6th Grade ELAR Unit 12

Big Idea:

Use the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Student Expectations:

Priority TEKS

• 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:
  • (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
• (C) revise drafts for clarity, development, organization, style, word choice, and sentence variety
• (D) edit drafts using standard English conventions, including:
  • (i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
  • (iii) conjunctive adverbs
  • (iv) prepositions and prepositional phrases and their influence on subject-verb agreement
  • (v) pronouns, including relative
  • (vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor
  • (ix) correct spelling, including commonly confused terms such as its/it's, affect/ effect, there/their/they're, and to/two/too
• 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

Focus TEKS

• 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:
    • (ii) developing an engaging idea reflecting depth of thought with specific facts and details
  • (D) edit drafts using standard English conventions, including:
    • (ii) consistent, appropriate use of verb tenses
    • (vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations
    • (viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements
  • (E) publish written work for appropriate audiences
• 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:
  • (A) compose literary texts such as personal narratives, fiction, and poetry using 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
• 6.12 Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
  • (H) examine sources for:
    • (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype
  • (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Ongoing 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:
  • (D) paraphrase and summarize texts in ways that maintain meaning and logical order
• 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:
  • (B) develop drafts into a focused, structured, and coherent piece of writing by:
    • (ii) developing an engaging idea reflecting depth of thought with specific facts and details
• 6.12 Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
  • (I) display academic citations and use source materials ethically

Student Learning Targets:

• I will develop drafts into a focused, structured, and coherent piece of writing.
• I will organize with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion.
• I will revise drafts for clarity, development, organization, style, word choice, and sentence variety.
• I will edit drafts using standard English conventions.
• I will publish written work for appropriate audiences.

Essential Questions:

• What is the difference between editing and revision?
• What is the difference between writing to learn and writing to show learning?
• How can a writer ensure they understanding the difference between a complete thought, a fragment, or a run-on sentence?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center