Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
ELAR Grade 06 Unit 02 Exemplar Lesson 01: Exploring Elements of Plot
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 summarize the plot elements in short fictional stories. In addition, students learn how dialect and
conversational voice tell the reader about the characters. Students also infer theme and compare/contrast settings in
fictional texts. In writing, students begin the writing process in order to generate ideas and plan for an imaginative
story. Students continue to build their vocabulary in Word Study by learning new roots and affixes and by using
context clues to determine the meaning of words.
Grade 06 ELAR Unit 02 PI 01
After reading a fictional short story, design a flowchart summarizing the plot elements (e.g., exposition, rising action/conflict, turning
point, climax, falling action, denouement).
Standard(s): 6.6A , 6.Fig19A , 6.Fig19B , 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 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
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
6.2B
Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify
Last Updated 04/17/2013
page 2 of 63 Grade 6
English Language Arts and Reading
Unit: 02
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
6.3
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:
6.3A
Infer the implicit theme of a work of fiction, distinguishing theme from the topic.
Supporting Standard
6.3C
Compare and contrast the historical and cultural settings of two literary works.
6.6
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
6.6A
Summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in
various works of fiction.
Readiness Standard
6.6B
Recognize dialect and conversational voice and explain how authors use dialect to convey character.
Supporting Standard
6.6C
Describe different forms of point-of-view, including first- and third-person.
Supporting Standard
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page 3 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
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:
6.15A
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.
6.17
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:
6.19A
Use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
6.19A.vi
indefinite pronouns (e.g., all, both, nothing, anything).
6.19A.vii
subordinating conjunctions (e.g., while, because, although, if).
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page 4 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
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:
6.20B
Recognize and use punctuation marks including:
6.20B.ii
proper punctuation and spacing for quotations.
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)
6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and
across texts.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
6.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and
provide textual evidence.
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page 5 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Readiness Standard
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.
6.16
Writing/Personal. Students write about their own experiences. Students are expected to:
6.16A Write a personal narrative that has a clearly defined focus and communicates the importance of
or reasons for actions and/or consequences.
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)
Dictionary (class set)
Two-color counter or penny (1 per student)
Highlighter (1 per student)
Chart paper
4 grade-appropriate fictional excerpts written in first-person point of view (1 copy of each)
4 grade-appropriate fictional excerpts written in first-person point of view (1 copy of each)
2 grade-appropriate fictional short stories for modeling (1)
Teacher-selected text with 4-5 words that will be unfamiliar to students (1 copy per student)
Collection of grade-appropriate fictional short stories for student selection
Collection of grade-appropriate fictional short stories and novels for student selection
Collection of grade-appropriate texts for student selection
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.
Last Updated 04/17/2013
page 6 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Handout: Story Map (1 per student)
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: Grade 6 Unit 02 Alternative Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 04/17/2013
page 7 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
6.1A
WRITING
TEKS
6.14A,B
Ongoing TEKS
6.2A
6.Fig19A,B,C,D,E
6.6A
6.16A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can understanding word parts help
you as a reader and writer?
• 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 generate ideas for
writing?
Vocabulary of Instruction
• Root word
• Plot
• Conflict
• Rising action
• Climax/turning point
• Falling action
• Denouement/resolution
• Generate
• Free write
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1, optional)
• Grade­appropriate fictional short story for
modeling (1)
• Collection of grade­appropriate fictional
short stories for student selection
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Chart paper (if applicable)
Last Updated 04/17/2013
page 8 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 02 Word • Handout: Story Map (1 per student,
Study Overview (1)
optional)
• 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.
2. Select a grade-appropriate root.
Possible roots could include:
struct, scope, tract, geo, meter,
port, cred, etc.
2. Decide whether to use the
2. Collect several Free Write
Handout: Story Map to summarize
prompts (e.g., I was so scared
the plot elements or to create an
when…, I love it when…) and
original plot line in the Teacher
prepare to display them.
Reader’s Notebook that includes
all the elements of plot. Prepare to
model summarizing half of the plot
elements from the selected fictional
short story. The rest will be
modeled in Daily Lesson 2
Reading.
3. Create a list of words that include
the selected root. Choose gradelevel academic words and words
that students will encounter in
Reading.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Word Study
Overview. Prepare accordingly.
1. Prepare to display visuals as
appropriate.
3. If using the Handout: Story Map
for modeling, duplicate one for
each student.
4. Gather a collection of gradeappropriate short fictional stories
for student selection. Choose
stories that have historical and/or
cultural contexts. Select one of the
short stories for modeling.
5. Refer to Teacher Resource:
Grade 6 Unit 02 Reading
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page 9 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
Appetizer. Prepare accordingly.
Background Information
Plot - the basic sequence of events in a
story. In conventional stories, plot has
three parts: rising action, climax, and
falling action.
Exposition - an introduction that provides
necessary details about characters and
setting; the main problem or conflict is
introduced
Rising action - the part of the story that
develops the problem/conflict through a
series of events that build interest and/or
suspense; these events lead up to the
climax/turning point
Climax/turning point - the highest point in
the story where the problem/conflict reaches
its peak; the turning point can be the event
right before the climax, or can also be
considered the climax
Falling action - the event(s) after the
climax/turning point leading to the resolution
Denouement/Resolution - the conclusion to
the story that reveals the solution to the
problem/conflict; not all stories have clear
resolutions
Conflict - in literature, the opposition of
persons or forces that brings about
dramatic action central to the plot of a
story. Conflict may be internal, as a
psychological conflict within a character,
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page 10 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 1
WORD STUDY
READING
WRITING
or external (e.g., man versus man, man
versus nature, or man versus society).
Teacher Notes
The Vocabulary Notebook is a place for
students to record their learning about new
words and concepts.
The fictional texts selected in this Daily
Lesson will be used through Daily Lesson
4.
Last Updated 04/17/2013
Free Write writing may be uncomfortable
for students at first, but it will provide them
with the ability to explore different modes
and purposes for writing. Free writes may
be used as a prewriting exercise or may be
an assignment that stands alone.
Encourage students to keep writing if they
are stuck.
page 11 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 1
WORD STUDY
READING
WRITING
Suggested Duration: 30 min.
Content Objective: Students use strategies
to generate ideas for writing.
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students determine the
meaning of words with a common root.
Suggested Duration: 45-50 min.
