LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 6TH GRADE ELA 2014 – 2015
BECOMING A READER AND WRITER
Unit Title:
Time Frame:
Synthesizing Through Reading and Research Third Grading Period
Theme with Facilitation Questions:
Growing Up and Making Decisions
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To what extent do individuals’ decisions shape the future?
Are we affected only by decisions we make ourselves?
How does society make decisions that impact my future?
What happens when I disagree?
What does it mean to ‘grow up?’
What about growing up makes it such a favorite topic of
writers?
Does the process of growing up follow any ‘rules’ or
predictable patterns?
Unit Foci:
Reading - Read, identify and analyze author’s management of text
structures in informational texts. Read, identify and analyze author’s
use of literary elements in literary texts. Synthesize and connect
between ideas within a text and across two or three texts
representing similar or different genres.
Writing – Six Traits Focus: organization & word choice. Compose a
persuasive essay or letter. Compose poetry using figurative language.
Conduct research (to be continued in next unit).
Curriculum:
Although components are listed here in separate strands, effective instruction mirrors the real and
necessary interdependence of reading and writing skills.
Enduring Understandings:
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An author’s choices are purposeful and create meaning and communicate messages in a text.
Making text-based inferences allows a reader to ‘find’ meanings and messages in a text.
Summarizing texts allows a reader to make meaning of a text.
Making thoughtful choices as an author communicates my meaning and message more clearly.
Writers can influence readers’ understanding by making careful connections between ideas.
“We write persuasively to convince readers to improve their lives in specific ways.” Jeff Anderson, “The Write Guy”
Language is used in specific ways to influence the way audiences think, act, and perceive the world.
Unit Title: Synthesizing Through Reading and Research
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Essential Questions:
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How do the author’s choices influence the meaning and message of the text?
What choices do I make as an author to better communicate my meaning and message?
What is the relationship between decisions and consequences for one or more of the characters?
How do decisions, actions, and consequences vary depending on the different perspectives of the people involved?
How does language influence people?
How do media persuade us to do things?
Spiraling TEKS:
 Fig.19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts as they become self-directed, critical readers. The student is expected to:
 Fig.19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig.19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig.19 (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud;
generating questions)
 Fig.19 (D) make inferences about text and use textual evidence to support understanding RS, SS
 Fig.19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across
texts RS, SS
 Fig.19 (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide
textual evidence RS
 6.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and
affixes RS
 6.2 (B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning
of unfamiliar or multiple meaning words RS
 6.2 (C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page:_____ or pen:ink as book:______)
 6.2 (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)
 6.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words RS
 6.6 (C) describe different forms of point-of-view, including first- and third-person SS
 6.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining
appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing
a thesis or controlling idea
 6.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast)
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and building on ideas to create a focused, organized, and coherent piece of writing
6.14 (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding,
deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and
genre have been addressed
6.14 (D) edit drafts for grammar, mechanics, and spelling
6.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
6.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
 (i) verbs (irregular verbs and active and passive voice)
 (ii) non-count nouns (e.g., rice, paper)
 (iii) predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)
 (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
 (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details
 (vi) indefinite pronouns (e.g., all, both, nothing, anything)
 (vii) subordinating conjunctions (e.g., while, because, although, if)
 (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the
organization of the writing (e.g., on the contrary, in addition to)
6.19 (B) differentiate between the active and passive voice and know how to use them both
6.19 (C) use complete simple and compound sentences with correct subject-verb agreement
6.21 (A) differentiate between commonly confused terms (e.g., its, it’s; affect, effect)
6.21 (B) know how to use the spell-check function in word processing while understanding its limitations
The student will know and be able to:
 6.2 (B) (see Spiraling)
 6.3 (A) infer the implicit theme of a work of fiction, distinguishing theme from the topic SS
 6.3 (B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various
cultures SS
 6.3 (C) compare and contrast the historical and cultural settings of two literary works SS
 6.4 (A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem
SS
 6.5 (A) explain the similarities and difference in the setting, characters, and plot of a play and those in a film based upon the same
