6th Grade ELAR Unit 10

Big Idea:

Analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support analysis.

Student Expectations:

Priority TEKS

• 6.6 Response skills: listening, speaking, reading, and writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
  • (C) use text evidence to support an appropriate response
• 6.8 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
• (E) analyze characteristics and structures of argumentative text by:
  • (i) identifying the claim
  • (ii) explaining how the author uses various types of evidence to support the argument
  • (iii) identifying the intended audience or reader
• 6.9 Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
  • (A) explain the author's purpose and message within a text
  • (B) analyze how the use of text structure contributes to the author's purpose
  • (C) analyze the author's use of print and graphic features to achieve specific purposes
• 6.10 Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
  • (A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
  • (B) develop drafts into a focused, structured, and coherent piece of writing by:
    • (i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
    • (ii) developing an engaging idea reflecting depth of thought with specific facts and details
• (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety
• 6.11 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
  • (B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft
  • (C) compose multi-paragraph argumentative texts using genre characteristics and craft
  • (D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

Focus TEKS

• 6.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
  • (C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

Ongoing TEKS

• 6.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
  • (A) listen actively to interpret a message, ask clarifying questions, and respond appropriately
  • (D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement
• 6.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to:
  • (A) adjust fluency when reading grade- level text based on the reading purpose
• 6.5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasing complex texts. The student is expected to:
  • (E) make connections to personal experiences, ideas in other texts and society
  • (F) make inferences and use evidence to support understanding
  • (G) evaluate details to determine key ideas

Student Learning Targets:

• I will recognize fact, opinion, perspective, and bias.
• I will evaluate and judge logic.
• I will determine feasibility.
• I will identify simply faulty reasoning used in persuasive texts.

Essential Questions:

• Why should readers not believe everything they read is true?
• What is it important for readers to understand the author’s intent?
• Why is determining what is logical and what is manipulation important?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center