Grade 6 ELAR
Unit 9
Title
Suggested Time Frame
Imaginative
6th Six Weeks
2.5 Weeks
Big Ideas/Enduring Understandings
Guiding Questions
Reading/Writing
● Students analyze fictional text by: determining the theme,
recognizing how story structure and setting
(cultural/historical/location) influence plot development,
explaining how voice, dialogue/dialect, actions and interactions
develop characters determining how the author’s use of sensory
language, figurative language, and word choice influence meaning
● It is important for writers to be able to communicate ideas clearly.
● Authors use plot and point of view in order to convey a
message/theme in a story.
● Authors understand the impact of setting upon characters and
plot.
● Authors create characters with certain qualities and use dialogue
to develop the characters, setting and plot.
Reading/Writing
● How can revising and editing help a writer communicate his/her ideas
more clearly?
● How do authors create and develop complex and believable characters?
● How does the author use dialogue to develop a particular character or
relationship between characters?
● How do authors connect elements of plot in a logical order?
● How does an author use imagery/simile/metaphor/personification to
create meaning in a fictional story?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
CISD 2015 2016, Updated 12/15/16
Sample Assessment Question
6.2​ In paragraph __ of this story, what does the word __ mean? *
What is the root word for the word in paragraph __ that means __?
In paragraph __, what does the word __ mean?
What (or which) words in paragraph __ help the reader understand what __ means?
In this story, the word __ is in paragraph __; this word is to __ as __ is to __. __ is to __ as __ is to __.
What does the expression __ as used in paragraph __ mean?
The phrase __ used in paragraph __ means - Read the dictionary entry for the word __. Which definition represents the meaning of the word __ as used in
paragraph __?
(Dictionary entry with four definitions is shown and students must use context clues to determine the meaning of the word as it is used in the passage.)
6.3​ What is the theme of this story?
How is the theme of this story different than the topic?
What was the function of __ in this myth? How did the author use __ in this story?
In comparing __ and __, what was the difference in the cultural settings?
How were the historical settings different in __ and __?
What do the historical settings in ___ and __ have in common?
6.6​ What are the three most important paragraphs in this fiction selection?
Which of these is the best summary of this selection?
Why are paragraphs __ and __ important?
Summarize the plot of this selection. The dialect of __helps the reader to describe him/her as In what way does the author help the reader to understand the
character __?
The reader can understand the motivations of __ by __ The dialect of __helps the reader to describe him/her as In what way does the author help the reader to
understand the character __?
The reader can understand the motivations of __ by __ How does the way the character expresses his/her feelings help the reader understand the character?
Describe the point of view of __ in this story. Why is the point of view of __ important in this story?
Describe the difference between the points of view of __ and __ in this story.
Reading
Writing
6.1
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
6.2​A,B​,C,D,​E
6.14A​BCD
6.​19Aii,v,
6.3​A​,B
6.15​A
6.​20A
6.26
6.6​A​,​B,C
6.15 ​Biii
6.20C
6.26B
F19A-F
6.21
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
CISD 2015 2016, Updated 12/15/16
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
(6.1) Reading/Fluency. Students read
grade-level text with fluency and
comprehension.
Students are expected to adjust fluency
when reading aloud grade-level text
based on the reading purpose and the
nature of the text.
District Specificity/
Examples
Do students comprehend
information?
Vocabulary
Vocabulary
associated with
the standard.
What determines when students
adjust their reading rate?
Instructional
Strategies
Group reading
Partner reading
Choral reading
Sustained silent
reading
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any
additional resources must be aligned
with the TEKS.
Literature:
Reader’s Theater
Holt pg R27
Activities:
-Assess with TALA
Websites:
http://education.seattlepi.com/readin
g-fluency-activities-older-students-387
3.html
(6.2) Reading/Vocabulary Development.