Content Objective: Students summarize the
elements of plot development in fictional
texts.
Mini Lesson
1. Display the prepared list of words
that includes the selected root.
1. Reading Appetizer: 3-5 min.
2.
2. Ask: What do you notice about
these words? Do any of these
words have anything in
common? Discuss responses.
3. Ask: Do these words have
anything in common based on
their definitions? Discuss
responses and point out that the
common link is the root ____.
4. Ask students to infer the meaning
of the root ____ based on the list
of words. Record the root word on
the class Word Wall.
3.
4.
5.
1. Explain the concept of Free Write
emphasizing that this is a time to
Display the selected fictional short
try out new ideas. Make sure
story for modeling. Read the title
students understand that they
and discuss the cover (if
may write about any topic they
applicable). Ask: What type of
want. Remind them to use the
text is this? Fiction How do you
ideas they brainstormed in the
know? Discuss responses.
front of their Writer’s Notebooks if
they get stuck for ideas.
Ask: Why do readers read
fiction? What is the purpose
2. Display the selected prompts for
for reading fiction? Discuss
brainstorming writing ideas. In the
responses.
Teacher Writer’s Notebook, model
brainstorming ideas for writing.
Display the Handout: Story Map
or the original plot line created in
3. Choose one of the topics
the Teacher Reader’s Notebook.
generated in the Teacher Writer’s
Notebook. Model the procedures
Using the Handout: Story Map or
for Free Write. Emphasize that a
plot line, explain the different
Free Write is a time to write freely
elements of plot. Ask: Why do we
and not a time to worry about
need to learn about the
conventions, just get all ideas
elements of plot? How does it
down as quickly as possible.
help us as readers? Discuss
responses.
6. Read a portion of the selected
Last Updated 04/17/2013
page 12 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
fictional short story aloud.
7. On the Handout: Story Map or on
the plot line in the Teacher
Reader’s Notebook, summarize
the plot elements from the portion
read aloud. Model how to
summarize and not give all the
specific details.
8. Continue reading aloud until the
halfway point of the story.
Complete the relevant plot
elements on the Handout: Story
Map or on the plot line in the
Teacher Reader’s Notebook.
Learning Applications
1. Students turn to the “Roots”
section of their Vocabulary
Notebooks, write the other
selected root in the middle of a
page, and circle it.
1. Distribute the Handout: Story
1. Students write for an allotted
Map or instruct students to create
amount of time. They may write
a plot line in their Reader’s
using one of the displayed
Notebooks.
prompts or other ideas they may
have. Tell students if they finish
2. With a partner, students select a
writing about one idea, they can
2. Students create a web with four
short fictional story from the
pick another one to write about.
circles around the root.
collection.
2. Monitor and encourage students
3. Students fill the circles with the
3. Students read half of the story
as they Free Write about a topic
following information:
with their partner.
of their choice.
4.
Students
summarize
the
plot
Definition of the root
elements they have read so far on
Illustration of the definition
the Handout: Story Map or on the
Sentence with one of the words
plot line in their Reader’s
from the list
Notebooks.
New word, including the root
word
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page 13 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their new words
including the root words and their
sentences with a partner.
1. Randomly ask students to
describe the plot elements.
1. With a partner, students share
their writing. The partner gives
compliments and asks questions.
2. Ask: How can learning new
word parts help you as a
reader and writer? Discuss
responses.
Last Updated 04/17/2013
page 14 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 2
READING
TEKS
WRITING
Ongoing TEKS
6.Fig19A,B,C,D,E
6.6A
6.1A
TEKS
6.14A,B
Ongoing TEKS
6.16A
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 generate ideas for writing?
Vocabulary of Instruction
• Plot
• Conflict
• Rising action
• Climax/turning point
• Falling action
• Denouement/resolution
• Free write
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1, optional)
• Grade­appropriate fictional short story for modeling from
Daily Lesson 1 (1)
• Collection of grade­appropriate fictional short stories 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
• Teacher Resource: Grade 6 Unit 02 Writing Appetizer
(1)
Last Updated 04/17/2013
page 15 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 2
Advance Preparation
READING
1. Prepare to display visuals as appropriate.
WRITING
1. Prepare to display visuals as appropriate.
2. Prepare to use the partially completed Handout: 2. Refer to Teacher Resource: Grade 6 Unit 02
Story Map or plot line in the Teacher Reader’s
Writing Appetizer. Prepare accordingly.
Notebook from Daily Lesson 1 Reading.
Background Information
Refer to Daily Lesson 1 Reading
Teacher Notes
Last Updated 04/17/2013
page 16 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 2
READING
WRITING
Duration and Objective
Suggested Duration: 45-50 min.
Content Objective: Students summarize the elements of
plot development in fictional texts.
Suggested Duration: 35-40 min.
Content Objective: Students develop strategies for
generating ideas and begin to draft one of the ideas.
Mini Lesson
1. Display the selected fictional short story for
modeling from Daily Lesson 1 Reading.
1. Writing Appetizer: 5-10 min.
2. Display the partially completed Handout: Story
Map or plot line in the Teacher Reader’s
Notebook.
3. Review what has been read so far and what
plot elements have been developed.
4. Continue to read the selected fictional short
story aloud and discuss the plots elements
while completing the Handout: Story Map or
the plot line in the Teacher Reader’s Notebook.
Model how to summarize and not describe
every single detail.
Learning Applications
2. Ask: How do writers decide what to write
about? Discuss responses.
3. In the Teacher Writer’s Notebook, brainstorm
the name of someone who is important in your
life. Brainstorm memories about that person.
4. Choose one idea and model the procedures for
Free Writing.
5. Tell students they can brainstorm new ideas
using the strategy of thinking of a person, or if
they already have an idea they can start
writing.
1. With the same partner from Daily Lesson 1
Reading, students finish reading the fictional
short story from Daily Lesson 1 Reading.
1. Students generate new ideas for writing by
thinking of a special person or take an idea
from another day and begin to Free Write.
2. Students complete the Handout: Story Map or
the plot line in their Reader’s Notebooks.
Students summarize the plot elements instead
of describing every detail.
2. Monitor and provide support to students as
they work. Begin to confer with students who
need support.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their completed Handout: Story
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1. In small groups, students share their Free
page 17 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Map or plot line with another pair of students.
