6th Grade ELAR Unit 9

Big Idea:

Analyze, make inferences, and draw conclusions about expository texts and provide evidence from text to support understanding.

Student Expectations:

Priority 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
• 6.6 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
• 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
    • (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:
  • (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
• 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

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:
  • (C) use text evidence to support an appropriate response
• 6.12 Inquiry and Research: Listening, Speaking, Reading and Writing using Multiple Texts. Students engage in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
  • (A) generate student-selected and teacher-guided questions for formal and informal inquiry
  • (B) develop and revise a plan
  • (C) refine the major research question, if necessary, guided by the answers to a secondary set of questions
  • (D) identify and gather relevant information from a variety of sources
  • (E) differentiate between primary and secondary sources
  • (F) synthesize information from a variety of sources
  • (G) differentiate between paraphrasing and plagiarism when using source materials
  • (H) examine sources for:
    • (i) reliability, credibility, and bias
    • (ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype
• (I) display academic citations and use source materials ethically
• (J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Ongoing 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
  • (E) make connections to personal experiences, ideas in other texts and society
  • (H) synthesize information to create new understanding

Student Learning Targets:

• I will use context such as definition, analogy, and examples to clarify the meaning of words.
• I will analyze characteristics and structural elements of informational text.
• I will use text evidence to support an appropriate response.
• I will write responses that demonstrate understanding of texts, including comparing sources within and across genres.
• I will 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.

Essential Questions:

• What comprehension strategies can be used to clarify, monitor, and validate understanding?
• What is the difference between facts that can be proved and an opinion?
• Why does the summary include the most important ideas and information?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center