6th Grade
Unit Framework
Essential
Question
Timeframe
Unit Name
TEKS
Writing Focus
Performance
Expectations
Suggested
Resources
RW=Reading
Workshop-Holt—
unless otherwise
noted
SB=Springboard
Possible
Assessments
Best Practices-Holt,
Region 18/Kagan
Strategies
Creation Date: May, 27, 2014
2014-2015
How do you build a story? (Plot, Conflict, Setting)
Revision Date:
Person to Person: Who tells the story? (Analyzing character and point of view)
1st 6 Weeks
Unit 1A: Exploring Short Stories and Personal Narrative Writing
Unit 1B: Exploring Short Stories, and Personal Narrative Writing
1A reading fluency
2 (A, B, C, D, E) vocabulary
3 (A, B, C) theme, stylistic elements, historical/cultural settings
6 (A,B) Fiction
8A sensory language
13 (A, B) media literacy (message, persuasive techniques)
Fig 19A, B, C, D, E, F
14 (A, B, C, D) writing process
16 writing- personal narrative
17C Response to Literature
19 (A, B, C) parts of speech, active-passive voice, simple/cd sentences
20 (A, B, C) capitalization, punctuation
21 (A, B, C) spelling
26 (A, B, C)
27 speaking
28 teamwork
Spiraled:
1A
2 (A, B, C, D, E)
3 (A, B, C)
6 (A,B) Fiction
8A
13 (A, B)
Fig 19 (A, B,C, D)
14 (A, B, C, D, E)
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
26 (A, B, C)
27, 28
New:
6C point of view
14E final draft
Personal narrative writing
Personal narrative writing
 Analyze & make inferences about fiction including vocabulary, theme, elements
and structure, and sensory language, media literacy
 Analyze & create personal narratives that include the writing process, structure
and attributes of the narrative mode, punctuation, capitalization, and spelling
 Analyze messages in media
 Review the eight parts of speech, including the use and function of non-count
verbs and prepositions and prepositional phrases
 Use and complete simple and compound sentences with correct subject-verb
agreement
 Review capitalization rules with emphasis on abbreviations, initials, acronyms,
and organization.
 Understand and use the conventions of academic language when writing and
speaking
TEKS—3A, Fig. 19’s,
Holt p. 324-327 “The
3B, Fig. 19, etc--.Holt 6762’s, 1, 8A ,6,6A-HoltDog of Pompeii,
681-“The Chenoo,,” “The
23-33- RW, “The School
“Scout’s Honor,” HoltJacket
Play,” “All Summer in
350-375-RW-Myths.
Holt—458-467”-“True
Da y, ”SB-2.2-“A Toy’s
Legends, & Tales
Story of Three Little Pigs,”
World,”-SB-2.5Holt-682-689-“The Story
“Simba’sWorld”
of Ceres & Proserpina
 Analyze & make inferences about fiction & poetry, including vocabulary, theme, elements and
structure, sensory language, and media literacy.
 Analyze & create personal narratives that include the writing process, structure and attributes of
the narrative mode, punctuation, capitalization, and spelling
 Analyze messages in media
 Write an original poem using poetic techniques, figurative language and graphic elements
 Review the eight parts of speech, including the use and function of non-count verbs and
prepositions and prepositional phrases
 Use and complete simple and compound sentences with correct subject-verb agreement
 Review capitalization rules with emphasis on abbreviations, initials, acronyms, and
organization.
 Understand and use the conventions of academic language when writing and speaking
Formative:
Concept Checks (skills based quiz)
Exit Tickets, Think/Pair Share, Lit.
Circle, Socratic Seminar
Written assignments
Formative:
Graffiti Blast
Z chart
Written assignments with application of
knowledge
Summative:
Written Response to Literature
Skills based exam
3C—Holt-234-259
“President Cleveland, Where
Are You,” “Aaron’s Gift
382-393-“Ant &
Grasshopper, “The Richer,
the Poorer”
16-Holt-872Writing
Work.—Personal Nar.
6B-“Eleven,” “Jeremiah’s
Song,” SB—1.6“A Lion’s
Narrative”,SB-3.4- Character
Analysis in “Bad Boy”-6CHolt-206-217-“Ghost of
Lagoon,” 832-838-excerpt-The
Story of My Life
8A-Holt-“All-American
Slurp,” “Tues. of Other June,”
SB—l.8-“Family Stories…”,
SB-1.18-“The Mermaid
Speaks”
13-Holt—110, 260, 562, 860,
984--Media Study (one per six
weeks)
Summative:
Personal Narrative Essay
Skills based exam
6th Grade
Unit Framework
Essential
Question
Timeframe
When are words not enough?
What makes a person larger than life?
2nd Six Weeks
Unit Name
TEKS
Creation Date: May, 27, 2014
Revision Date:
2014-2015
Unit 2A: Novel, Poetry, Personal Narrative Writing
Spiraled:
1A
2 (A, B, C, D, E)
3 (A, B, C)
New:
4A Poetry
15B Write a Poem
22 (A, B) Research planning
23 (A, B, C, D, E) Research gathering
sources
24 (A, B) Research & Synthesizing
25 (A, B, C, D) Research & Presenting
Ideas
Unit 2B: Exploring Novel, Literary Nonfiction, Expository Writing
26 (A, B, C)
Spiraled:
1A
2 (A, B, C, D, E)
3 (A, B, C)
6 (A,B,C)
8A
13 (A, B)
Fig 19 (A, B,C, D)
14 (A, B, C, D, E)
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
27, 28
26 (A, B, C)
6 (A,B,C) Fiction
8A
13 (A, B)
Fig 19A, B, C, D, E, F
14 (A, B, C, D, E)
15B
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
New:
7A literary nonfiction
17A expository multi-paragraph essay
format
17D multimedia presentation with text
and graphics
27, 28
Writing Focus
Personal narrative writing, Write an original poem, & Research writing
Expository writing
Performance
Expectations

