Grade 6 ELAR
Unit 6
Title
Suggested Time Frame
Persuasive
4th/5th Six Weeks
3 weeks
Big Ideas/Enduring Understandings
Guiding Questions
Reading
• Readers of persuasive texts must determine how different authors use
structure and viewpoint to achieve the same purpose.
• Readers can provide evidence from text to support analysis of
persuasive text.
Writing
• Writers use various techniques when crafting persuasive texts.
• Writers use various organizational patterns to help support the
established claims.
Reading
• How do I compare and contrast two different viewpoints on the same topic?
• What evidence from the text proves my analysis of the persuasive text?
Writing
• What “tools” do writers use when crafting persuasive texts?
• How do the tools, techniques, and strategies that I use as a writer influence
the intended audience?
• How can I organize my text in order to best support my established claim and
achieve my desired purpose?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
Sample Assessment Question
What is the article mostly about?
What is the main idea of paragraphs __ to __?
Which of the following is the best summary of this article?
How are the authors’ viewpoints in __ and __ alike/different?
What do the authors’ purposes in these two articles have in common?
What is the message in this tv ad?
What is the message in this Internet advertisement?
How was the tv ad designed to appeal to the viewers’ emotions?
What technique was used in this tv ad to influence the viewer?
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Will the persuasive techniques used in this tv advertisement influence most viewers?
Was this technique effective? Is this info on the web presented formally or informally?
Reading
Writing
6.1
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
6.2​A,B​,C,D,​E
6.14A​BC
6.19​Aiii​ (predicate
6.10​A​,​B
6.17​A​BC
adjectives)
6.26
6.11
6.18​A
6.19​Av​ (indefinite
6.26B
6.11​A,​B
pronouns)
6.13
6.19​Aviii​ (transition
6.13​A,B​,C,D
words and phrases)
F19A-F
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the
TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based
best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment
to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is
required to view the copyrighted material.
Ongoing TEKS
Vocabulary (6.2), Reading Comprehension Skills (Figure 19), Fluency (6.1), Writing Process (6.14), Spelling (6.21) Listening (6.26), Speaking (6.27), and
Teamwork (6.28)
Knowledge and Skills with
Student Expectations
District Specificity/ Examples
(6.1) Reading/Fluency. Students
read grade-level text with
fluency and comprehension.
Do students comprehend information?
What determines when students adjust
their reading rate?
fluency
(6.2) Reading/Vocabulary
Development. Students
understand new vocabulary and
Bloom’sA.Understanding
B.Applying
affixes
roots
Academic
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Vocabulary
Instructional
Strategies
Group reading
Partner
reading
Choral
reading
Sustained
silent reading
Vocabulary
Bingo
Vocabulary
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any additional
resources must be aligned with the TEKS.
Reader’s Theater
Holt​ pg R27
The Word Station
Holt​ pg. R69-R73
Holt​ pg. R71
use it when reading and
writing. Students are expected
to:
(A) determine the meaning of
grade-level academic English
words derived from Latin,
Greek, or other linguistic roots
and affixes (​Readiness​)
• Analyzing
• Evaluating
D. Applying
(B) use context (e.g., cause and
effect or compare and contrast
organizational text structures)
to determine or clarify the
meaning of unfamiliar or
multiple meaning words;
(​Readiness​)
(C) complete analogies that
describe part to whole or whole
to part (e.g., ink: pen as page:
____ or pen: ink as book:
_____);
(D) explain the meaning of
foreign words and phrases
commonly used in written
English (e.g., RSVP, que sera
sera);
(E) 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​)
A review of a variety of structures and
their purposes is necessary to ensure
that students can identify and
understand organizational structures
before they apply this knowledge
to determine meanings of words.
Note:
The more students understand language
the easier it is for them to understand
information they hear or read.
Explicit instruction on how to use
resources is necessary before they can
become useful tools. It is essential that
students know how to use guide
words and keys and that they engage in
extended practice and modeling
on how to select the most appropriate
meaning of words to fit the context.
