GRADE 6 ELA WRITING
UNIT 3:
Theme: Expanding Horizons
Unit Product: A Descriptive Essay (8 weeks)
Essential Questions:
1. How do we make our writing come alive with descriptions?
2. How do we use words to gain/capture someone’s attention?
3. How do we use words to share our thoughts, or create images?
4. How do we use language to compel people to take action, or to inspire them?
Guiding Questions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
How do descriptions help us?
What kinds of language can be used to describe things?
How can we develop and expand our vocabulary and language skills?
How do we help our readers create mental pictures through our writing?
How does our choice of words affect the image or feeling we are giving the reader?
How does figurative language and use of sensory details enliven our writing?
How do we use different organizational strategies to describe?
How does "voice" add perspective to a piece?
How does embedding anecdotes in your writing bring action to a descriptive
piece?
10. How do you develop and strengthen your writing through planning and
revisions?
Common Core State Standards
Reading
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a
text (e.g., through examples or anecdotes).
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of
a text and contributes to the development of the ideas.
RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
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Writing
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content.
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Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation
presented.
W.6.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
W.6.5. With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command of keyboarding skills to
type a minimum of three pages in a single sitting.
W.6.7. Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility
of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and providing basic bibliographic information for sources.
Speaking and Listening:
SL.6.1c. Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
SL.6.1d. Review the key ideas expressed and demonstrate understanding of multiple
perspectives through reflection and paraphrasing.
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Language Standards:
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*
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e. Recognize variations from standard English in their own and others’ writing and
speaking, and identify and use strategies to improve expression in conventional
language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.*
b. Spell correctly.
L6.3 Use knowledge of language and its conventions when writing, speaking, reading , or
listening.
a. Vary sentence patterns for meaning, reader/ listener interest, and style.*
b. Maintain consistency in style and tone.*
L.6.4 c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning
or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in the dictionary.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
c. Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
College and Career Readiness:
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners,
building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and
orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Diagnostic Assessment
1. Students will write an on- demand descriptive paragraph on an object, or an event, of their
choosing.
Formative Assessments:
1. Writing notebooks
2. Quick writes
3. Exercise in Revising Descriptive Sentences - Practice in Writing With Specific Details
4. Exercise in Using Specific Descriptive Details in Sentences - Building sentences and
paragraphs with specific details
5. Topic Sentences - Supporting a Topic Sentence with Descriptive Details
The Blond Guitar
Summative Assessments:
1. You are a reporter and during your travels across time and place you have struck gold. You have
found that very special picture of a scene, an event, art work, or action photograph which you need
to share with your readers. However you are not allowed to show it to them till you bring it alive
with all the descriptive strategies you have learned. The test of your success is that at the end of the
exercise when you show your readers the picture, they vote that your "verbal picture" was better
than actual picture. or
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You will dig deep (delve) into your memory bank and find a very special scene, event, object,
person you want to describe to your readers. Make your memory come alive with vivid descriptions
and sensory details.
2. Unit test
3. Reflection on their own progress comparing the on demand essay with the final assessment task.
ASSESSMENT EVIDENCE
Authentic Performance Task(s):
1. Students will discuss the practical reasons for using details and compelling language to describe
objects, events, ideas.
2. Students look at mentor texts and understand how "to show not tell."
3. Students practice writing "show not tell" paragraphs.
4. Students will identify at least 10 nouns in a scene, and then use 10 different adjectives for each.
5. Students will identify at least 10 verbs in a scene, and use 10 adverbs to modify them. (Thesaurus
can be used to identify strong verbs)
6. Students will use a thesaurus to find antonyms and synonyms for 10 of their own words.
7. Students will learn how to use vocabulary to show different degrees or change. ex. sorrowful to
melancholic
8. Students will write a paragraph that describes a scene (a tornado, an earthquake or other natural
disaster) or an object using at least 10 descriptive phrases.
9a. Students will write a 2nd paragraph that describes the opposite scene, by using the antonyms.
9b. Students will use the descriptive vocabulary learned to write a diamante, a cinquain or other
poem, with synonyms and antonyms.
10. Students study mentor texts with figurative language (metaphors, similes, alliteration,
onomatopoeia, personification) and create their own descriptions of a given scene or event.
11. Students learn how to expand sentences to include sensory details.
12a. Students will learn how to use spatial order to describe.(show the reader how things are located
from your perspective)
12b. Students will learn to use order of importance to describe. (show the reader the focus of your
piece with supporting details)
12c. Students will learn to use time as an organizer. (show the reader changes over time ex. frame
by frame slow motion)
13. Students learn to identify and describe the artistic elements (i.e., lines, colors, shapes, and
mood) that are present in a piece of art.