Students understand new vocabulary
and 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
(B) use context (e.g., cause and effect or
compare and contrast organizational
text structures) to determine or clarify
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Bloom’s level
6.2A Understanding
6.2B Applying, analyzing,
evaluating
6.2E Applying
Note:
-Understanding word structure
origin or background of words
helps students establish the
meaning, pronunciation, parts of
affixes
roots Vocabulary
from current
literature study
Vocabulary
Bingo
Vocabulary
Foldables
Charades Active
word walls
Word stems
Review
dictionary skills
http://www.ernweb.com/educationalresearch-articles/reading-fluency-for-o
lder-students/
Literature:
The Word Station
Holt pg. R69-R73, R100, R124
Practice within various literature.
Activities:
Use vocabulary words in writing
Study vocabulary in context
Word stem study
Websites:
the meaning of unfamiliar or multiple
meaning words;
(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
speech, and spelling of new
words. This understanding
facilitates the appreciation of the
potential of a word. The more
students understand language
the easier it is for them to
understand information they
hear or read.
-​Extended exposure to a variety
of text structures and words is
necessary for the development
of this strategy. Text structures
include: cause and effect,
sequential order, order of
importance, main ideas and
details, description, compare and
contrast, logical order,
classification, position/support,
and problem/ solution.
-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.
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http://www.webenglishteacher.com/v
ocab.html
https://www.spellingcity.com/6th-gra
de-spelling-words.html
Can students determine word
meaning from context clues?
How does the use of analogies
deepen vocabulary
comprehension? Why would an
author choose to use foreign
phrase rather than the English
equivalent?
How does the use of a thesaurus
expand written and oral
vocabulary?
(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 of a work of
fiction, distinguishing theme from the
topic
(B) analyze the function of stylistic
elements (e.g., magic helper, rule of
three) in traditional and classical
literature from various cultures;
(6.6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make
inferences and draw conclusions about
the structure and elements of fiction
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Bloom’s level
6.3A analyzing
6.3B Analyzing
How do theme and genre
influence the students’
understanding of text?
How does setting affect the
theme in comparing across
texts?
Theme
Moral
Implicit
Theme
Theme vs. Topic
Language and Style
Magic Helper
Rule of Three
Hyperbole
Bloom’s level
6.6A Understanding
6.6B Remembering,
Understanding
drawing
conclusions
folklore
Genre
inference
setting
author’s style
tone
mood
character traits
protagonist
antagonist
plot
conflict
internal conflict
external conflict
flashback
foreshadowing
compare/
contrast
-Use movie
trailers to have
students pick
out explicit
themes first.
Then have them
pick out implicit
themes.
Literature:
Holt Lit: TX30
Activities:
analogy
antagonist
characterization
climax
Story Map/Plot
Chart
Literature:
Holt Literature pg. 5,
Units 1 “Boar Out There” p32
“The School Play” p.34 “
ELPS 1H, 4G, 5K
Websites:
http://www.yale.edu/ynhti/curriculum
/units/2004/2/04.02.08.x.html
and provide evidence from text to
support their understanding. Students
are expected to:
(A) Summarize the elements of plot
development (e.g., rising action, turning
point, climax, falling action,
denouement) in various works of fiction;
Readiness
(B) recognize dialect and conversational
voice and explain how authors use
dialect to convey character
(C) describe different forms of
point-of-view, including first- and
third-person.
6.6C Understanding
Note:
Understanding the elements of
plot and how they connect
enhances appreciation,
connections, and
comprehension. It is necessary
that students understand that
the plot
along with characters and setting
convey how a story unfolds.
Summarizing provides a
meaningful strategy for the
analysis of how one event builds
upon or influences another.
Summary is used to recall,
inform, or organize ideas.
Evaluate how plot, use of dialect
and literary elements affect
meaning.