Last Updated 04/17/2013
Writes.
page 18 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2A
6.Fig19A,B,C ,D
6.6B
6.17C
6.14A,B
6.16A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How can understanding word parts help
you as a reader and writer?
• 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 generate ideas for
writing?
Vocabulary of Instruction
• Prefix
• Dialect
• Conversational voice
• Free write
Materials
• Vocabulary Notebook (1 per student)
• Chart paper (if applicable)
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. Select a grade-appropriate prefix
2. Prepare to use the completed
2. In the Teacher Writer’s Notebook,
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Two­color counter or penny (1 per student)
• Chart paper (if applicable)
Last Updated 04/17/2013
page 19 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
to use for instruction and to add to
the Word Wall. Possible prefixes
could include: mis-, pro-, ex-, en-,
co-, sub-, fore-, con-, super-, etc.
3. Select two words that contain the
prefix, one should be relatively
unknown. Choose academic
vocabulary and/or words they will
encounter during Reading.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Word Study
Overview.
Background Information
Handout: Story Map or plot line in
the Teacher Reader’s Notebook
from Daily Lesson 2.
3. Select 3-5 examples of dialogue
that use dialect and/or
conversational voice that conveys
something about the character.
WRITING
brainstorm 2-3 experiences where
a life lesson was learned. For
example, a time when you learned
not to lie, or a time when you
learned not to dive into deep
water.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Reading
Appetizer. Prepare accordingly.
Dialect - language that is characteristic of a
particular group of people or geographical
region
Conversational voice is a more informal
way of speaking, like a conversation.
Dialect and conversational voice convey the
character’s attitude, educational level,
background, societal influences, etc.
Teacher Notes
This Daily Lesson has students
brainstorming ideas in groups of 3-4.
Sometimes listening to others’ ideas can
spark even more ideas. Students will each
get a talking chip (a two-color counter or a
penny). Each student has to contribute a
story, and when they do they put their talking
chip in the middle. No one can tell a second
story until everyone has used their talking
Last Updated 04/17/2013
page 20 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 3
WORD STUDY
READING
WRITING
chip.
Last Updated 04/17/2013
page 21 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 3
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 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
3.
understand the word’s meaning.
Suggested Duration: 40-45 min.
Content Objective: Students explain how
authors use dialect and conversational
voice to convey character.
3. As a class, write a sentence using
the word. Record the sentence.
4.
5.
6.
7.
WRITING
Suggested Duration: 40 min.
Content Objective: Students use strategies
to generate ideas for writing.
Reading Appetizer: 3-5 min.
1. Ask: How do you decide what
to write about? Discuss
Display the selected fictional short
responses.
story from Daily Lessons 1 and 2
Reading for modeling.
2. Tell students that another way to
generate ideas to write about is to
Display the completed Handout:
think of times when they have
Story Map or plot line in the
learned a lesson. Explain that in
Teacher Reader’s Notebook from
many stories, characters learn a
Daily Lesson 2 Reading. Review
lesson in the end and this makes
the plot elements of the story.
for a very good story.
Read one of the selected
3. Show students the brainstormed
examples of dialogue from the
ideas in the Teacher Writer’s
story.
Notebook.
Ask: How does dialogue help a
4. Divide students into groups of 3-4.
reader learn about the
Give each student a two-color
character? Discuss responses.
counter or a penny. This is their
talking chip. Everyone must use
Reread the example of dialogue
their talking chip, and the person
from step five. Ask: What does
who is using their talking chip
this quote tell us about the
MUST be the one doing the talking
character? Discuss responses.
while the others listen.
Explain that conversational voice
5. In their groups, each student will
is when the words the characters
Last Updated 04/17/2013
page 22 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
are saying are like having a
conversation with them. It tends to
be less formal. Ask: Did the
author use conversational
voice in this example? Discuss
responses including how it affects
what a reader knows about a
character.
tell a story about a time they
learned a lesson. After everyone
has had a turn to tell a story,
students may tell a second story.
8. Explain that dialect is language
that is characteristic of a particular
group of people or geographical
region. Ask: Does the author
use dialect when this
character speaks? Discuss
responses including how it affects
what a reader knows about a
character.
9. Continue analyzing the other
selected examples of dialogue.
Explain how the author uses
dialect and conversational voice to
convey character.
Learning Applications
1. In their Vocabulary Notebooks,
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
to brainstorm words that include
the prefix being studied. Each
1. With their same partner from Daily 1. In small groups, students take
Lessons 1 and 2 Reading,
turns telling stories about times
students select three examples of
when they have learned a lesson.
dialogue and record the examples
2. Students go to a clean page in
in their Reader’s Notebooks.
their Writer’s Notebooks and write
2. For each example recorded,
Times I’ve Learned a Lesson.
students explain, in writing, the
Students each write down the idea
author’s use of conversational
from the story they told in their
Last Updated 04/17/2013
page 23 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
word should be written on a
separate branch on the tree,
including its definition.
voice and dialect and explain how
it conveys information about the
character.
groups and then add more ideas.
3. Students choose one idea to Free
Write about.
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. Students share examples of
conversational voice and dialect
with the class.
Last Updated 04/17/2013
1. Students return to their groups
and share any other ideas and/or
their Free Write.
page 24 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 4
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.Fig19A,B,C ,D
6.3A
6.6C
6.17C
6.14A,B
6.19Avi
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 generate ideas for writing?
Vocabulary of Instruction
• Theme
• Point of view
• First­person
• Third­person
• Free write
• Indefinite pronoun
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1, optional)
• Grade­appropriate fictional short story for modeling from
Daily Lessons 1 -3 (1)
• 2 grade­appropriate fictional excerpts written in first­
person point of view (1 copy of each)
• 2 grade­appropriate fictional excerpts written in first­
person point of view (1 copy of each)
• Collection of grade­appropriate fictional short stories for
student selection
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate fictional short stories and
novels for student selection
• Chart paper (if applicable)
Last Updated 04/17/2013
6.16A
page 25 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
• 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.
1. Prepare to display visuals as appropriate.
2. Prepare to use the completed Handout: Story
Map or plot line in the Teacher Reader’s
Notebook from Daily Lesson 2 Reading.
2. Choose a piece of literature (picture book or
novel) that brings to mind or triggers personal
memories. For example, in James and the Giant
Peach, James has to deal with his mean aunts
taking care of him. This could trigger a personal
memory about a mean babysitter.