story line
 6.6 (A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various
works of fiction RS
 6.6 (B) recognize dialect and conversational voice and explain how authors use dialect to convey character SS
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 6.6 (C) (see Spiraling)
 6.8 (A) explain how authors create meaning through stylistic elements and figurative language emphasizing the use of
personification, hyperbole, and refrains RS
 6.10 (A) summarize the main idea and supporting details in text, demonstrating an understanding that a summary does not include
opinions RS
 6.10 (B) explain whether facts included in an argument are used for or against an issue SS
 6.10 (C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea
and the author’s viewpoint RS
 6.10 (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or
different genres RS
 6.11 (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated
claim and supporting evidence SS
 6.11 (B) ) identify simply faulty reasoning used in persuasive texts SS
 6.12 (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and
diagrams SS
 6.13 (A) explain messages conveyed in various forms of media SS
 6.13 (B) recognize how various techniques influence viewers’ emotions SS
 6.13 (C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages
 6.13 (D) analyze various digital media venues for levels of formality and informality
 6.14 (A) (see Spiraling)
 6.14 (B) (see Spiraling)
 6.14 (C) (see Spiraling)
 6.14 (D) (see Spiraling)
 6.14 (E) (see Spiraling)
 6.15 (B) write poems
 (i) poetic techniques (e.g., alliteration, onomatopoeia)
 (ii) figurative language (e.g., similes, metaphors)
 (iii) graphic elements (e.g., capital letters, line length)
 6.17 (A) create multi-paragraph essays to convey information about a topic
 (iii) include specific facts, details, and examples in an appropriately organized structure
 6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
 6.17 (D) produce a multimedia presentation involving text and graphics using available technology
 6.18 (A) write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and
relevant evidence, and consideration of alternatives
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 6.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking
 (iii) predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)
 6.20 (A) use capitalization
 (i) abbreviations
 (ii) initials and acronyms
 (iii) organizations
 6.20 (B) recognize and use punctuation marks
 (iii) parenthesis, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements)
 6.20 (C) use proper mechanics including italics and underlining for titles of books
 6.21 (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings
 6.21 (C) know how to use the spell-check function in word processing while understanding its limitations
 6.22 (A) brainstorm, consult with others, decided upon a topic, and formulate open-ended questions to address the major research
topic
 6.22 (B) generate a research plan for gathering relevant information about the major research question
 6.23 (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web
pages, online sources) and data from experts
 6.23 (B) differentiate between primary and secondary sources
 6.23 (C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and
convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes
 6.23 (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources
according to a standard format
 6.23 (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources
 6.24 (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions
 6.24 (B) evaluate the relevance and reliability of sources for the research
 6.25 (A) compiles important information from multiple sources
 6.25 (B) develops a topic sentence, summarize findings, and uses evidence to support conclusions
 6.25 (C) presents the findings in a consistent format
 6.25 (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g., bibliography,
works cited)
 6.26 (A) listen to and interpret a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose
and perspective
 6.26 (B) follow and give oral instructions that include multiple action steps.
 6.26 (C) paraphrase the major ideas and supporting evidence in formal and informal presentations
 6.27 (A) give an organized presentation with a specific point of view, employing eye contact, speaking rate, volume, enunciation,
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natural gestures, and conventions of language to communicate ideas effectively
 6.28 (A) participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying
points of agreement and disagreement
Student Understanding (student friendly TEKS):
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6.2 (B) I will be able to use appropriate context clues to determine what unfamiliar words mean and how to use them.
6.3 (A) I will infer the author’s message or theme and distinguish the difference between theme and topic.
6.3 (B) I will be able to identify and examine stylistic elements in traditional literature such as the rule of three and magic helper.
6.3 (C) I will be able to compare and contrast the historical and cultural settings of the different selections.
6.4 (A) I will be able to explain how poets create meaning through figurative language such as personification, metaphors, similes,
and hyperboles, etc.
6.5 (A) I will be able to tell how the story elements of a play and a movie are alike and different.
6.6 (A) I will be able to explain the plot development of a selection.
6.6 (B) I will be able to tell how authors use dialect to show what the characters are like.
6.6 (C) I will be able to compare and contrast the historical and cultural settings of the different selections.
6.8 (A) I will be able to explain how authors create meaning through stylistic elements and figurative language such as
personification, hyperbole, and refrains.
