English Language Arts – Grade 6
Unit of Study: Reading a Narrative
CURRICULUM OVERVIEW
First Grading Period – Weeks 1-2
Big Idea
Unit Rationale
Students will use the Reading Comprehension Process to help them understand theme,
setting, and plot summary within an anchor story. It is important that students are able to
recognize the differences between various texts that they will read during the school
year.
9*Students need to learn how to read a narrative because it is an important form of
literature. Narratives are fictional stories that have a beginning, middle, and an end. They
are the types of stories that most people read for pleasure because they tell about
imaginary characters and events. (Beers, 2007)
Since reading is a complex, recursive thinking process students need to understand
how meaning is constructed from print. In order to construct meaning, readers also
need to employ reading strategies. (Tovani, 2000)
Through the teaching of the Reading Comprehension Process and the various forms of
texts, students are learning to understand, to concentrate intensively, and to dwell in
ideas. Students are also learning to manipulate their thoughts to understand more
completely. (Beers, 2007)
Beers, K., Probst, R. E., & Rief, L. (2007). Adolescent literacy: Turning promise
into practice. Portsmouth, NH: Heinemann.
Beers, K., Probst, R. E., & Rief, L. (2007). Adolescent literacy: Turning promise into
practice. Portsmouth, NH: Heinemann.
Tovani, C. (2000). I read it but I don’t get it: Comprehension strategies for
adolescent readers. Portland, ME: Stenhouse Publishers.
TEKS Specificity – Intended Outcomes
TEKS
Texas Essential Knowledge and Skill
(9) Reading/vocabulary development
The student acquires an extensive vocabulary through reading and systematic word
study.
Concepts
(b) draw on experiences to bring meanings to words in context such as
interpreting idioms, multiple-meaning words, and analogies
(10) Reading/comprehension
The student comprehends selections using a variety of strategies.
” I CAN” statements highlighted in yellow and italicized should be displayed
for students.
I can:

make meaning for words that I do not know through my past experiences

read a text and determine the main idea, summarize the text, and draw
conclusions

use textual evidence to answer and open-ended response question
(f) determine a text’s main (or major ideas) and how those ideas are supported
with details
(g) paraphrase and summarize text to recall, inform, or organize ideas
(h) draw inferences such as conclusions or generalizations and support them with
text evidence and experience
(l) represent text information in different ways such as in outline, timeline, or
graphic organizer
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
Page 1 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(11) Reading/literary response
The student expresses and supports responses to various types of texts.
(c) support responses by referring to relevant aspects of text and his/her own
experiences
(d) connect, compare, and contrast ideas, themes, and issues across
(12) Reading/test structures/literary concepts
The student analyzes the characteristics of various types of texts (genres)




read a text and analyze the characters, conflicts, story plot, setting and
problem resolution
use my Reader’s Notebook to write responses to what I’ve read and to
respond to text with graphic organizers, or with my drawings
Use technology to enhance my understanding and/or presentation of ideas
Use a variety of media to enhance my understanding and/or connection to my
ideas.
(f) analyze characters, including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo.
(g) recognize story plot, setting and problem resolution
SAISD
Students maintain Reader’s Notebook to comprehend and write in response to
reading with textual evidence, compare and contrast varied text (literary, informative
and multi-media) and synthesize and evaluate new learning.
Evidence of Learning
1.
2.
3.
In response to the anchor story, “The Gift of the Magi,” at least 80% of students will correctly identify setting, theme and plot summary [front of their Reader’s Notebook]
Students will be able to monitor comprehension and respond to text using the Reading Comprehension Process by achieving 3 or a 4 on the Reader’s Notebook Rubric at
least 80% of the time.
Students will be able to correctly answer at least 80% on the TAKS application questions for “The Gift of the Magi.”
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
Page 2 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions



How does the Reading
Comprehension Process guide you
to understand what you are
reading?
Why is it important to read through
the eyes of a writer?
In what ways are narratives just as
important as other texts (e.g.
informative, persuasive)?
Essential Pre-Requisite Skills
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use the context of the sentence to determine the intended meaning of an unfamiliar word (Grade 4)
use context to determine or clarify the meaning of unfamiliar or multiple meaning words (Grade 5)
explain the lesson or message of a work of literature as its theme, referring to several recently read stories or novels
(Grade 5)
describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events
(Grade 5)
summarize the roles and functions of characters in the various plots (Grade 5)
visualize and describe different aspects of the setting (Grade 4)
distinguish between fiction and nonfiction (Grade 2)
The Teaching and Learning Plan
Instructional Model/Teacher Directions
The teacher will…
Follow this weekly plan. Weeks 1 and 2 use “The Gift of the Magi” as an anchor story to establish reading procedures and
routines. It is also meant to teach a narrative and identify literary elements. Alternate texts can be substituted except for the
anchor story.
Hook: Narrative

