6th Grade ELAR Unit 4

Big Idea:

Further expand and apply foundational language skills in order to deepen understanding of what the author is saying within a variety of texts.

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

Focus TEKS

• 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
• 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
  • (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes
  • (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose
  • (F) analyze how the author's use of language contributes to mood and voice
  • (G) explain the differences between rhetorical devices and logical fallacies

Ongoing TEKS

• 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
• 6.8 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 infer multiple themes within and across texts using text evidence.
• I will analyze how the characters' internal and external responses develop the plot.
• I will analyze how the setting influences character and plot development.
• I will analyze characteristics and structural elements of informational text.
• I will analyze and apply author's craft purposefully in order to develop my own products and performances.

Essential Questions:

• What is the author saying in the text?
• What is the difference between implicit theme and main idea?
• How does the use of text structure contribute to the author's purpose?
• How does the author’s use of figurative language such as metaphor and personification contribute to the meaning in multiple genres?
• How does the author's use of language contributes to mood and voice?
• What is the difference between rhetorical devices and logical fallacies?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center