3. Gather excerpts from fictional texts that
represent both first-person and third-person
points of view.
3. Create an Anchor Chart: Indefinite Pronouns.
Write a definition and several examples of
indefinite pronouns. Possible indefinite
pronouns could include: all, another, any,
anybody, anyone, anything, both, each, either,
everybody, everyone, everything, few, many
most, much, neither, nobody, none, no one,
nothing, one, other, others, several, some,
somebody, someone, something, etc.
4. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
Background Information
Implicit theme ­ refers to the author’s ability to construct a
piece in such a way that though inference the reader
understands the theme
This Instructional Routine partially assess Performance
Indicator 05.
Teacher Notes
Point of view was taught explicitly in fifth grade and actually
to more depth in the sixthgrade TEKS. Therefore, this
Last Updated 04/17/2013
Indefinite pronouns - a pronoun that does not refer to a
specific person or thing
page 26 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 4
READING
WRITING
should be a review for students.
Last Updated 04/17/2013
page 27 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 4
READING
WRITING
Duration and Objective
Suggested Duration: 40-50 min.
Content Objective: Students infer the implicit theme of a
story and explain different forms of point of view.
Suggested Duration: 40-45 min.
Content Objective: Students generate ideas for writing by
gathering memories from literature.
Mini Lesson
1. Display the selected fictional short story for
modeling from Daily Lessons 1 -3 Reading.
1. Writing Appetizer: 5-10 min.
2. Display the completed Handout: Story Map or
plot line in the Teacher Reader’s Notebook
from Daily Lesson 2 Reading. Review the plot
elements of the story.
3. Ask: What is an inference? Discuss
responses.
4. Ask: What is theme? How is it different
from topic? Discuss responses.
5. Explain that many times readers have to infer
the theme of a story because the author does
not explicitly tell the reader the theme.
6. Ask: What was the theme of the story that
was read in Daily Lessons 1-3? Did the
author directly tell us or did we need to
infer? Discuss responses and provide text
evidence to support ideas.
7. Ask: What is point of view? What are
different types of point of view? Discuss
responses and review the difference between
first-person and third-person point of view.
Last Updated 04/17/2013
2. Display the Anchor Chart: Indefinite Pronouns.
Discuss the definition of an indefinite pronoun
and provide examples in isolation and in
context. Explain that when authors use
indefinite pronouns they usually need to
provide context clues so the reader can picture
what is meant by the indefinite pronoun.
3. Ask: How do you decide what to write
about? Discuss responses.
4. Introduce the selected story and give a
summary (if there is time, read a portion aloud).
5. In the Teacher Writer’s Notebook, write 2­3
personal experiences that were remembered
because of connections to the story.
6. Model a Free Write about one of the
experiences. Include indefinite pronouns where
appropriate.
7. Students look through the collection of texts
and/or think of texts they have read recently.
page 28 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
8. Display and/or read one of the excerpts. Ask: In
what point of view is this excerpt written?
Discuss responses and provide text evidence to
support ideas.
9. Continue with the other excerpts, discussing
different types of points of view.
10. Ask: In what point of view is the story
we’ve been reading told from? Discuss
responses and provide text evidence to support
ideas.
Learning Applications
1. With their same partner from Daily Lessons 1
and 2 Reading, students record the theme of
their story in their Reader’s Notebooks and
provide text evidence to support their ideas.
1. Students write 2-3 memories triggered by
literature in their Writer’s Notebooks.
2. Students choose one idea and Free Write
using indefinite pronouns where applicable.
2. In their Reader’s Notebooks, students also
record the point of view in which the story is
written and provide text evidence to support
their ideas.
3. Students engage in Independent Reading if
time allows.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask students to share the themes and points of
view of their stories.
1. Students share ideas and/or Free Write with a
partner.
2. Collect Reader’s Notebooks to assess students’ 2. Collect Writer’s Notebooks to assess students’
entries.
progress in generating ideas.
Last Updated 04/17/2013
page 29 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
TEKS
6.14A,B
6.19Avii,C
Ongoing TEKS
6.2B
6.Fig19A,B,C,D,E
6.6A
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How do readers figure out the meaning of
unknown 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 generate ideas for
writing?
Vocabulary of Instruction
• Context clue
• Plot
• Conflict
• Rising action
• Climax/turning point
• Falling action
• Denouement/resolution
• Free Write
• Subordinating conjunction
• Complete sentence
• Simple sentence
• Compound sentence
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)
• Teacher Reader’s Notebook (1)
• Grade­appropriate fictional short story for
modeling (1)
• Collection of grade­appropriate fictional
short stories for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/17/2013
6.1A
WRITING
6.16A
page 30 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 02 Word • Teacher Resource: Grade 6 Unit 02
Study Overview (1)
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. Select a text that contains 4-5
2. Select a grade-appropriate fictional 2. Prepare to display the Anchor
words unfamiliar to students. Be
short story different from the one
Chart: Subordinating Conjunctions
sure that there are context clues
used in Daily Lessons 1-4
from Unit 01, Lesson 02, Daily
to help the students figure out the
Reading. This text will be used for
Lesson 16 Writing.
words. Underline the words in the
modeling.
text and duplicate the text for
3. Create an original plot line in the
each student.
Teacher Reader’s Notebook that
3. Prepare to display the Anchor
includes all the elements of plot.
Chart: Using Context Clues from
Prepare to model summarizing half
Unit 01, Lesson 01, Daily Lesson
of the plot elements from the
7 Word Study.
selected fictional short story. The
rest will be modeled in Daily
4. Prepare to display the Anchor
Lesson 2 Reading.
Chart: Word Collection from Unit
01, Lesson 02, Daily Lesson 15
4. Refer to Teacher Resource:
Word Study.
Grade 6 Unit 02 Reading
Appetizer. Prepare accordingly.
Background Information
Refer to Daily Lesson 1 Reading
Last Updated 04/17/2013
Subordinating conjunctions: a conjunction
that introduces a dependent clause and
connects it to an independent clause (e.g.,
because, when, unless)
Common Subordinating Conjunctions:
after, although, as, when(ever), while, until,
because, before, if, since
Independent clause: a clause containing a
page 31 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 5
WORD STUDY
READING
WRITING
subject and a verb that can stand alone as
a complete sentence; also called a main
clause
Dependent clause: a clause that modifies
a main or independent clause to which it is
joined (e.g., until you leave in I will wait until
you leave); also called a subordinate
clause
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)
Teacher Notes
Daily Lessons 5-8 Reading will repeat Daily
Lessons 1-4 Reading for additional
practice. Instead of using the Handout:
Story Map. Allow students to create their
own plot line in their Reader’s Notebooks.