Set up an activity on gift giving (e.g. anticipation guide, scenario, quote, class discussion)

Allow students to discuss the activity of gift giving in small groups
Focus: Reading Comprehension Process with a narrative
Teaching:

Read “The Gift of the Magi” by C. G. Draper (Bridges to Literature and Teacher Toolkit)

Activate Prior Knowledge (e.g. look at the title and discuss what it may mean)

Set a Purpose (e.g. understand the purpose of the text to drive comprehension for reading)

Set a natural stopping point (chunking the text) for “The Gift of the Magi”

Model read one half of “The Gift of the Magi”

Monitor vocabulary using roots, affixes, context clues, and other resources and by adding words to the word wall

Model strategic reading and responding to text [front of Reader’s Notebook]
o (e.g. use think alouds, marking the text, chunking the text, visualizing, etc.) (Teacher Toolkit)
o (e.g. Reader’s Notebook)

Respond to reading during and after [front of Reader’s Notebook]

Summarize text (e.g. beginning, middle and end) [front of Reader’s Notebook]

Model an open-ended question on “The Gift of the Magi” and guide students through the use of textual evidence
and an idea [back of Reader’s Notebook]
Guided Practice:

Guide students through the second half of “The Gift of the Magi” using the Reading Comprehension Process

Direct students to work in groups to check and discuss the narrative for understanding
Closure:
 Use the “Essential Question,” (How does the Reading Comprehension Process guide you to understand what you
are reading?) to assess the progress of student interaction with a narrative
 Guide students to write their responses [front of Reader’s Notebook]
Weeks 1 and 2
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
So students can …
TEKS: Reading, 9B,10F,10G,10H, 11C,11D, 12F,
12G

Apply reading strategies to analyze a text
(chunking the text, marking the text and
visualizing the text)

Practice the Reading Comprehension
Process to monitor reading progress

Record responses to text [front of
Reader’s Notebook]

Create a personal word wall [back of
Reader’s Notebook]
Page 3 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Hook: Plot and Setting

Create a list of what you did yesterday, discuss as a class.

Read “Beanie Baby Madness” (Active Reader’s Practice Book)
Focus: Understanding the story elements of plot and setting
Teaching:

Read and guide students through discovery of setting and plot with “Beanie Baby Madness”

Monitor vocabulary using roots, affixes, context clues, and resources and by adding words to the word wall

Use a graphic organizer (e.g. plot summary triangle) to demonstrate plot and setting [back of Reader’s Notebook]

Define and discuss plot and setting and post on Word Wall (e.g. academic vocabulary/literary terms categories)
[back of Reader’s Notebook]
Guided Practice:

Set a purpose for reading; plot and setting

Reread “The Gift of the Magi”

Assist students using a graphic organizer with “The Gift of the Magi” to identify plot and setting [front of Reader’s
Notebook]

Monitor a class discussion with students about plot and setting
Closure:

Why are the plot and setting so important in a narrative?

Review and clarify key points of plot and setting
TEKS: Reading, 9B,10F,10G,10H,11D, 12F, 12G

Define plot and draw a graphic organizer
[back of Reader’s Notebook]

Define setting and draw a picture or write
a statement [back of Reader’s Notebook]

Explain what plot and setting are in a
specific text [back Reader’s Notebook]
Hook: Theme

Brainstorm a list of decorations you would need to throw a party for family and friends, and tell the theme of the
party.

Read “Welcome Your Guests with Hospitality” (Active Reader’s Practice Book)
Focus: Understanding the story elements of theme
Teaching:

Read and guide students through discovery of theme with “Welcome Your Guests with Hospitality”

Monitor vocabulary using roots, affixes, context clues, and resources and by adding words to the word wall

Explain theme of “Welcome Your Guests with Hospitality” [back of Reader’s Notebook]

Define theme and post on Word Wall (e.g. academic vocabulary/literary terms categories) [back of Reader’s
Notebook]
Guided Practice:

Set a purpose for reading (theme)

Reread “The Gift of the Magi”

Discuss the theme with “The Gift of the Magi” and write responses [back of Reader’s Notebook]

Lead students through a few of the TAKS application questions on theme for “The Gift of the Magi” (Teacher Toolkit)
Independent Practice:

Give students the remaining TAKS application questions for “The Gift of the Magi”
Closure:

Why do narratives have a theme? What is its purpose?

Why is theme universal?

