6th Grade ELAR Unit 8

Big Idea:

Respond to an increasingly challenging variety of fiction that are read, heard, or viewed.

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:
  • (B) generate questions about text before, during, and after reading to deepen understanding and gain information
  • (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:
  • (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating
• 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
  • (D) analyze how the setting, including historical and cultural settings, influences character and plot development
• 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:
  • (F) analyze how the author's use of language contributes to mood and voice

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:
  • (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:
  • (D) paraphrase and summarize texts in ways that maintain meaning and logical order
• 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
  • (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:
  • (B) use context such as definition, analogy, and examples to clarify the meaning of words
• 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:
  • (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
• 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
• 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
• 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:
  • (D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes

Student Learning Targets:

• I will generate questions about text before, during, and after reading to deepen understanding and gain information.
• I will compare and contrast a fictional portrayal of an event to an historical account of the same event to understand how authors use history in their writing.
• 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 plot elements, including rising action, climax, falling action, resolution, and non-linear elements such as flashback.
• I will analyze how the author's use of language contributes to mood and voice.

Essential Questions:

• Why is it important to interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating?
• How can a reader synthesize information to create new understanding?
• How does the author's use of language contributes to mood and voice?
• Why is an element such as flashback essential to understanding Historical Fiction?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center