 Analyze and make inferences about expository text including vocabulary, theme,
elements (summary, main idea, details, rhetorical devices) and structure, procedural
insets, and media literacy.
 Develop and write expository essays that include the writing process structure and
attributes of the informative mode, punctuation, capitalization, and spelling
 Review sentence types and strengthen sentence skills.
 Use and understand irregular verbs, active and passive voice, indefinite pronouns,
and subordinating conjunctions.




Analyze and make inferences about the novel including vocabulary,
theme, elements and structure, sensory language, media literacy.
Analyze and make inferences about poetry, including structure and
elements.
Analyze and create personal narrative writing that includes the writing
process, structure and attributes of the narrative mode, punctuation,
capitalization, and spelling.
Review sentence types and strengthen sentence skills.
Use and understand irregular verbs, active and passive voice, indefinite
pronouns and subordinate conjunctions.
Suggested
Resources
2014-15 MISD Novel
selections—Holes, etc.
4-Holt-various poetry
selections—See p. TX 31
for selections
Possible
Assessments
Formative:
Concept Checks (skills based quiz)
Exit Tickets, Lit. Circle, etc.
Written assignments/application
22A,B and 23A,C—Holt—
Unit 9-1010-1042
Summative:
Personal Narrative Essay
Skills based exam
2014-15 MISD novel
selections, Number the
Stars, etc
Cont. 22/23--Unit 9-Holt
Formative:
Graffiti Blast
Z chart
Written assignments/application
13-Holt-Media Study selection
Summative:
Expository Essay
Research techniques
Skills based exam
6th Grade
Unit Framework
2014-2015
Essential
Question
Creation Date: May, 27, 2014
Revision Date:
Can information be trusted?
What would you be if you could?
3rd 6 Weeks
Timeframe
Unit Name
Unit 3A: Informational Expository Reading, Expository Writing
Unit 3B: Informational Expository Reading, Drama, Expository Writing
TEKS
Spiraled
1A
2 (A, B, C, D, E)
13 (C)
Fig 19A, B, C, D, E, F
14 (A, B, C, D)
17AC
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27
28
Spiraled:
1A
2 (A, B, C, D, E)
3 (A, B, C)
4A
8A
9A
10 (A,B, C, D)
12B
13C
Fig 19 (A, B,C, D)
14 (A, B, C, D, E)
17AC
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27, 28
Writing Focus
Expository writing: expository essay, summary
Expository writing: expository essay, summary
Performance
Expectations
 Analyze & make inferences about expository texts including vocabulary, theme, elements
(summary, main idea, details, rhetorical devices) and structure, procedural insets, media
literacy.
 Develop and write expository essays that include the writing process, structure, and attributes
of the informative mode, punctuation, capitalization, and spelling
 Recognize and use commas in compound sentences
 Correctly use complete simple and compound sentences with correct subject-verb agreement
 Use 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)
 Understand and use the conventions of academic language when writing and speaking
10A,B,C-Holt-894-897-RW,
10D-Holt-“Setting in Space,”
12A-Holt-378-381-“How to
486-“Problem w/Bullies,”
“The First Emperor,”
Build a Bat House,”-518622-“A Long, Hard
“Diggin up the Past”
“Skateboard Science”
Journey,” Supercroc,” “Bird
“Le Ma Village…”
12B-78-“Settling in Space,”
Brains”
936—“First Emporer”
12B/9A-340-“Pompeii and
14-Holt—Best Practices
Vesuvius”, 706-“Spider Webs,”
Expository organizer,
720-“The Passamaquoddy
Empowering Writers
Formative:
Summative:
Concept Checks (skills based quiz)
Expository Essay (opinion)
Exit Tickets, Four Corners/Region 18
Skills based exam
Formative assessment strategies
Written assignments with application of
knowledge