Review and clarify key points of theme
TEKS: Reading, 9B,10F,10G,10H,11D, 12F, 12G

Demonstrate concept of theme

Explain what theme is in a specific text
[back of Reader’s Notebook]

Analyze a graphic organizer to identify
theme

Apply knowledge of the Reading
Comprehension Process to answer
application questions
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
Page 4 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
Model/maintain vocabulary in the back of the Reader’s
Notebook

Word wall

Plot

Theme

Setting

Reader’s notebook

Rubric
Resources
Textbooks:
Active Reader’s Practice Book:

“Beanie Baby Madness” p. 29 (plot and setting)

“Welcome Your Guests with Hospitality” p. 95 (theme)
Bridges to Literature Level 1:

“The Gift of the Magi” p. 260 (anchor story)
Teacher Toolkit (Reading)Curriculum Management System Reading, English and
Language Arts - Downloads | Secondary

“The Gift of the Magi”

“Think Aloud”

“Reading Comprehension Process”

“Reader’s Notebook Procedures”

“TAKS Application Questions”
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
Independent Reading
Students will be responsible for reading one
independent novel outside the classroom every
nine weeks. Suggested novels are selected
from available novels that are on campuses.
Suggested Novels are:
 The Cay
 The Clay Marble
 Child of Owl
 Number the Stars
 The Watsons Go to Birmingham, 1963
 Tuck Everlasting
 Dragonwings
 Island of the Blue Dolphins
Optional Activities to Check for Understanding:
 Literature Circles: every other Fridaystudents are responsible for a different roles
for every group meeting scheduled
 Keep reading logs: in the Reader’s Notebook
and check every other day
 Letter essays: Student is instructed to write to
the teacher about the book and the teacher
then responses to the reader
Page 5 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need additional
support?



Cornell Method of Taking Notes: Students use
the method to summarize main ideas and details
from their reading
Group Summarizing: Class summaries help
learners review and remember information while
also helping students practice the skill of
distinguishing between key and subordinate ideas
Coding Strategy: Students take notes on the text
itself while reading alone or in pairs.
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Sample Questions
Sample Questions
Released TAKS 2004
SAT: Passage-Based Reading
Theme:
23. A theme found in both articles is-
The student must look back on the passage from “The
Great Gatsby” where the following paragraph is found. This
question assesses your comprehension of information that
is directly stated in the passage. The following is the
original paragraph as it appeared in the passage.
A donating large amounts of money
B students’ feelings about the Smithsonian
C the Smithsonian’s humble beginnings
D great accomplishments in flight
Comprehension:
Line 16
What do you do for students who master the
learning quickly?


Challenging Text: Students will read the O. Henry
version of “The Gift of the Magi” and analyze to
record in their Reader’s Notebooks
Response to Literature: Students will examine
the “Gift of the Magi” and determine the
perspective of the husband and/or wife’s view
points in the story and write a response in the front
of their Reader’s Notebook.
Released TAKS 2006
Setting:
13. According to paragraph 5, Bannecker Field was a
place whereA
B
C
D
Mamie was held back from having an exciting career
Mamie was pushed to the limits of her ability
Mamie felt comfortable and accepted
Mamie wanted to stay forever
Plot:
34. Why is paragraph 10 important to this story?
F It describes what Hudson Middle School looks like.
G It explains that Center Park is the oldest school in
Joel’s town.
H It describes the businesses and traffic in the middle
of the city
J It explains why Joel suspects the Center Park
students
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
English Language Arts Grade 6
bring back in a measure that feeling
of that evening.) The balconies at
that time, full of well-dressed men
and women, projected over the
orchestra pit; and the pilasters
reaching down where adorned with a
glistering substance resembling
sugar candy. The orchestra lights at
length rose. Once the bell sounded.
The “happenings” mentioned in line 17 refer to the(A) work undertaken to produce a movie
(B) events occurring in the street outside the theater
(C) fantasies imagined by child
(D) activity captured on the movie screen
(E) story unfolding on the stage
Page 6 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period (Weeks 1 - 2)
TAKS Benchmarks
English Language Arts Grade 6
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 7 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Arts – Grade 6
Unit of Study: Writing a Narrative-Sharing Our Stories
CURRICULUM OVERVIEW
First Grading Period – Weeks 3 – 4
Big Idea
Unit Rationale
When you are asked to write a short story, or asked to do some "creative writing", you are doing what is called
"Narrative Writing". Narrative writing is meant to entertain! Part of being human is getting to tell great stories!
TEKS
“Students who write reflexively, who find their own lives to
the primary focus of their writing, need a chance to examine
their ‘one self and another self.’ Look at where they have
been, and project where they hope to go. This genre
belongs in t prominent place in the repertoire of young
authors.” (Carroll and Wilson, 2008, p. 55)
Carroll, J. A., Wilson, E. E. (2008). Acts of teaching: How
to teach writing. Portsmouth, NH: Heinemann.
TEKS Specificity - Intended Outcome
Texas Essential Knowledge and Skills
” I CAN” statements highlighted in yellow and
italicized should be displayed for students.
(11) Reading/literary response
The student expresses and supports responses to various types of texts
(a) offer observations, make connections, react, speculate, interpret, and raise questions in response to texts
(12)Reading/text structures/literary concepts
The student analyzes the characteristics of various types of texts
(g) recognize and analyze story plot, setting, and problem resolution
I can:




