LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 6TH GRADE ELA 2014 – 2015
BECOMING A READER AND WRITER
Unit Title:
Time Frame:
Analyzing and Creating Literature
Fourth Grading Period
Theme with Facilitation Questions:
We Belong to a Community
Unit Foci:
Reading – Study a whole novel using a strategy such as literature
How do I make my voice heard within the community?
How does my community shape who I am?
How do I influence my community?
circles. Read and analyze other genres alongside novels.
Writing - Six Traits Focus: ideas, voice, conventions & presentation.
Compose a literary analysis of plot. Compose an original story,
concentrating on plot and dialogue. Continue conducting research
and create a presentation product.
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, 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.
Essential Questions:
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What is the connection between point of view and community?
How does language contribute to a sense of community?
How have writers used literary elements to create distinctive communities in their stories?
How does language influence people?
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?
Unit Title: Analyzing and Creating Literature
Last Revised June 5, 2014
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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?
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)
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
Unit Title: Analyzing and Creating Literature
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 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 [focus is on 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
 7.23 (A) follow the research plan to gather information from a range of relevant print and electronic sources using advanced search
strategies
 7.23 (B) categorize information thematically in order to see the larger constructs inherent in the information
The student will know and be able to:
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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 (C) compare and contrast the historical and cultural settings of two literary works SS
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 (C) (see Spiraling)
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 (A) write imaginative stories that include
Unit Title: Analyzing and Creating Literature
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 (i) a clearly defined focus, plot, and point of view
 (ii) a specific, believable setting created through the use of sensory details
 (iii) dialogue that develops the story
6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
6.19 (B) (see Spiraling)
6.20 (B) recognize and use punctuation marks
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
6.28 (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 (C) I will be able to compare and contrast the historical and cultural settings of the different selections.
6.6 (A) I will be able to explain the plot development of a selection.
6.6 (C) I will be able to describe 1st and 3rd person points of view.
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.
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 (A) I will be able to write a believable story with characters who talk to each other.
 (i) I will be able to write a believable story with sensible plot.
 (ii) I will be able to write a believable story.
 (iii) I will be able to write a believable story.
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.
6.19 (B) I will be able to tell the difference between active and passive voice and use both in my writing.
6.20 (B) I will recognize and use punctuation marks.
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.
6.28 (A) I will be a part of a student-led discussion and think carefully about the ideas spoken by others.
Unit Title: Analyzing and Creating Literature
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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):
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Academic Vocabulary (for mastery):
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plot
setting
characters
conflict
theme
Six + 1 Traits
o ideas
o organization
o voice
o word choice
o sentence fluency
o conventions
o presentation
sound reasoning
faulty reasoning
paraphrasing
plagiarism
bibliography
sources
Has been taught in previous six weeks and can now be
reviewed.
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:
 plot
Composition/Essay:
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setting
characters
conflict
theme
Unit Title: Analyzing and Creating Literature
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Research presentation product
Creative fiction
o Suggested Prompt: Write an original short story that
describes character(s) that are affected by an event in
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characterization
how to discuss texts with peers
text-based evidence
graphic organizers/Thinking Maps: circle map, flow map,
story board, bubble map, story web
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their community.
Critical response essay
o Suggested prompt: Write an essay interpreting a
theme in a short story, novel, or poem you have read.
Analyze how well the author demonstrates the theme
and discuss what the theme means to you.
Grammar and Conventions:
 review conventions
 issues related to dialogue
Core Text Experiences – Teachers choose novels that reflect the Enduring Understandings of how belonging to a community has shaped
individuals.
Suggested texts (excerpts or full text):
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Novels
o The Westing Game
o Lupita Manana
o The Sign of the Beaver
o A Wrinkle in Time
o Journey to Topaz
o Julie of the Wolves
o See campus novel inventory
o Sounder
o A Family Apart
o Others
 Middle School, the Worst Years of my Life, James Patterson
 Out of my Mind, Sharon Draper
 Wonder, R. J. Palacio
Research Based Instructional Strategies:
As teachers use this
document, we will add representative research-based instructional
strategies here.
Unit Title: Analyzing and Creating Literature
Last Revised June 5, 2014
Exemplar Lessons:
As teachers use this document, we will add
exemplar lessons here.
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Technology:
As teachers use this document, we will add here their
ideas about ways to use technology in this unit.
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TA: 6.1.A – identify, create, and use files in various formats
such as text, raster, and vector graphics, video, and audio
files
TA: 6.1.B – create original works as a means of personal or
group expression
TA: 6.1.D – discuss trends and possible outcomes
TA: 6.2.B – communicate effectively with multiple audiences
using a variety of media and formats
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TA: 6.3.D – process date and communicate results
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TA: 6.6.D – understand and use software applications,
including selecting and using software for a defined task
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TA: 6.6.M – plan and create non-linear media projects using
graphic design principles
TA: 6.6.N – integrate two or more technology tools to create
a digital product
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Career Connections/Real Life Application: As teachers use 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
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supports your claim; it states the relationship
between your claim and evidence.
The SRI will be administered to all 6th grade students during the first
three weeks of this six weeks to determine growth.
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