6th Grade ELAR Unit 6

Big Idea:

Understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

Student Expectations:

Priority 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:
  • (C) analyze how playwrights develop characters through dialogue and staging
• 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
  • (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

• 6.3 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:
  • (B) generate questions about text before, during, and after reading to deepen understanding and gain information
  • (C) make, correct, or confirm predictions using text features, characteristics of genre, and structures
  • (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
  • (H) synthesize information to create new understanding

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
• 6.5 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
  • (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:
  • (D) paraphrase and summarize texts in ways that maintain meaning and logical order
  • (I) reflect on and adjust responses as new evidence is presented
• 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

Student Learning Targets:

• I will understand the importance of stage directions.
• I will explain the author's purpose and message within a text.
• I will understand how dialogue portrays character, plot, and theme.
• I will understand how the setting, including historical and cultural settings, influences character and plot development.

Essential Questions:

• How do playwrights develop characters through dialogue and staging?
• How does the author's use of language contribute to mood and voice?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center