Theme
-Implicit theme
-Theme vs. topic
-Universal theme
Author’s Style Character
-Motivation
-Relationships
-Change
-Dynamic
-Static
-Round
-Flat
Make Connections
-Between and across texts
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conflict
denouement
dialect
drawing
conclusions
exposition
falling action
flashback
foreshadow
hyperbole
imagery
metaphor mood
novel paraphrase
personification
plot
point of view
protagonist rising
action setting
simile
style
symbolism theme
tone
turning point
All Summer in a Day” p.66
“Eleven” p. 198
“Ghost of the Lagoon” p.206
“Jeremiah’s Song” p. 220
Activities:
Websites:
https://prezi.com/udvt2jjmrut7/66a-s
ummarize-the-elements-of-plot-in-wor
ks-of-fiction/
http://www.readwritethink.org/classr
oom-resources/lesson-plans/plot-struc
ture-literary-elements-904.html
https://www.brainpop.com/
https://www.flocabulary.com/unit/poi
nt-of-view/
-Using other media
Plot -Sequence
-Linear
-Conflict (Internal and External)
-Nonlinear Plot Setting
-Effect on plot Point of View
-1 st person
-3 rd person (Limited and
Omniscient)
Purpose – for reading Questions
Literal
Interpretive
Evaluative
Universal
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;
(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;
(C) revise drafts to clarify meaning,
enhance style, include simple and
compound sentences, and improve
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Bloom’s - apply, create
How does revision clarify
meaning in the final draft?
Writing checkpoints
Teacher/student writing
conference Mini lessons for each
stage of writing
draft
edit
publish
revision
thesis transitions
Teacher
modeling of
writing, editing,
and revision
Group writing
Literature:
Mentor Text
Activities:
The Writing Academy Block 10
Websites:
http://empoweringwriters.com/toolbo
x/
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;
(D) edit drafts for grammar, mechanics,
and spelling; and (E) revise final draft in
response to feedback from peers and
teacher and publish written work for
appropriate audiences.
(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 stories that
include: (i) a clearly defined focus, plot,
and point of view; (ii) a specific,
believable setting created through the
use of sensory details; (iii) dialogue that
develops
(B) Write poems using:
(iii) graphic elements (e.g., capital
letters, line length).
(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: (ii) non-count nouns (e.g., rice,
paper);
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Bloom’s - create
What is a descriptive essay?
-Study how setting affects a story
-Dialogue study/writing
-Use writing process
-Checkpoint and mini lessons
throughout the process
dialogue
plot
point of view
sensory details
Bloom’s - apply
How do prepositional phrases
increase specificity in written
communication?
Conventions
Assess with writing, revising, and
editing
Exemplars used
for models
Plot chart/Map
Literature:
Holt pg. 414-422
Holt pg. 656
ELPS 5F, 5G
Activities:
The Writing Academy Block 10
Websites:
-daily practice
-teacher models
Literature:
-Holt online Language Handbook -Holt
online lessons -Holt pgs. R46-R47, R52,
R60
Activities:
Websites:
http://www.chompchomp.com/
https://www.grammarflip.com/
(v) prepositions and prepositional
phrases to convey location, time,
direction, or to provide details
(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
(C) use proper mechanics including
italics and underlining for titles of books
(6.21) Oral and Written
Conventions/Spelling. Students spell
correctly. Students are expected to:
(A) differentiate between commonly
confused terms (e.g., its, it's; affect,
effect);
(B) use spelling patterns and rules and
print and electronic resources to
determine and check correct spellings
(C) Know how to use the spell-check
function in word processing while
understanding its limitations
Bloom’s - apply
How does capitalization make
written communication more
understandable?
Abbreviations
-Teacher models
-Daily Practice
ELPS 5C, 5E
Activities:
-Practice within own writing
Websites:
http://www.abcteach.com/abclists/ab
breviations.htm
Assess with writing, revising, and
editing
Bloom’s - apply
If the term is used incorrectly,
how does the usage affect the
meaning of the text?
How can the use of spell check
be unreliable?
Why is it important to spell
correctly?
Literature:
Mentor text
Holt R49-R50
-Student created
visuals
-Daily practice
Assess with writing, revising, and
editing
Assess with student generated
published documents
Assessed contextually
-Holt pg. R71, R72, R75
Commonly misspelled word list
https://www.grammarflip.com/
https://www.spellingcity.com/6th-gra
de-spelling-words.html
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