The texts selected for this Daily Lesson will
be used through Daily Lesson 8 Reading.
Last Updated 04/17/2013
page 32 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 5
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context
clues to determine the meaning of
unfamiliar words.
Suggested Duration: 40-45 min.
Content Objective: Students summarize the
elements of plot development in fictional
texts.
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.
WRITING
Suggested Duration: 40 min.
Content Objective: Students develop
strategies for generating ideas and begin
to draft one of the ideas. Students write
complete simple and compound
sentences.
1. Display the Anchor Chart:
Subordinating Conjunctions.
2. Display the selected fictional short
Review the definition and provide
story for modeling.
examples in isolation and in
2. Display the Anchor Chart: Using
context.
3. Display the original plot line
Context Clues from Unit 01,
created in the Teacher Reader’s
Lesson 01, Daily Lesson 7 Word
2. Model writing simple sentences
Notebook. Discuss other ways to
Study. Review the different types
and combining them into
create a graphic organizer to show
of clues that authors use to help
compound sentences. For
plot elements.
readers understand possible
example, I went to the movies. I
unfamiliar words.
left early. I went to the movies, but
4. Using the plot line, review the
left early.
different elements of plot. Ask:
3. Display the Anchor Chart: Word
Why do we need to learn about
Collection.
3. Ask: How do writers decide
the elements of plot? How
what to write about? Discuss
4. Display and distribute the selected
does it help us as readers?
responses.
text with unfamiliar words.
Discuss responses.
Last Updated 04/17/2013
page 33 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
5. Read the text aloud until the first
5. Read a portion of the selected
underlined word. Think Aloud
fictional short story aloud.
about the context clues that help
6. On the plot line in the Teacher
with determining the meaning of
Reader’s Notebook, summarize
the word. Highlight the clues and
the plot elements from the portion
record the inferred meaning of the
read aloud. Model how to
word.
summarize and not give all the
specific details.
7. Continue reading aloud until the
halfway point of the story.
Complete the relevant plot
elements on the plot line in the
Teacher Reader’s Notebook.
4. Review the different strategies
used for brainstorming ideas in
Daily Lessons 1-4 Writing
(prompts, memories of a person,
times when you learned a lesson,
connections to literature, and any
others discussed).
5. In the Teacher Writer’s Notebook,
continue to model brainstorming
ideas for writing using various
strategies.
6. Choose one idea and model the
procedures for Free Writing.
Demonstrate using both simple
and compound sentences,
including subordinating
conjunctions as appropriate.
7. Tell students they can brainstorm
new ideas using any of the
strategies, or if they already have
an idea, they can start writing.
Learning Applications
1. With a partner, students continue
to read the selected text.
1. Instruct students to create a plot
line in their Reader’s Notebooks.
2. When students come to an
2. With a partner, students select a
underlined word, they highlight the
different short fictional story from
clues that help them determine the
the collection.
meaning. Students record the
3. Students read half of the story
inferred meaning in their
with their partner.
Vocabulary Notebooks.
4. Students summarize the plot
Last Updated 04/17/2013
1. Students generate ideas using
various strategies and begin to
Free Write. Students use both
simple and compound sentences,
including subordinating
conjunctions where appropriate.
2. Monitor and provide support to
students as they work. Begin to
confer with students who need
page 34 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
elements they have read so far on
the plot line in their Reader’s
Notebooks.
support.
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. Exit Slip: Choose three elements
of plot and describe how they
contribute to a story.
Last Updated 04/17/2013
1. In small groups, students share
their Free Writes.
page 35 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 6
READING
TEKS
WRITING
Ongoing TEKS
6.Fig19A,B,C,D,E
6.6A
6.1A
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?
Vocabulary of Instruction
• Plot
• Conflict
• Rising action
• Climax/turning point
• Falling action
• Denouement/resolution
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate fictional short story for modeling from
Daily Lesson 5 Reading (1)
• Collection of grade­appropriate fictional short stories for
student selection
• Chart paper (if applicable)
Attachments and Resources
TEKS
Ongoing TEKS
6.14A
6.15Ai
• 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?
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Teacher Resource: Grade 6 Unit 02 Writing Appetizer
Last Updated 04/17/2013
page 36 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 6
READING
WRITING
(1)
Advance Preparation
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Prepare to use the partially completed Handout: 2. Prepare to display Performance Indicator 04.
Story Map or plot line in the Teacher Reader’s
3. In the Teacher Writer’s Notebook, reread ideas
Notebook from Daily Lesson 5 Reading.
and entries from Daily Lessons 1-5 Writing.
Choose 2-3 ideas that could be developed into
an engaging, imaginative story about a
character facing a problem with a friend.
4. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
Background Information
Teacher Notes
Daily Lessons 6-12 Writing will be focused on in-depth
planning for each of the plot elements in the students’
imaginative stories including theme, characters, setting,
plot, and point of view. If time is an issue, the planning
time could be combined and condensed into 2-3 Daily
Lessons.
Last Updated 04/17/2013
page 37 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 6
READING
WRITING
Duration and Objective
Suggested Duration: 35-50 min.
Content Objective: Students summarize the elements of
plot development in fictional texts.
Suggested Duration: 30-35 min.
Content Objective: Students choose an idea to develop into
an imaginative story with strong characters, a believable
setting, a focused plot, and specific point of view.
Mini Lesson
1. Display the selected fictional short story for
modeling from Daily Lesson 5 Reading.
1. Writing Appetizer: 5-10 min.
2. Display the partially completed plot line in the
Teacher Reader’s Notebook.
3. Review what has been read so far and what
plot elements have been developed.
4. Continue to read the selected fictional short
story aloud and discuss the plots elements
while completing the plot line in the Teacher
Reader’s Notebook. Model how to summarize
and not describe every single detail.
5. After finishing the story, model writing a 3-5
sentence summary that highlights the plot
elements.
2. Explain that they are going to choose an idea
from their Writer’s Notebook to develop into an
imaginative story with strong characters, a
believable setting, a focused plot, and specific
point of view.
