6th Grade ELAR Unit 7

Big Idea:

Understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding.

Student Expectations:

Priority 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
• 6.8 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:
  • (iii) organizational patterns such as definition, classification, advantage, and disadvantage
• 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
• 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
  • (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

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
• 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
• 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
  • (ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information
• (E) analyze characteristics and structures of argumentative text by:
  • (i) identifying the claim
  • (ii) explaining how the author uses various types of evidence to support the argument
• (F) analyze characteristics of multimodal and digital texts

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:
  • (D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement
• 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:
  • (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
  • (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:
  • (A) establish purpose for reading assigned and self-selected texts
  • (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
  • (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotation when understanding breaks down
• 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:
  • (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating
• 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:
  • (E) analyze characteristics and structures of argumentative text by:
    • (i) identifying the claim
    • (ii) explaining how the author uses various types of evidence to support the argument
    • (iii) identifying the intended audience or reader

Student Learning Targets:

• I will remember important factual information.
• I will analyze the structure authors use to organize texts.
• I will compare and contrast the historical and cultural settings of two literary works.
• I will use context such as definition, analogy, and examples to clarify the meaning of words.
• I will make connections to personal experiences, ideas in other texts and society.
• I will paraphrase and summarize texts in ways that maintain meaning and logical order.

Essential Questions:

• What are the main characteristics of Literary NonFiction?
• Why is higher level thinking essential to making more abstract connections?
• Why is historical and cultural information needed before trying to connect a stories effect on the setting?
• How can a reader make, correct, or confirm predictions using text features, characteristics of genre, and structures?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center