English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Poetry, Fiction, Sensory Language; Writing Poems and Imaginative Stories
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 2
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
*Continue Teaching ONGOING Curriculum*
(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:
(A) infer the implicit theme
How do theme and
What is the theme of this story?
drawing
MISD Best Practices
Holt Lit: TX30
of a work of fiction,
genre influence the
How is the theme of this story
conclusions
distinguishing theme from
students’
different than the topic?
genre
Time magazine:
the topic (CRS: Reading C2) understanding of
inference
http://www.time.com
text?
setting
/time/.
How does setting
conflict
affect the theme in
internal conflict
Theme and Genre
comparing across
external conflict
Resources
texts?
flashback
foreshadowing
Theme
compare/contrast
Moral
Implicit Theme
Theme vs. Topic
(6.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of
poetry and provide evidence from text to support their understanding.
Students are expected to
Evaluate how the use In paragraph __, the poet of this
Alliteration
Poetry Resources
Holt Unit 4, Unit 5
explain how figurative
of figurative
poem writes __ to help the reader
Form
see pgs. TX31, R100
language (e.g.,
language and poetic
understand –
Free verse
www.readwritethink.
personification, metaphors,
devices contribute to
Read this line from paragraph __ of
Hyperbole
org
Poetry Internet
similes, hyperbole)
the mood and tone of this poem. What does the poet mean
Imagery
Scavenger Hunt
contributes to the meaning
a piece of literature.
by this line?
Metaphor
of a poem.
Why does the poet describe __ as
Onomatopoeia
Poetry Lessons:
(CRS): (Reading A. 10)
Narrative Poetry
“__”?
Personification
http://42explore.com/
Lyrical Poetry
Refrain
poetry.htm.
Humorous
Repetition
Free Verse
Rhyme
Book-F – Piggie PieRhyme scheme
good for teaching
Simile
alliteration
Stanza
Symbolism
Verse
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Poetry, Fiction, Sensory Language; Writing Poems and Imaginative Stories
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 2
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(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:
(A) Summarize the elements Theme
What are the three most important
analogy
Story Map/Plot
MISD Novel List
of plot development (e.g.,
-Implicit theme
paragraphs in this fiction selection?
antagonist
Chart
Holt Literature pg. 5,
rising action, turning point,
-Theme vs. topic
Which of these is the best summary
characterization
Units 1
climax, falling action,
-Universal theme
of this selection?
climax
Question Stems
“Boar Out There” p32
denouement) in various
Author’s Style
Why are paragraphs __ and __
conflict
“The School Play”
works of fiction;
Character
important?
denouement
Fiction Resources
p.34
-Motivation
Summarize
the
plot
of
this
selection.
dialect
“All Summer in a
(B) recognize dialect and
-Relationships
The
dialect
of
__helps
the
reader
to
drawing
ELPS
1H,
4G,
5K
Day” p.66
conversational voice and
-Change
describe
him/her
asconclusions
“Eleven” p. 198
explain how authors use
-Dynamic/-Static
In
what
way
does
the
author
help
the
exposition
“Ghost of the Lagoon”
dialect to convey character
-Round/-Flat
reader
to
understand
the
character
__?
falling
action
p.206
(CRS): (Reading A.7)
Make Connections
The reader can understand the
flashback
“Jeremiah’s Song” p.
(C) describe different forms
-Between and across
motivations of __ by __
foreshadow
220
of point-of-view, including
texts
The dialect of __helps the reader to
hyperbole
-Book-F – The Pain
first- and third-person.