3. Review what has been learned in Reading
about the elements of fictional stories.
4. Display the written Performance Indicator on
chart paper.
5. Share the 2-3 ideas that have been chosen in
the Teacher Writer’s Notebook that could
become a story about a character facing a
problem with a friend. Explain why these ideas
would make a good story.
6. Discuss with students which of the 2-3 ideas
could be developed into the best story. Once
an idea is selected, ask the following selfreflective question: What do I want my
readers to learn from this story? What will
the theme of the story be? Record the
theme in the Teacher Writer’s Notebook.
Last Updated 04/17/2013
page 38 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Learning Applications
1. With the same partner from Daily Lesson 5
Reading, students finish reading the fictional
short story from Daily Lesson 5 Reading.
1. Students reread the ideas and entries collected
in their Writer’s Notebook. They select 2­3
ideas that would make a good story about a
character facing a problem with a friend.
2. Students complete the plot line in their
Reader’s Notebooks. Students summarize the
2. Students discuss their 2-3 ideas with a partner
plot elements instead of describing every detail.
and choose the one that will make the best
story.
3. Students ask themselves the following selfreflective question: What do I want my
readers to learn from this story? What will
the theme of the story be? Students record
the theme in their Writer’s Notebooks.
Engage in Small Group Instruction as appropriate.
Closure
1. Individually, students write a 3-5 sentence
summary in their Reader’s Notebooks that
highlights the plot elements of their story.
Last Updated 04/17/2013
1. Share their story ideas and theme with a
partner or small group.
page 39 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
READING
Ongoing TEKS
TEKS
Ongoing TEKS
WRITING
TEKS
Ongoing TEKS
6.2B
6.Fig19A,B,C ,D
6.6B
6.17C
6.14A
6.15Ai,iii
6.20Bii
Key Understandings and Guiding
Questions
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- How do readers figure out the meaning of
unknown 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
• Context clue
• Dialect
• Conversational voice
• Dialogue
Materials
• Vocabulary Notebook (1 per student)
• Highlighter (1 per student)
• Collection of grade­appropriate texts for
student selection
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate fictional short story for
modeling from Daily Lessons 5 and 6
Reading (1)
• Collection of grade­appropriate fictional
short stories 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
• Teacher Resource: Grade 6 Unit 02 Word
• Teacher Resource: Grade 6 Unit 02
Last Updated 04/17/2013
page 40 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
Advance Preparation
WORD STUDY
READING
Study Overview (1)
Reading Appetizer (1)
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare to display the Anchor
2. Prepare to use the completed plot
Charts: Using Context Clues and
line in the Teacher Reader’s
Word Collection from Daily Lesson
Notebook from Daily Lesson 6
5 Word Study.
Reading.
3. Provide a collection of texts for
3. Select 3-5 examples of dialogue
student selection or prepare for
that use dialect and/or
the students to use a text they are
conversational voice that conveys
reading for Independent Reading.
something about the character.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Word Study
Overview.
4. Refer to Teacher Resource:
Grade 6 Unit 02 Reading
Appetizer. Prepare accordingly.
WRITING
1. Prepare to display visuals as
appropriate.
2. Create a chart with the following
questions:
What is your character’s
name?
What age is your character?
What does your character look
like?
What cultural background does
your character come from?
What are some things your
character might say (include
dialect and/or conversational
voice if appropriate)?
What are some things your
character might do?
What are some things your
character might think?
How does your character get
along with others?
3. Choose a character from the story
idea in the Teacher Writer’s
Notebook to model developing a
character by answering the above
questions.
Last Updated 04/17/2013
page 41 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 7
Background Information
WORD STUDY
READING
WRITING
Refer to Daily Lesson 3 Reading
Teacher Notes
Last Updated 04/17/2013
page 42 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 7
WORD STUDY
READING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use context
clues to determine the meaning of
unfamiliar words.
Suggested Duration: 40 min.
Content Objective: Students explain how
authors use dialect and conversational
voice to convey character.
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.
2.
2. Display the Anchor Chart: Using
Context Clues from Daily Lesson 5
3.
Word Study. Review the different
types of clues that authors use to
help readers understand possible
unfamiliar words.
3. Display the Anchor Chart: Word
4.
Collection from Daily Lesson Word
Study.
4. Using a text from the collection,
read aloud until there is an
unfamiliar word. Record the word
in the first column of the Anchor
Chart: Word Collection.
5.
6.
WRITING
Suggested Duration: 35-45 min.
Content Objective: Students plan for an
imaginative story with strong characters.
1. Explain that before they start
writing their stories, they are going
Display the selected fictional short
to develop the characters that will
story for modeling from Daily
be in their stories.
Lessons 5 and 6 Reading.
2. Display the chart of questions.
Display the completed plot line in
Using a selected character from
the Teacher Reader’s Notebook
the story in the Teacher Writer’s
from Daily Lesson 6 Reading.
Notebook, discuss and record the
Review the plot elements of the
answers to the questions on the
story.
chart. When recording what the
character might say, model how to
Read one of the selected
punctuate dialogue appropriately.
examples of dialogue from the
Be sure to include character
story.
dialect or conversational voice
Review how dialogue helps the
where appropriate.
readers know more about the
3. Ask students if they are wondering
characters.
anything else about the character.
Reread the example of dialogue
from step five. Ask: What does
this quote tell us about the
character? Discuss responses.
5. Think Aloud about the context
clues that help with determining
the meaning of the word. Write the
clues in the second column of the 7. Review that conversational voice
Anchor Chart: Word Collection.
is when the words the characters
Last Updated 04/17/2013
page 43 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
6. Record the inferred meaning of
the word in the third column of the
Anchor Chart: Word Collection.
7. Repeat with other words from the
text if necessary.
are saying are like having a
conversation with them. It tends to
be less formal. Ask: Did the
author use conversational
voice in this example? Discuss
responses.
8. Review that dialect is language
that is characteristic of a particular
group of people or geographical
region. Ask: Does the author
use dialect when this
character speaks? Discuss
responses.
9. Continue analyzing the other
selected examples of dialogue.
Explain how the author uses
dialect and conversational voice to
convey character.