Using resources to support reading and
writing in authentic and relevant
situations enhances their effectiveness.
Can students determine word meaning
from context clues?
Use vocabulary words in writing Study
vocabulary in context Word stem study
How does the use of analogies deepen
vocabulary comprehension? Why would
an author choose to use foreign phrase
rather than the English equivalent?
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Base word
Prefix
Suffix
Organizational
Structure
Syllabication
Pronunciation
Vocabulary from
current literature
study
Foldables
Charades
Active word
walls
Review
dictionary
skills
Holt​ pg. R70
Dictionary Thesaurus
Holt​ pgs. R72, R100, R124
(10) Reading/Comprehension
of Informational
Text/Expository Text. Students
analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding. Students
are expected to:
(A) summarize the main ideas
and supporting details in text,
demonstrating an
understanding that a summary
does not include opinions;
(​Readiness​)
(B) explain whether facts
included in an argument are
used for or against an issue;
How does the use of a thesaurus expand
written and oral vocabulary?
Bloom’s- Understanding
Note:
When summarizing, students use text
features and clues in the text to
distinguish between what is relevant
and what is merely interesting.
The reader must understand the whole
text and not just the informa on to
be included in the summary
Classroom
Debate Group
discussion
Paired
Passages
Literature:
Various novels
Holt​ Unit 8, pg. 706- 710, 894-897, R8, R9
Activities:
Websites:
http://www.readwritethink.org/files/res
ources/interactives/persuasion_map/
Lessons:
10A
• ​ What is this article mostly about?
• What is the main idea of
paragraphs _ to _?
• What did _ do? (supporting
detail)
• What are the four most
important facts in this
information? (summary)
• Which of the following is the best
summary of this article?
• ​ ​ A summary of this information is
10B
• How does the author use the
facts about
in this
information?
• Which two important facts does
the author use to support his/her
position against the major issue?
• Which facts are used against the
issue of _?
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Summarize
Main Idea
Supporting Detail
Opinion
Judgement
(11) Reading/Comprehension
of Informational
Text/Persuasive Text. Students
analyze, make inferences and
draw conclusions about
persuasive text and provide
evidence from text to support
their analysis. Students are
expected to:
(A) compare and contrast the
structure and viewpoints of two
different authors writing for the
same purpose, noting the
stated claim and supporting
evidence
(Supporting)
(B) identify simply faulty
reasoning used in persuasive
texts.
(Supporting)
• When the author uses _, is he/she
supporting the issue or arguing
against the issue?
Bloom’s LevelA.Analyzing
B. Remembering
Note:
Persuasive structure is the organization
and order of ideas. It includes an
introduction, body, and conclusion. The
introduction states the author’s opinion
or stance, informs the reader of the
intention, and provides any necessary
background information. The body of
the text provides evidence and details
along with persuasive techniques to
persuade or convince a central
argument. The conclusion restates the
intention and
leaves the reader with a strong
convincing statement.
It is important that students not
automatically accept everything they
read or hear. They must think critically
in order to make sound decisions based
on information presented. Simply faulty
reasonings are the most common
persuasive technique encountered
when reading or listening to persuasion.
They may include band wagon appeals,
red herrings, incorrect factual claims,
and false authority. Students need
extended exposure to a variety of faulty
reasonings.
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Author’s purpose
Author’s viewpoint
Claim
compare
Conclusion
Contradictory
contrast
evidence
Faulty reasoning
Inference
Informational text
Overgeneralization
Persuasion
Stereotyping
Structure
Viewpoint
-explore
persuasive
texts to
practice
identifying
stated claims
by the author
and provide
evidence.