14. Students will learn how to use "voice" (a.k.a. you) to add their perspective to a piece.
15. Students will learn how to use anecdotes to liven up descriptions.
16. Students learn how to establish the significance of a fact by including why it is important. (Ref.
Non Fiction Craft Lessons)
17. Students browse websites and select pictures they will use for their descriptive essay and
shortlist a few.
18. Students will write their first draft of the descriptive paragraph using strategies learned.
19. Students will use peer revising and editing to polish their pieces.
20. Students will present their completed pieces to their audience for their votes.
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TEACHING AND LEARNING PLAN
Teaching and Learning Activities:
1. Administer a diagnostic test
2. Analyze mentor texts which use "show not tell"
3. Learn the use of different descriptive techniques such as anecdotes, voice, figurative
language etc.
4. Select topic and pictures of scene, objects, painting etc. to use descriptive strategies.
5. Write a descriptive paragraph using strategies learned with drafts revised and edited.
6. Write a reflective piece to compare their on demand diagnostic and final product.
Resources Needed:
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http://www.readwritethink.org/classroom-resources/lesson-plans/artisticelements-exploring-through-318.html?tab=4#tabs
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Everglades by Jean Craighead George
Deadly Animals by Martha Holmes (Non fiction Craft lesson by Joann P and R. Fletcher)
Non fiction Craft lesson by Joann P and R. Fletcher
The Town Dump by Wallace Stegner
Hub fans bid Kid Adieu by John Updike
Ritual in World Fair by E.L. Doctorow
Excerpt from The Autobiography of an Ex-Colored Man by James Weldon Johnson
Summer Rituals - Excerpt from Dandelion Wine by Ray Bradbury
Excerpt from "The Old House at Home" by Joseph Mitchell (for place description)
Excerpt from "Shooting Dad" by Sarah Vowell
description - definition and examples of descriptive writing
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UNIT 2: Descriptive Essay
Essential Questions:
1. How do we make our writing come alive with descriptions?
2. How do we use words to gain/capture someone’s attention?
3. How do we use words to share our thoughts, or create images?
4. How do we use language to compel people to take action, or to inspire them?
WEEKLY CALENDAR (Jan 30 to March 30) 8 weeks
Week
Guiding Questions
Topics/Lessons
Assessments
(diagnostic, formative,
summative, interim)
Session A:
Homework: Task 3.
1
1. Students will discuss Students practice
1. How do descriptions
the practical reasons for writing "show not tell"
help us?
using details and
paragraphs.
2. What kinds of
compelling language to
language can be used to describe objects, events, Worksheet to practice
describe things?
ideas.
identifying nouns, verbs
3. How can we develop
2. Students look
and expand our
at mentor texts
Homework:
vocabulary and
and understand
Task 6. Students will
language skills?
how "to show not
use a thesaurus to find
tell."
antonyms and
Session B: 4. Students
synonyms for 10 of their
will identify at least 10
own words.
nouns in a scene, and
+ Students will review
then use 10 different
constructing a complete
adjectives for each.
sentence, eliminating all
5. Students will identify
run-on sentences, using
at least 10 verbs in a
closing punctuation
scene, and use 10
adverbs to modify them.
(Thesaurus can be used
to identify strong verbs)
Standards
Assessed:
Key Vocabulary
Describe, describing,
descriptors, compare,
comparing, comparisons
contrast, compelling,
vibrant, vivid, adjectives,
noun, objects, ideas,
concepts, verbs,
adverbs,
glossary, thesaurus,
synonyms, opposite,
antonyms
CCSS RI6.4,6.5 L1,2,5 SL1c
6
Week
Guiding Questions
Topics/Lessons
Session A
3. How can we develop
and expand our
vocabulary and
language skills?
4. How do we help our
readers create mental
pictures through our
writing?
5. How does our choice
of words affect the
image or feeling we are
giving the reader?
7. Students will learn
how to use vocabulary to
show different degrees
or change. ex. sorrowful
to melancholic
2
8. Students will write a
paragraph that
describes a scene (a
tornado, an earthquake
or other natural
disaster) or an object
using at least 10
descriptive phrases.
Assessments
Homework
9a. Students will
continue to write their
2nd paragraph that
describes “the opposite
scene,” by using the
antonyms.
Key Vocabulary
Range, degrees, scale,
strength, intensity,
greater, lesser, more
less, neutral,
connotation, vocabulary
of change
9b. Students will use
the descriptive
vocabulary learned to
write a diamante, a
cinquain or other poem,
with synonyms and
antonyms. (Extra credit)
Session B
9a. Students will write a
2nd paragraph that
describes an opposite
scene (to the one in task
8), by using the
antonyms.
Standards
Assessed:
CCSS RI6.5,W 6.2d L 6.1,2,5 SL 1c
7
Week
3
Guiding Questions
6. How does figurative
language and use of sensory
details enliven our writing?