Learning Applications
1. Students use the same chart as
1. With their same partner from Daily 1. Students develop a character from
the Anchor Chart: Word Collection
Lessons 5 and 6 Reading,
their story by answering the
in their Vocabulary Notebooks.
students select three examples of
questions on the chart in their
dialogue and record the examples
Writer’s Notebooks.
2. Students choose a text from the
in their Reader’s Notebooks.
collection or use a text they are
2. When answering what a character
reading for Independent Reading. 2. For each example recorded,
might say, students punctuate the
students explain, in writing, the
dialogue correctly and include
3. Students read until they come to a
author’s use of conversational
dialect and/or conversational
word they do not know. They
voice and dialect and explain how
voice as appropriate.
record the word in their word
it conveys information about the
collection chart.
character.
4. Students look for and record
Last Updated 04/17/2013
page 44 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
context clues that help determine
the meaning of the word.
5. Students record the inferred
meaning of the word.
6. Students continue to read and
record words on their word
collection chart.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their charts with a
partner.
2. Display the Anchor Chart: Using
Context Clues. Ask for examples
of the different types of clues.
1. Students share examples of
conversational voice and dialect
with the class.
Last Updated 04/17/2013
1. Students share the answers about
their characters with a partner.
The partners ask if there are still
things the students would like to
know about the characters.
page 45 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 8
READING
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.Fig19A,B,C ,D
6.3A
6.6C
6.17C
6.14A
6.15Ai,iii
6.20Bii
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
• Theme
• Point of view
• First­person
• Third­person
• Dialogue
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate fictional short story for modeling from
Daily Lessons 5-7 (1)
• 2 grade­appropriate fictional excerpts written in first­
person point of view (1 copy of each, optional)
• 2 grade­appropriate fictional excerpts written in first­
person point of view (1 copy of each, optional)
• Collection of grade­appropriate fictional short stories for
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 04/17/2013
page 46 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 8
READING
WRITING
student selection
• 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.
1. Prepare to display visuals as appropriate.
2. Prepare to use the completed plot line in the
Teacher Reader’s Notebook from Daily Lesson
6 Reading.
2. Add the following question to the chart created
in Daily Lesson 7 Writing: What is the
relationship between this character and the
other character(s)?
3. If students need additional practice with point of
view, gather excerpts from fictional texts that
3. Using another character from the chosen story
represent both first-person and third-person
idea in the Teacher Writer’s Notebook, answer
points of view. (optional)
the questions on the chart in order to begin
developing the character.
Background Information
This Instructional Routine partially assess Performance
Indicator 05.
Teacher Notes
Refer to Daily Lesson 4 Reading
Last Updated 04/17/2013
page 47 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 8
READING
WRITING
Duration and Objective
Suggested Duration: 40-45 min.
Content Objective: Students infer the implicit theme of a
story and explain different forms of point of view.
Suggested Duration: 40-45 min.
Content Objective: Students plan for an imaginative story
with strong characters.
Mini Lesson
1. Display the selected fictional short story for
modeling from Daily Lessons 5-7 Reading.
1. Writing Appetizer: 5-10 min.
2. Display the completed plot line in the Teacher
Reader’s Notebook from Daily Lesson 2
Reading. Review the plot elements of the story.
3. Review what it means to infer.
4. Ask: What is theme? How is it different
from topic? Discuss responses.
5. Review that many times readers have to infer
the theme of a story because the author does
not explicitly tell the reader the theme.
6. Ask: What was the theme of the story that
was read in Daily Lessons 5-7? Did the
author directly tell us or did we need to
infer? Discuss responses and provide text
evidence to support ideas.
2. Display the chart of questions from Daily
Lesson 7 Writing. Show students the question
that was added to the chart.
3. Using another selected character from the story
in the Teacher Writer’s Notebook, discuss and
record the answers to the questions on the
chart. When recording what the character might
say, model how to punctuate dialogue
appropriately. Be sure to include character
dialect or conversational voice where
appropriate.
4. Ask the students if they are wondering anything
else about the character.
7. Review the different types of point of view.
(optional)
8. Display each selected fictional excerpt and
discuss the point of view of each. (optional)
9. Ask: In what point of view is the story
Last Updated 04/17/2013
page 48 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
we’ve been reading told from? Discuss
responses and provide text evidence to support
ideas.
Learning Applications
1. With their same partner from Daily Lessons 5
and 6 Reading, students record the theme of
their story in their Reader’s Notebooks and
provide text evidence to support their ideas.
2. In their Reader’s Notebooks, students also
record the point of view in which the story is
written and provide text evidence to support
their ideas.
1. Students develop additional characters from
their story by answering the questions on the
chart in their Writer’s Notebooks.
2. When answering what a character might say,
students punctuate the dialogue correctly and
include dialect and/or conversational voice as
appropriate.
3. Students engage in Independent Reading if
time allows.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask students to share the themes and points of
view of their stories.
1. Students share the answers about their
characters with a partner. The partners ask if
there are still things the students would like to
2. Collect Reader’s Notebooks to assess students’
know about the characters.
entries.
Last Updated 04/17/2013
page 49 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 9
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2E
6.Fig19A,B,C,D,F
6.3C
6.17C
6.14A
6.15Aii
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
- Why do readers and writers use
dictionaries and other resources?
• 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?
• Setting
• Historical
• Cultural
• Setting
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Grade­appropriate fictional short stories
from Daily Lessons 1 and 5
• Collection of grade­appropriate fictional
short stories for student selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Vocabulary of Instruction
Materials
• Vocabulary Notebook (1 per student)
• Dictionary (class set)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 02 Word • Teacher Resource: Grade 6 Unit 02
Study Overview (1)
Reading Appetizer (1)
Last Updated 04/17/2013
page 50 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 9
Advance Preparation
WORD STUDY
READING
WRITING
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. Prepare to use the fictional stories 2. In the Teacher Writer’s Notebook,
used for modeling in Daily Lessons
develop the setting of the story.
1 and 5 Reading. Students will also
Divide a page into three columns.
need the two stories they read in
Label the columns: Time, Place,
those Daily Lessons as well.
and Environment. Using sensory
details, plan for each of these
3. Refer to Teacher Resource:
elements of setting.
Grade 6 Unit 02 Reading
Appetizer. Prepare accordingly.
2. Recreate the Anchor Chart:
Dictionary Word Hunt from Unit 1,
Lesson 01, Daily Lesson 9 Word
Study. List the following on the
chart:
1. Prepare to display visuals as
appropriate.