Advertisements- Commercials
Editorials-Political cartoons
Holt​ Unit 8, pg. 940- 941
http://www.readwritethink.org/professi
onal-development/strategy-guides/devel
oping-evidence-based-arguments-31034.
html
http://www.readwritethink.org/search/i
ndex.html?page=2&sort_order=relevanc
e&q=persuasive+text&srchgo.x=0&srchg
o.y=0&old_q=
11A
•
•
•
•
How are the authors' viewpoints
in _ and _ alike/different?
What do the authors' purposes in
these two article have in
common?
How did the authors of _ and _
structure their writing
differently?
How are the claims presented by
the two authors alike/different?
11B
•
(13) Reading/Media Literacy.
Students use comprehension
skills to analyze how words,
images, graphics, and sounds
work together in various forms
to impact meaning. Students
will continue to apply earlier
standards with greater depth in
increasingly more complex
texts. Students are expected to:
(A) explain messages conveyed
in various forms of media;
Supporting
What information in this article
does not make logical sense to
use in persuading an audience to
support the author's position?
• What does the author assume
about the reader with the line,
"_"?
• What line in paragraph _ is faulty
reasoning?
Bloom’s LevelA.Understanding
B.Remembering
Note:
Make the connection between
persuasive text and media.
Students need extended exposure to
media that communicates explicit
messages that inform, entertain, and
sell to prepare them for the analysis of
more complex and implicit messages in
future grades.
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emotion
Persuasivetechnique
Propaganda
Symbolism
Media message
Media form
-Student
created
persuasive
messages in
various media
Commercials – both TV and radio
Documentaries
​Holt​ Unit 8, pgs. TX31, TX32
United Streaming
Safari Montage
Scroll down to lesson ideas.
http://www.angelfire.com/ms/MediaLite
racy/Grade6.html
(B) recognize how various
techniques influence viewers'
emotions;
Supporting
(C) critique persuasive
techniques (e.g., testimonials,
bandwagon appeal) used in
media messages; and
(D) analyze various digital
media venues for levels of
formality and informality.
Students must understand
the media message, point of view, and
techniques before they can explain
how the techniques influence emotions.
Techniques can include: bandwagon,
contradiction, exaggeration, false
authority, misleading statements,
sentimental appeals, scare tactics, and
testimonials.
6.13
• What can the reader tell about
the person in this story in the
newspaper?
• What do you learn about this
author of many famous stories
from his/her short life story and
picture in the magazine?
• How does the author of
feel about
?
Reporting Category 3 question
stems:
• What can the reader tell about _
from the picture in the
newspaper that is not stated in
the article?
• Use the picture and table chart
with the information in the
cuticle to explain the main idea.
• Which person on the panel
supports _?
• What is the point of view of _
about _?
• What is the overall message in
this television advertisement?
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http://www.readwritethink.org/classroo
m-resources/lesson-plans/persuasive-tec
hniques-advertising-1166.html
http://www.readwritethink.org/search/i
ndex.html?page=2&sort_order=relevanc
e&q=persuasive+text&srchgo.x=0&srchg
o.y=0&old_q=
• What is the intended message in
this newspaper advertisement?
• What is the message in this
Internet advertisement?
13B
Question stems for Reporting
Category 2 for Literary Text:
• What was the author's purpose
in referring to a famous poem in
the television advertisement?
• What true story did the news
reporter use to influence the
viewers' feelings of anger?
Question stems for Reporting
Category 3 for Informational
Text:
•
How was the television
advertisement designed to
appeal to the viewers' emotions?
•
What technique was used in this
television advertisement to
influence the viewer?
13C
• Will the persuasive techniques
used in this television
advertisement influence most
viewers?
• This television advertisement
used testimonials of patients
using this medicine. Was this
persuasive technique effective?
13D
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CISD 2015, Updated 9/29/2016
•
•
•
WRITING
(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:
(A) plan a first draft by selecting
a genre appropriate for
conveying the intended
meaning to an audience,
determining appropriate topics
through a range of strategies
(e.g., discussion, background
reading, personal interests,
interviews), and developing a
thesis or controlling idea; (CRS):
(Writing A.1)
(B) develop drafts by choosing
an appropriate organizational
strategy (e.g., sequence of
events, cause-effect,
compare-contrast) and building
on ideas to create a focused,
organized, and coherent piece
of writing; (CRS): (Writing A.2)
(C) revise drafts to clarify
meaning, enhance style, include
Is this information on the web
presented formally or informally?