Topics/Lessons
Session A
10. Students study
mentor texts with
figurative language
(metaphors, similes,
alliteration,
onomatopoeia,
personification) and
create their own
descriptions of a given
scene or event.
11. Students learn how
to expand sentences to
include sensory details.
Session B
Review of past material.
Unit exam including
assessment of
mechanics of writing,
correcting run-ons
Standards
Assessed:
Assessments
(diagnostic, formative,
summative, interim)
Homework:
Practice with
correcting run-ons
and using only
simple sentences
with correct
capitalization and
punctuation.
Key Vocabulary
Simple sentences,
complete sentences,
periods, run-ons,
punctuation, figurative
language, metaphors,
similes, alliteration,
personification,
onomatopoeia, mastery,
competency
Students write "show
not tell" paragraphs.
Formative Assessment:
Vacation Package (with
some answers in the
back for self- checking);
a descriptive paragraph
and a checklist of skills
to be included
CCSS RI 6.3,6.4,6.5 W6.2 L 6.1,2,5 SL 1c,d
8
Week
Guiding Questions
Topics/Lessons
Session A
+Review and collect the
vacation package.
4
7. How do we use different
organizational strategies to
describe?
+Students will learn to
write compound
sentences.
+Students will discuss
their “noticings” of two
mentor texts which
illustrate the following
tasks.
Assessments
(diagnostic, formative,
summative, interim)
Key Vocabulary
Organizational
strategies, order, spatial,
3. Exercise in Revising
Descriptive Sentences Practice in Writing With
Specific Details
4. Exercise in Using
Specific Descriptive Details
in Sentences - Building
sentences and paragraphs with
specific details
Session B
12a. Students will learn
how to use spatial order
to describe.(show the
reader how things are
located from your
perspective).
Standards
Addressed
CCSS RI 6.3,6.4,6.5 SL 1c, 2
9
Week
Guiding Questions
Topics/Lessons
Assessments
(diagnostic, formative,
summative, interim)
12b. Students will learn
to use order of
importance to describe.
(show the reader the
focus of your piece with
supporting details)
Topic Sentences - Supporting
a Topic Sentence with
Descriptive Details
The Blond Guitar
5
7. How do we use different
organizational strategies to
describe?
Key Vocabulary
chronological,
importance, priority,
perspective, focus
12c. Students will learn
to use time as an
organizer. (show the
reader changes over
time ex. frame by frame
slow motion)
Standards
Assessed:
CCSS RI 6.3,6.4,6.5 SL 1c, 2 L 6,2,3
10
Week
Guiding Questions
Topics/Lessons
Assessments
(diagnostic, formative,
summative, interim)
6
8. How does "voice" add
perspective to a piece?
9. How does embedding
anecdotes in your writing
bring action to a descriptive
piece?
13. Students learn to identify
and describe the artistic
elements (i.e., lines, colors,
shapes, and mood) that are
present in a piece of art.
Homework:
Students will write their
first draft of the
descriptive paragraph
using one of the
(Alpha)
organizational strategies
learned. Writing should
14. Students will learn how to include compound
use "voice" (a.k.a. you) to add
sentences and descriptive
their perspective to a piece.
language.
Key Vocabulary
anecdotes, voice,
significance, artistic elements
(lines, colors, shapes, and
mood)
15. Students will learn how to
use anecdotes to liven up
descriptions.
16. Students learn how to
establish the significance of a
fact by including why it is
important. (Ref. Non Fiction
Craft Lessons)
Standards
Assessed:
CCSS RI 6.3, 6.4,6.5 L 6.1,2,3,5,6 SL 1c, 2
11
Week
Guiding Questions
7
10. How do you develop and
strengthen your writing
through planning and
revisions?
Standards
Assessed:
Topics/Lessons
17. Students browse websites
and select pictures they will
use for their descriptive essay
and shortlist a few.
Assessments
(diagnostic, formative,
summative, interim)
Key Vocabulary
Drafts of descriptive paragraph
18. Students will write their
first draft of the descriptive
paragraph using strategies
learned.
CCSS W 2, W 4, W 7, W 8, RI 2, 3 L6.1,2,3
12
Week
Guiding Questions
Assessments
(diagnostic, formative,
summative, interim)
Key Vocabulary
Peer review, revise, edit
8
10. How do you develop and
strengthen your writing
through planning and
revisions?
Standards
Assessed:
Topics/Lessons
19. Students will use peer
revising and editing to polish
their pieces.
Final Draft of descriptive
essay to be graded using
rubrics and presentation to an
audience of peers
20. Students will present their
completed pieces to their
audience for their votes.
CCSS W 2,4,5,6,7,8 L 6.1,2,3,5,6 SL 4
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