6.10 (A) I will be able to summarize and expository text without including my opinions.
6.10 (B) I will be able to explain facts used for or against an issue.
6.10 (C) I will be able to recognize different organizational patterns in expository texts and explain how it develops the main idea and
author’s viewpoint.
6.10 (D) I will be able to combine and connect ideas in an expository text or between multiple texts from different genres.
6.11 (A) I will be able to identify the stated claims and the evidence that supports them in a persuasive text. I will be able to compare
and contrast the structure and viewpoints of two persuasive texts.
6.11 (B) I will identify the faulty reasoning in persuasive texts.
6.12 (B) I can interpret at maps, charts, graphs, illustrations, timelines, tables, and diagrams.
6.13 (A) I will be able to describe the messages in media.
6.13 (B) I will be able to recognize how media techniques influence viewer’s emotions.
6.13 (C) I will be able to critique how media messages try to convince us to do something.
6.13 (D) I will be able to analyze various digital media for levels of formality and informality.
6.14 (A) I will plan a first draft for a piece of writing by first determining audience and purpose.
6.14 (B) I will develop my drafts by choosing an appropriate organizational pattern and building on ideas.
6.14 (C) I will revise my piece of writing to be more precise in word choice, make sure my sentences are varied in structure and are in
an order that makes sense.
6.14 (D) I will edit my writing to be sure my words are spelled correctly and my punctuation is correct.
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 6.14 (E) I will revise one more time after getting feedback and then publish my writing for an audience that is appropriate for the
written piece.
 6.15 (B) I will be able to write poems.
 (i) I will be able to write poems using poetic techniques (e.g., specifically alliteration and onomatopoeia).
 (ii) I will be able to write poems using figurative language (e.g., similes, metaphors).
 (iii) I will be able to write poems and graphic elements (e.g., capital letters, line length).
 6.17 (A) I will create multi-paragraph essays to convey information about a topic.
 (iii) I will include specific facts, details, and examples in an appropriately organized structure.
 6.17 (C) I will write a response to something I read and have proof from the text to show that I understand what I read.
 6.17 (D) I will make a multimedia presentation using text and graphics.
 6.18 (A) I will be able to persuade others by using commonsense arguments.
 6.19 (A) I will use and understand the function of the following parts of speech in the context of reading, writing, and speaking.
 (iii) I will be able to identify and use predicative adjectives (She is intelligent.) and their comparative and superlative forms
(e.g., many, more, most).
 6.20 (A) I will be able to use capitalization.
 (i) I will use capitalization for abbreviations.
 (ii) I will use capitalization for Initials and acronyms.
 (iii) I will use capitalization for organizations
 6.20 (B) I will recognize and use punctuation marks
 (iii) I will know marks of parenthesis, brackets, and ellipses (to indicate omissions and interruptions or incomplete
statements).
 6.20 (C) I will use italics for the titles of books.
 6.21 (B) I will use spelling patterns and rules, and print and electronic resources to determine and check correct spellings.
 6.21 (C) I will know spell-check is a useful tool, but does not catch every mistake.
 6.22 (A) I will be able to brainstorm, choose a topic, and formulate questions about that topic.
 6.22 (B) I will be able to choose a topic and create a research plan.
 6.23 (A) I will be able to find information and cite sources.
 6.23 (B) I will know the difference between primary and secondary sources.
 6.23 (C) I will make notes about the information that I find so that I can see how the ideas are connected.
 6.23 (D) I will know how to create a bibliography.
 6.23 (E) I will know the difference between paraphrasing and plagiarism.
 6.24 (A) After I have looked at information for my question, I will decide if my question is right. Does it need to include less
information or more information?
 6.24 (B) I will look carefully at the sources of information and decide which ones are better to use.
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 6.25 (A) I will synthesize the research into a written or an oral presentation that compiles important information from multiple
sources.
 6.25 (B) I will gather proof to explain a topic and give reasons for my interpretations.
 6.25 (C) I will present my research to an audience.
 6.25 (D) I will follow the correct directions for putting quotations in the text that I write about my research.
 6.26 (A) I will listen and interpret what a speaker says and ask questions to better understand the purpose of the speaker's message.
 6.26 (B) I will follow explicit instructions given to me and I will give explicit instructions to others.