Explain your answer.
What would be a more formal
way of presenting this
information?
Why are text messages
considered informal
communication?
How does revision clarify meaning in the
final draft?
Writing check-points
Teacher/student writing conference
Mini lessons for each stage of writing
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draft
edit
publish
revision
thesis
transitions
Teacher
modeling of
writing,
editing, and
revision
Group writing
The Writing Academy
BLOCK 9​-Persuasive Writing and Writing
Letters
http://empoweringwriters.com/toolbox/
simple and compound
sentences, and improve
transitions by adding, deleting,
combining, and rearranging
sentences or larger units of text
after rethinking how well
questions of purpose, audience,
and genre have been
addressed;
(6.17) Writing/Expository.
Students write expository and
procedural or work-related
texts to communicate ideas and
information to specific
audiences for specific purposes.
Students are expected to:
(A) create multi-paragraph
essays to convey information
about a topic that: (i) present
effective introductions and
concluding paragraphs; (ii)
guide and inform the reader's
understanding of key ideas and
evidence; (iii) include specific
facts, details, and examples in
an appropriately organized
structure; and (iv) use a variety
of sentence structures and
transitions to link paragraphs;
(B) write informal letters that
convey ideas, include important
information, demonstrate a
sense of closure, and use
appropriate conventions (e.g.,
date understanding
(C) write responses to literary
or expository texts and provide
How can you write a friendly letter to
convey ideas, include important
information, and demonstrate a sense
of closure?
How do specific details and examples
help effectively communicate
procedural information?
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Expository text
Procedural text
Transitions
Group
collaboration
Exemplars
used for
models Create
class
responses
together
http://empoweringwriters.com/toolbox/
Holt ​pg. R43
Holt​ pgs. 556, 780
evidence from the text to
demonstrate understanding;
(6.18) Writing/Persuasive Texts.
Students write persuasive texts
to influence the attitudes or
actions of a specific audience
on specific issues.
Students are expected to write
persuasive essays for
appropriate audiences that
establish a position and include
sound reasoning, detailed and
relevant evidence, and
consideration of alternatives.
Supporting
(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 the
function of the following parts
of speech in the context of
reading, writing, and speaking:
(iii)predicate adjectives (She is
intelligent.) and their
comparative and superlative
forms (e.g., many, more, most);
supporting
(v) prepositions and
prepositional phrases to convey
location, time, direction, or to
provide details
Bloom’s - Create
What makes you upset or concerned?
How can you persuade your audience to
agree with your point of view?
Interactive
notebook
Exemplars
used as
models
Use writing process
Use evidence to support position
Checklists and mini lessons throughout
the process Teacher/Student
conferences
Bloom’s - Apply
How does the use of superlative form
clarify communication?
How do prepositional phrases increase
specificity in written communication?
How does the use of transitional words
increase clarity and interest in written
works?
-Reinforce conventions during speaking ,
reading, and writing exercises
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Argumentation
Generalizations
Propaganda
Rhetoric
The Writing Academy Block 9
Holt​ pg. 988
http://empoweringwriters.com/toolbox/
Propaganda
Commercials
Written debates
Conventions
Comparative forms
Predicate adjective
Predicate
nominative
Superlative
Assess within
students
writing
Practice daily
-teacher
models
Holt Language Handbook WS
Holt online lessons
Holt pgs. R57, R52, R32
-Holt online Language Handbook
-Holt online lessons
-Holt pgs. R46-R47, R52, R60
supporting
(viii)transitional words and
phrases that demonstrate an
understanding of the function
of the transition related to the
organization of the writing (e.g.,
on the contrary, in addition to)
supporting
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