6th Grade ELAR Unit 5

Big Idea:

Use critical inquiry to analyze the authors' choices and how they influence and communicate meaning across multiple genres.

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:
  • (B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms
• 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:
  • (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
  • (F) analyze how the author's use of language contributes to mood and voice

Focus 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:
  • (G) discuss and write about the explicit or implicit meanings of text
• 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
  • (E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose

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
• 6.5 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:
  • (D) create mental images to deepen understanding
  • (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

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, including historical and cultural settings, influences character and plot development.
• I will analyze how the form or structure of a poem contributes to its meaning.
• I will analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms.
• I will analyze how the author's use of language contributes to mood and voice.

Essential Questions:

• What text evidence supports the theme?
• What is the purpose of meter and line breaks in a poem?
• How does text structure contribute to the author's purpose?
• How does the characters' internal and external responses help to develop the plot?
• How does the setting, including historical and cultural settings, influences character and plot development?
• How does the authors’ use of language contribute to mood and voice?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center