A word with four meanings
A word with five syllables
A word with a (add a specific
symbol for pronunciation)
A word with two synonyms
A word that can be a noun or a
verb.
Background Information
This Instructional Routine partially
assesses Performance Indicator 06.
Setting - the time and place in which a
narrative occurs. Elements of setting may
include the physical, psychological,
cultural, or historical background against
which the story takes place.
Teacher Notes
Last Updated 04/17/2013
page 51 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 9
WORD STUDY
READING
WRITING
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 fictional short stories
the different parts of the dictionary
used for modeling in Daily
entry including the meanings,
Lessons 1 and 5. Review the plot
syllabication, pronunciations,
elements of each.
alternative word choices, and
parts of speech.
3. Ask: What are the elements of
setting? Discuss responses
2. Display the Anchor Chart:
including time, place, physical
Dictionary Word Hunt. Instruct
conditions/weather, and social
students to find words with the
conditions.
criteria on the chart. Tell students
they cannot use the same word
4. Ask: What does historical
more than once.
mean? Discuss responses.
1. Tell students that they are going
to plan the setting of their stories.
Explain that they will be using
sensory details to describe the
setting.
5. Ask: What does cultural mean?
Discuss responses.
3. Model taking the information from
the chart and write a paragraph
describing the setting.
Suggested Duration: 35-50 min.
Content Objective: Students compare and
contrast the historical and cultural settings
of two literary works.
6. In the Teacher Reader’s
Notebook, draw a Venn diagram.
Think Aloud about the setting of
each story including the historical
and cultural backgrounds. On the
Venn diagram, compare and
Last Updated 04/17/2013
Suggested Duration: 20-30 min.
Content Objective: Students plan for an
imaginative story with a believable setting
using sensory details.
2. Display the three-column chart in
the Teacher Writer’s Notebook.
Think Aloud about the time,
place, and environment of the
story in the Teacher Writer’s
Notebook. Be sure to discuss how
to choose words that appeal to the
senses.
page 52 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
contrast the elements of setting in
each of the stories.
Learning Applications
1. Using a dictionary, students find
1. Students review the two fictional
words that match the criteria on
stories they read in Daily Lessons
the Anchor Chart: Dictionary Word
1-8 Reading.
Hunt. Students record the words in
2. Students draw a Venn diagram in
their Vocabulary Notebooks.
their Reader’s Notebooks.
3. Students compare and contrast
the elements of setting in the two
stories. Students record their
ideas on the Venn diagram.
1. In their Writer’s Notebook,
students divide a page into three
columns and label
them Time, Place,
and Environment.
2. Students plan for the setting of
their story using words that appeal
to the senses.
Engage in Small Group Instruction as appropriate.
Closure
1. Students share their answers from 1. Students share their Venn
the word hunt.
diagram with a partner.
Last Updated 04/17/2013
1. Students share the setting of their
story with a partner.
page 53 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Exploring Elements of Plot
Lesson Preparation
Daily Lesson #: 10
READING
TEKS
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
TEKS
Ongoing TEKS
6.Fig19A,B,C,D,E
6.6A
6.14A
6.15Ai
• 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.
• 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?
- What do readers do to understand text?
Vocabulary of Instruction
Materials
• Plot
• Conflict
• Rising action
• Climax/turning point
• Falling action
• Denouement/resolution
• Reader’s Notebook (1 per student)
• Collection of grade­appropriate fictional short stories for
student selection
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
• Handout: Story Map (1 per student, optional)
• 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 54 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Daily Lesson #: 10
READING
WRITING
2. Decide whether to use the Handout: Story
Map to develop plot or to create an original
plot line in the Teacher Writer’s Notebook that
includes all the elements of plot. Prepare to
plan half of the plot in front of students. The
rest will be modeled in Daily Lesson 11 Writing.
3. If using the Handout: Story Map, duplicate one
per student.
4. Refer to Teacher Resource: Grade 6 Unit 02
Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine assesses Performance Indicator
01.
Teacher Notes
Decide if students will select a fictional short story from the
collection or if they will read a teacher-selected text.
Last Updated 04/17/2013
Students will be able to continue planning the plot of their
imaginative stories in Daily Lesson 11 Writing.
page 55 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
Instructional Routines
Daily Lesson # 10
READING
WRITING
Duration and Objective
Suggested Duration: 35-50 min.
Content Objective: Students summarize the elements of
plot development in fictional texts.
Suggested Duration: 40-50 min.
Content Objective: Students plan for an imaginative story
with a focused plot.
Mini Lesson
1. Review the elements of plot. Display previously
used plot lines and/or handout as applicable.
1. Writing Appetizer: 5-10 min.
2. Ask: What are the elements of plot? Discuss
and review what was learned about plot in
Reading.
2. Explain the expectations of the Performance
Indicator including that students will read a new
fictional short story, design a flow chart with plot
3. Display the Handout: Story Map or the created
elements, and then summarize the plot
plot line in the Teacher Writer’s Notebook.
elements from the story.
4. Think Aloud about each element of plot and
record ideas on the Handout: Story Map or the
created plot line in the Teacher Writer’s
Notebook. Model the first half of the story.
Learning Applications
1. Students either select a fictional short story
from the collection or receive a teacherassigned story.
1. Distribute the Handout: Story Map or instruct
students to create a plot line in their Writer’s
Notebooks.
2. Students read the fictional short story
independently.
2. Students plan for each of the elements of plot
on the Handout: Story Map or on the created
plot line in their Writer’s Notebooks. Students
plan the first half of their story.
3. In their Reader’s Notebooks, students design a
flowchart with all the plot elements.
4. Students summarize the story’s plot elements
on the flow chart.
Engage in Small Group Instruction as appropriate.
Closure
1. Collect Reader’s Notebooks to assess students’ 1. Students share the planned plot of their story
Last Updated 04/17/2013
page 56 of 63 Grade 6
English Language Arts and Reading
Unit: 02
Lesson: 01
Suggested Duration: Days 1-10
flowcharts.
with a partner.
2. Remind students that they will finish their plot
lines in Daily Lesson 11 Writing.
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 57 of 63 Sixth Grade
English Language Arts and Reading
Unit: 02
©2011, TESCCC
07/24/12
Page 1 of 1
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
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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
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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
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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
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