6th Grade ELAR Unit 11

Big Idea:

Use a flexible range of metacognitive skills in both assigned and independent reading to understand an author’s message.

Student Expectations:

Priority TEKS

• 6.7 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
  • (A) infer multiple themes within and across texts using text evidence
  • (B) analyze how the characters' internal and external responses develop the plot
  • (D) analyze how the setting, including historical and cultural settings, influences character and plot development
• 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:
  • (A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths

Focus TEKS

• 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
• 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:
  • (D) analyze characteristics and structural elements of informational text, including:
    • (i) the controlling idea or thesis with supporting evidence
    • (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information
    • (iii) organizational patterns such as definition, classification, advantage, and disadvantage

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
  • (B) follow and give oral instructions that include multiple action steps
  • (D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement
• 6.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
  • (B) use context such as definition, analogy, and examples to clarify the meaning of words
• 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
• 6.8 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

Student Learning Targets:

• I will infer multiple themes within and across texts using text evidence.
• I will demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths.
• I will listen actively to interpret a message, ask clarifying questions, and respond appropriately.
• I will make inferences and use evidence to support understanding.

Essential Questions:

• How do I identify the claim?
• How does an author uses various types of evidence to support an argument?
• How do I identify the intended audience or reader?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center