 6.26 (C) I will put the ideas in a presentation into my own words.
 6.27 (A) I will use everything I know about public speaking to present a review of a film, book, or play.
 6.28 (A) I will be a part of a student-led discussion and think carefully about the ideas spoken by others.
Targeted College and Career Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction (instructional goals):
Academic Vocabulary (for mastery):
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plot
setting
characters
conflict
theme
point of view
sound reasoning
faulty reasoning
author’s purpose
Six + 1 Traits
o ideas
o organization
o voice
o word choice
o sentence fluency
o conventions
o presentation
alliteration
onomatopoeia
Unit Title: Synthesizing Through Reading and Research
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Reading
o media
o infer
o evidence
English
o impact
o argument
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line length
prepositions
Instruction: These materials and instructional experiences offer workable components which necessitate the
addition of other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill Focus:
Written Composition and Grammar:
 making inferences
Composition/Essay:
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using graphic organizers/Thinking Maps: bridge map, circle
map, bubble map, flow map, multi-flow map, brace map
using text structure to enhance understanding
compare/contrast setting, characters & plot of play vs. film
magic helper, rule of three
making meaningful connections between and across texts of
various genres
providing textual evidence to justify inferences
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Research presentation product
Instructional focus
o comparative and superlative adjectives
Composition focus, choose from among these options:
Persuasive Essay
o Suggested Persuasive Prompt: Write a persuasive essay
to convince readers to improve their lives in a specific
way.
o See Prentice Hall The Writing Coach for other suggested
prompts for persuasive writing, p. 170 ff. for unit;
additional prompts, p. 194-195.
Poetry
o Suggested Prompts: Acrostic, Haiku, Limerick, Song
Lyrics, Free Verse, and Sonnets
Research focus
o paraphrasing vs. plagiarism
Grammar and Conventions:
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Unit Title: Synthesizing Through Reading and Research
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adjectives
adverbs
prepositional phrases
initials, acronyms, and organizations (LLC)
punctuation
o parenthesis
o brackets
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o ellipsis
 using italics and underlining for titles of books
 using quotation marks for titles of articles
Core Text Experiences – Teachers choose a representative selection of readings of varied genres, including literary texts and
informational texts that give students opportunities to make connections within and across texts.
Suggested texts (excerpts or full text):
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Prentice Hall Language and Literacy
o Fiction
 “Stray,” Rylant, p. 24
 “Zlateh the Goat,” Singer, p.222 paired with “The Old Woman who lived with the Wolves,” Chief Standing Bear, p.234
o Poetry
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“Life Doesn’t Frighten Me,” Maya Angelou p. 574 paired with “The Walrus and the Carpenter,” Carroll p. 576
o Drama
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from You’re a Good Man Charlie Brown, Gesner p. 790
from James and the Giant Peach, adapted by Richard R George p. 897-904
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Other Resources
o Drama
 Plays, the Drama Magazine for Young People
o Mixed Genres
 Scholastic Scope: The Language Arts Magazine (all genres, including plays and informational texts)
o Media
 advertisements
o Poetry
 “I, Too,” Langston Hughes
o Novel
 Regarding the Fountain, Klise
Research Based Instructional Strategies: As teachers use this Exemplar Lessons: As teachers use this document, we will add
document, we will add representative research-based instructional
exemplar lessons here.
strategies here.
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Technology: As teachers use this document, we will add here their Career Connections/Real Life Application: As teachers use
ideas about ways to use technology in this unit.
 TA: 6.2.B – communicate effectively with multiple audiences
using a variety of media and formats.
this document, we will add here their ideas about ways to make
career and real life applications in this unit.
Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure
varied assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
Claim – Evidence – Commentary Structure for Composition
 Three ingredients are necessary in a paragraph or essay, the
claim, the evidence, the commentary. This method provides
a structure to answer questions or write an essay and provide
textual evidence to support your thoughts.
o Claim – states your position on the issue and must have
a singular or overarching claim that dictates your
position/argument.
o Evidence – material from the text which supports the
claim. Without any evidence, the claim is just an
assertion.
o Commentary – explains why and how your evidence
supports your claim; it states the relationship between
your claim and evidence.
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