Suggested
Resources
Possible
Assessments
New:
9A information text/culture and history
10 (A, B, C, D) expository text/summarize
12A follow multi-tasked instructions*
12B
procedural texts/interpreting
information through maps, charts,
illustrations, graphs, tables,
diagrams
New:
5A drama
Analyze & make inferences about expository texts including vocabulary, theme, elements (summary, main
idea, details, rhetorical devices) and structure, procedural insets, media literacy.
 Analyze and make inferences about drama including structure and elements
 Develop and write expository essays that include the writing process, structure, and attributes of the
informative mode, punctuation, capitalization, and spelling
 Use 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)
 Use proper punctuation and spacing for quotations, parentheses, brackets, ellipses, and prober mechanics of
underlining or using italics for titles
 Understand and use the conventions of academic language when writing and speaking
5, 5A, etc.—Holt 150-169-“The
10-Holt-122-“A Life in Day of Gary
Holt—988—Writers
Prince & Pauper”,724-734Paulsen
Workshop-Persuasive
“Damon & Pythias”
4-Holt-various poetry selections—
12252-“Phantom Tollbooth”
See p. TX 31 for selections
9A, 138-“Le Mat Village Holds on
to Snake Catching Tradition”
Formative:
Graffiti Blast
Z chart
Written assignments with application of knowledge
Summative:
Persuasive Essay
Skills based exam
6th Grade
Unit Framework
Essential
Question
What’s the full news story?
How can we uncover the past?
4th Six Weeks
Timeframe
Unit Name
Creation Date: May, 27, 2014
Revision Date:
2014-2015
Unit 4A: Informational Expository Reading, Persuasive Reading,
Persuasive Writing
TEKS
Spiraled:
1A
2 (A, B, C, D, E)
9A
10 (A,B,C,D)
12B
13 A,B
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
17AC
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27 & 28
Writing
Focus
Persuasive writing
Writing process
Performance
Expectations
 Analyze and make inferences about expository text including vocabulary, purpose, elements
(summary, main idea, details, rhetorical devices) and structure, procedural insets, media literacy.
 Analyze and make inferences about persuasive texts including vocabulary, purpose, rhetorical
devices.
 Develop and write persuasive essays that include the writing process, structure and attributes of
the persuasive mode, punctuation, capitalization, and spelling.
 Use a variety of sentence structures and transitions to create an effective piece of writing.
 Strengthen sentence skills with sentence composing exercises.
11-Holt-RW-936-941-“Argument &
11-966—“Start the
10/11-942—“What Video
Persuasion, 942-“What Video Games Can
Day Right”
Games Can Teach Us”
Teach,” 952-“No Thought of Reward,”
and 947—“Violent Side
966-“Comprehending Persuasion and
of Video Games”
Propaganda

Formative:
Concept Checks (skills based quiz)
Exit Tickets, Lit. Circle, Debate
Written assignments with application of
knowledge
Formative:
Graffiti Blast
Z chart
Written assignments with application of knowledge
Suggested
Resources
Possible
Assessments
New:
11 (A, B)—Persuasive Text
18A
Unit 4B: Persuasive Reading, Media Literacy, and Persuasive Writing
Summative:
Skills based exam
Spiraled:
1A
2 (A, B, C, D, E)
3 (A,B,C)
8A
9A
10 (A,B,C,D)
11 (A,B) Persuasive text
12B
13 A,B
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
17AC
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27 & 28
Persuasive writing
Writing process



New:
13 (C, D) Media Literacy
Analyze and make inferences about persuasive texts including vocabulary, purpose, rhetorical devices, and
media for purpose and message.
Develop and write persuasive essays that include the writing process, structure and attributes of the
persuasive mode, punctuation, capitalization, and spelling.
Use a variety of sentence structures and transitions to create an effective piece of writing.
Strengthen sentence skills with sentence composing exercises.
13-Holt Media Study selections
Holt—Teacher Resources—Writing
and Grammar—Persuasive Essay
Summative:
Persuasive Essay
Skills based exam
984—“Persuasive Techniques in
Commercials”
6th Grade
Unit Framework
Creation Date: May, 27, 2014
Revision Date:
2014-2015
Essential
Question
Timeframe
Why do we tell Stories?
Unit Name
Unit 5A: Informative Expository Reading, Literary Nonfiction,
Expository Writing
Can Information be trusted?
5th Six Weeks
Unit 5B: Short Story, Literary Nonfiction, Persuasive Writing
TEKS
Spiraled:
1A
2 (A, B, C, D, E)
3 (A,B,C,)
7
8A
9A
10(A,B,C,D)
12B
13 A,B
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
17AC
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27
28
Spiraled:
1A
2 (A, B, C, D, E)
3 (A,B,C)
7
8A
13( A,B)
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27
28
Writing Focus
Expository writing
Writing process
Persuasive writing
Writing process
Performance
Expectations


