6th Grade ELAR Unit 3

Big Idea:

Expand and apply foundational language skills in order to deepen reading comprehension within a variety of texts.

Student Expectations:

Priority 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:
  • (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures
  • (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
  • (H) synthesize information to create new understanding
• 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:
  • (A) describe personal connections to a variety of sources including self-selected texts.

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:
  • (B) generate questions about text before, during, and after reading to deepen understanding and gain information
• 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:
  • (B) analyze how the characters' internal and external responses develop the plot
  • (C) analyze plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback
• 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:
  • (B) write responses that demonstrate understanding of texts, including comparing sources within and across genres
  • (C) use text evidence to support an appropriate response
  • (D) paraphrase and summarize texts in ways that maintain meaning and logical order
  • (E) interact with resources in meaningful ways such as not taking, annotating, freewriting, or illustrating
  • (F) respond using newly acquired vocabulary as appropriate
  • (G) discuss and write about the explicit or implicit meanings of text
  • (H) respond orally or in writing with appropriate register, vocabulary, tone and voice
  • (I) reflect and adjust responses as new evidence is presented
• 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

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
• 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:
  • (C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus
• 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:
  • (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotation when understanding breaks down
• 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

Student Learning Targets:

• I will make, correct, or confirm predictions while reading.
• I will make connections to personal experiences.
• I will make inferences and use evidence to support understanding.
• I will evaluate details to determine key ideas.
• I will synthesize information to create a new understanding.
• I will understand relationships among plot elements, character, and setting.
• I will infer the implicit theme and distinguish theme from main idea.

Essential Questions:

• Why do good readers make predictions?
• What characters in the story can you relate to, and why?
• How does the characters' internal and external responses help develop the plot?
• What is the author’s purpose in the story?
• What is something you can figure out about the story that the author didn’t tell you?
• What questions do you have about what you read?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center