafts, conduct
Stylistic Element.
Teacher-Student Conferences with individual
students or small groups on specific trouble
2. Students select a traditional or classical story
areas, such as craft, grammar, and mechanics.
from the collection. Student read the story
independently.
3. Students record the stylistic elements in the first
column of their tri-fold display. Students record
the function of the stylistic elements in the
second column. Students record how the
stylistic elements affect the story in the third
column.
Engage in Small Group Instruction as appropriate.
Closure
1. Students present their tri-fold display to a small
group.
2. Collect students tri-fold displays for
assessment.
1. Students share their imaginative story with a
small group. Group members discuss the theme
of the story.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/17/2013
page 32 of 37 Sixth Grade
English Language Arts and Reading
Unit: 02
IR Book Page
Directions: Choose one of the prompts below. All responses should discuss your Independent
Reading book as a whole and should use text evidence to support your ideas. This is not just a
summary, rather an original interpretation of the book based on your perspective. Include only
enough of a summary to explain your interpretation.

Present a universal question related to your book. Write a response to your question.

Write a response discussing a strong personal connection you made while reading your book.

Write a response analyzing the effect of figurative language in your book. Use textual evidence
to support your understanding.

Write a response inferring the theme of the text and connecting the theme to your life.
©2011, TESCCC
07/24/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 02
6th Grade Word Study Overview
Possible Word Wall Organization:
Word Wall
Prefixes
Root Words
Suffixes
Prefix #1
Words that use the prefix
Root Word #1
Words that use the root
Suffix #1
Words that use the suffix
Prefix #2
Words that use the prefix
Root Word #2
Words that use the root
Suffix #2
Words that use the suffix
Prefix #3
Words that use the prefix
Root Word #3
Words that use the root
Suffix #3
Words that use the suffix
Activities
Day 1: Students determine the meaning of words with a common root. (TEKS 6.2A)
Day 3: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A)
Day 5: Students use context clues to determine the meaning of unfamiliar words. (TEKS 6.2B)
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,E)
Day 13: Students differentiate between commonly confused words. (TEKS 6.2A,B; 6.21A)
Day 15: Students use dictionaries and context clues to determine the meaning of multiple meaning words. (TEKS 6.2B,E)
Day 17: Students apply knowledge of roots and affixes to determine the meaning of unknown words in order to support
their reading and writing. (TEKS 6.2A)
Day 19: Students use dictionaries a resource to edit for spelling. (TEKS 6.2E; 6.21B)
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.
You may choose to return some or all of the previously learned words to the Word Wall when you get to the review
activities for Units 02 and 03.
Note:
Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the Word Wall,
watching for Word Wall words in texts, and using Word Wall words in writing. Model for students how to use the Word
Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2011, TESCCC
07/24/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 02
Grade 6 Unit 02:
Reading Appetizer
Purpose:
Expose students to the vast variety of reading materials in the world in
order to encourage study in picking a variety of independent reading
genres.
Time:
3-5 minutes
Description: At the beginning of each class period, share an interesting text or excerpt
with students, or have students find and share an interesting text. This text
may connect to the genre and/or theme that students are studying in class,
or could be something that peaks the interest of the students in the class.
The piece can come from a range of sources including but not limited to
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. If a text peaks their interest, students record the title
and author, topic or genre, for future independent reading.
Preparation: Search for interesting reading materials on a daily basis. Specific
examples for this Unit may include fiction and drama. You may also
include an article you find on the Internet, an article you read, a great
recipe someone shared with you, 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 your students and inspire them to want to read more.
©2011, TESCCC
07/24/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 02
Grade 6: Unit 02
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency while generating
ideas for future writing.
Description:
The Writing Appetizer is a short 5-10 minute exercise set 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 Free Write their
ideas in their Writer’s Notebook. After the allotted time, students share their work with
a partner or with the class. This time for sharing is an important part of growing
student writers.
Preparation:
Writing Appetizers are used throughout the unit so that students have the opportunity
to expand upon ideas and build on their style and craft of writing. Students may use
their own ideas for writing;however, the teacher may want to have a bag of writing
prompts ready in case a student struggles with finding a topic for writing. The Writing
Appetizer entries in the Writer’s Notebooks will then be used to practice strategies for
writing improvement and application of conventions skills. Unit 02 focuses on writing
fiction so it is recommended that students engage in fiction writing activities in order
to prepare them for the writing of imaginative stories.
Establish expectations for the Writing Appetizers and allow no more than 10 minutes to ensure time
for the Instructional Routine.
©2011, TESCCC
07/24/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 02
6th Grade Exemplar Lessons
Unit 02 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
©2011, TESCCC
Component
Reading
Reading
Reading
Reading
Reading
Reading
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Writing
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
Reading
07/24/12
Exemplar
Lesson Day
1
2
3
4
9
10
1
2
6
combine 7/8
9
combine 10/11
12
13
14
15
16
17
combine 18/19
20
11
12
13
14
15
16
17
18
19
20
page 1 of 1