Suggested
Resources
Possible
Assessments
Analyze and make inferences about expository text including vocabulary, purpose,
elements (summary, main idea, details, rhetorical devices) and structure, procedural
insets, media literacy.
 Analyze and make inferences about literary nonfiction including vocabulary,
theme, elements and structure, sensory language, media literacy.
 Develop and write expository essays that include the writing process, structure and
attributes of the informative mode, punctuation, capitalization, and spelling.
 Use a variety of sentence structures and transitions to create an effective piece of
writing.
 Strengthen sentence skills with sentence composing exercises.
7/9A-126-141-“The Horsesnake,”
10/11916-“First Emporer” and “Tomb
7/9A-114- Woodsong,”
Robber”
7-498-“The Jacket”
7--844—“Under the Royal Palms—A
Childhood in Cuba”
Formative:
Summative:
Concept Checks (skills based quiz)
Response to literature essay
Exit Tickets
Skills based exam
Written assignments with application of
knowledge



Analyze and make inferences about persuasive texts including vocabulary, purpose, rhetorical
devices...
Develop and write persuasive essays that include the writing process, structure and attributes
of the persuasive mode, punctuation, capitalization, and spelling.
Use a variety of sentence structures and transitions to create an effective piece of writing.
Strengthen sentence skills with sentence composing exercises.
7-884-“John Glen-A Memoir”
808—“Matthew Henson at Top of World”
Formative:
Graffiti Blast
Z chart
Written assignments with application of
knowledge
6-442—“All American Slurp”
198—“Eleven”
206—“Ghost of the Lagoon”
202—Jeremiah’s Song”
Summative:
Persuasive Essay
Skills based exam
6th Grade
Unit Framework
Creation Date: May, 27, 2014
Revision Date:
2014-2015
What motivates you?
Essential
Question
Timeframe
How can Poetry surprise you?
6th Six Weeks
Unit Name
TEKS
Unit 6A: Novel, Short Story, and Personal Narrative Writing
New:
Spiraled:
1A
15A Imaginative Story
2 (A, B, C, D, E)
3 (A,B,C,)
8A
13 A,B
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27
28
Unit 6B: Poetry, Novel, and Personal Narrative Writing
Spiraled:
New:
1A
17B Informal Letters
2 (A, B, C, D, E)
3 (A,B,C)
4A
8A
13 A,B
Figure 19 (A,B,C,D,E,F)
14 (A,B,C,D,E)
16A
17C
19 (A, B, C)
20 (A, B, C)
21 (A, B, C)
23(A, B, C, D, E)
24 (A, B)
25 (A, B, C, D)
26 (A, B, C)
27
28
Writing
Focus
Performance
Expectations
Personal Narrative & Imaginative Story Writing
Writing process
Personal Narrative & Informal Letter Writing
Writing process




Suggested
Resources
Possible
Assessments
Analyze and make inferences about the novel and short story
including vocabulary, theme, elements and structure, sensory
language, media literacy.
Develop and write personal narratives that include the writing
process, structure and attributes of the narrative mode, punctuation,
capitalization, and spelling.
Use a variety of sentence structures and transitions to create an
effective piece of writing.
Strengthen sentence skills with sentence composing exercises.
MISD 2014-15 Novel list
choices
Writing Workshop—
556—Response to Lit.
Formative:
Concept Checks (skills based quiz)
Exit Tickets, Fishbowl, Socratic
Seminar, Lit. Circle
Written assignments with application of
knowledge
698—“Arachne” and 706“Spider Webs”
Summative:
Response to Literature
Skills based exam





Analyze and make inferences about the novel including vocabulary, theme,
elements and structure, sensory language, media literacy.
Analyze and make inferences about poetry including structure and elements.
Develop and write personal narratives that include the writing process,
structure and attributes of the narrative mode, punctuation, capitalization, and
spelling.
Use a variety of sentence structures and transitions to create an effective
piece of writing.
Strengthen sentence skills with sentence composing exercises.
4-Poetry Selections from
Holt
Empowering Writers—
Personal Narrative
Formative:
Graffiti Blast
Z chart
Written assignments with application of
knowledge
Summative:
Personal Narrative
Project Based Assessment
Skills based exam