-Using other media
describe him/her asimagery
and the Great OnePlot
In what way does the author help the
metaphor
point of view
-Sequence
reader to understand the character __? mood
-Book-F – Kira-Kira-Linear
The reader can understand the
novel
setting
-Conflict (Internal
motivations of __ by __
paraphrase
-Book-Inf –
and External)
How does the way the character
personification
Christmas: Why We
-Nonlinear Plot
expresses his/her feelings help the
plot
Celebrate It the Way
Setting
reader understand the character?
point of view
We Do- point of view
-Effect on plot
Describe the point of view of __ in
protagonist
-Book-Inf – Religion
Point of View
this story.
rising action
Around the World-1st person
Why is the point of view of __
setting
child’s point of view
-3rd person (Limited
important in this story?
simile
and Omniscient)
Describe the difference between the
style
Purpose – for reading points of view of __ and __ in this
symbolism
Questions
story.
theme
Literal
tone
Interpretive
turning point
Evaluative
Universal
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Poetry, Fiction, Sensory Language; Writing Poems and Imaginative Stories
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 2
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(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
Analyze the use of
What did the phrase, “__” in
AVID 2 Column
Holt Unit 4, pg. 436explain how authors create figurative language and paragraph __ mean?
Notes
437, R100
meaning through stylistic
how it impacts the
How did the author help the
Figurative language
-Book-Inf – Attack on
elements and figurative
meaning of literature.
reader understand __?
foldable
Pearl Harbor: The
language emphasizing the
What did the author mean by the
True Story of the Day
use of personification,
line, “__”
America Entered
hyperbole, and refrains.
in paragraph __?
World War II(CRS): (Reading A.6)
How did the author’s use of
sensory details
personification help the reader
-Book-Inf –
understand __?
Christmas and Santa
Claus Folklore
(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:
(A) write imaginative
What is a descriptive
Rubric based on SE’s
dialogue
Exemplars used for
Texas Write Source
stories that include:
essay?
plot
models
pg. 353-360
(i) a clearly defined focus,
point of view
Plot chart/Map
Holt pg. 414-422
plot, and point of view;
-Study how setting
sensory details
Talk topics
(ii) a specific, believable
affects a story
Interactive notebooks Empowering Writers:
setting created through the -Dialogue study/writing
Alliteration
http://empoweringwri
use of sensory details;
-Use writing process
Onomatopoeia
ELPS 5F, 5G
ters.com/teachers(iii) dialogue that develops
Plot
corner/
a story CRS: Writing A1)
-Checkpoint and mini
Sensory details
Poetry notebook
lessons throughout the
(B) Write poems using:
process
Picture books
Texas Write Source
(i) poetic techniques (e.g., -“I do, We do, You do”
Creative writing
pg. 73, 105 , 110,
alliteration, onomatopoeia model
http://www.teachervi 119, 142
(ii) figurative language
sion.fen.com/creative
(similes, metaphors)
How do figurative
Holt pg. 656
(iii) graphic elements
language, imagery, and
writing/printable/546
(e.g., capital letters, line
sound devices increase
90.html
length).
the interest level of a
(CRS): (Writing A.1)
poem?
May 2016
English Language Arts/Reading
Course: 6th Grade English Language Arts and Reading
Focus: Poetry, Fiction, Sensory Language; Writing Poems and Imaginative Stories
TEKS
Guiding Questions/
Assessment
Specificity
Instructional Period: Unit 2
Weeks to Teach: 6
Academic
Instructional
Vocabulary
Strategies
Resources/
Google Drive
(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:
(A) use and understand
How do prepositional
Assess with writing, revising, and Conventions
Interactive notebook
-Texas Write Source
the function of the
phrases increase
editing
pg. 192, 517, 738.4,
following parts of speech
specificity in written
519, 540-541, 567,
in the context of reading,
communication?
744
writing, and speaking:
-Write Source
(ii) non-count nouns
Online Grammar
(e.g., rice, paper);
Snap
-Holt online
(v) prepositions and
Language Handbook
prepositional phrases to
-Holt online lessons
convey location, time,
-Holt pgs. R46-R47,
direction, or to provide
R52, R60
details
-http://www.english(CRS): (Writing A.5)
zone.com/grammar/n
oncount.html
(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:
(A) use capitalization for:
(i) abbreviations
(CRS): (Writing A.5)
How does capitalization
make written
communication more
understandable?
Assess with writing, revising, and
editing
Abbreviations
Texas Write Source
pg. 670.1
Online Grammar
Snap
http://www.abcteach.
com/abclists/abbrevia
tions.htm.
May 2016