Concepts

(15) Writing/purposes
The student writes for a variety of audiences and purposes and in a variety of forms
(a) write to express, discover, record, develop, reflect on ideas, and to problem solve
(d) write to entertain such as to compose humorous poems or short stories
(e) select and use voice and style appropriate to audience and purpose
(f) use literary devices effectively such a suspense, dialogue, and figurative language
(g) produce cohesive and coherent written texts by organizing ideas, using
effective transitions, and choosing precise wording
(16)Writing/penmanship/capitalization/punctuation/spelling
The student composes original texts, applying the conventions of written language such as capitalization,
punctuation, penmanship, and spelling to communicate clearly.
(b) capitalize and punctuate correctly to clarify and enhance meaning such as
(e) use resources to find correct spellings
SAISD © 2008-09 – First Grading Period (Week 3-4)

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
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Idescribe the characteristics of a narrative
generate a list of topics through discussion
develop a plan for writing
revise for organization (plot and setting) and word
choice (descriptive verbs and sensory details)
edit for word choice (verbs, sensory details),
capitalization, end punctuation, introductory
commas and correct spelling
record lessons in Writer’s Notebook
write a narrative with a clear setting and plot
publish my writing and include graphic
representations to describe, select, present, and
display data
Use technology to enhance my understanding
and/or presentation of ideas
Use a variety of media to enhance my
understanding and/or connection to my ideas.
sentence punctuation
English Language Arts Grade 6
Page 8 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(17)Writing/grammar/usage
The student applies standard grammar and usage to communicate clearly and effectively in writing.
(b) write in complete sentences varying the types such as compound and complex
(c) use adjectives and adverbs appropriately to make writing vivid and precise
employ standard English usage in writing for audiences, including subject-verb agreement and parts of
speech
(18) Writing/writing process
The student selects and uses writing processes for self-initiated and assigned writing
(a) generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic
organizers, notes, and logs
(b) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within
larger units of text
(c) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(d) revise drafts for coherence, progression, and logical support of ideas
(e) edit drafts for specific purposes such as to ensure standard usage, varied sentence structure and
appropriate word choice
(f) refine selected pieces frequently to “publish” for general and specific audiences
(g) proofread his/her own writing and that of others
(h) select and use reference materials and resources as needed for writing, revising, and editing final drafts
(20) Writing/evaluation
The student evaluates his/her own writing and the writings of others.
(a) apply criteria to evaluate writing
(b) respond in constructive ways to others’ writing
(c) evaluate how well hi/her own writing achieves its purposes
(d) analyze published examples as models for writing
Students maintain a Writer’s Notebook to generate ideas, collect writer’s thoughts and responses and record
writer’s craft lessons.
Evidence of Learning
1.
In response to the anchor story, “The Gift of the Magi,” students will write a narrative that achieves a score of at least a 3 or 4 on the TAKS Student-Friendly Writing
Rubric.
SAISD © 2008-09 – First Grading Period (Week 3-4)
English Language Arts Grade 6
Page 9 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions




How does a mentor text influence the craft
of writing?
How does writing as a process help one
produce a quality composition?
How can a writer’s notebook help one grow
as a writer?
How does the use of a rubric guide one
grow as a writer?
Essential Pre-Requisite Skills
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


write to record ideas and reflections (Grade K-3)
write in different forms for different purposes such as list to record, letters to invite or thank, and stories or poems
to entertain (Grade 1-3)
employ standard English usage in writing for audiences, including subject-verb agreement, pronoun referents, and
parts of speech (Grade 5)
identify the most effective features of a piece of writing using criteria (Grade 2)
Use published pieces as models for writing (Grade 2)
Write in complete sentences, varying the types such as compound and complex to match meanings and purposes
(Grades 4 and 5)
Use adjectives and adverbs appropriately to make writing vivid or precise (Grade 4)
The Teaching and Learning Plan
Instructional Model/Teacher Directions
Week 3
The teacher will…
Follow this weekly plan. Weeks 3 and 4 are a writing springboard to Weeks 1 and 2 where the narrative, “The Gift of the
Magi”, was introduced and the structure was examined.
Prewriting

use mentor texts ( Anchor story) to serve as model for writing

review the mentor text (“The Gift of the Magi”) for components of a narrative (setting and plot)

review the components of the TAKS Student-Friendly Writing Rubric

identify evidence to support a score point 4 using the “Gift of the Magi”

conduct a mini lesson: brainstorming topics for narrative through discussion [back of the Writer’s Notebook]

conduct a mini lesson: listing ideas for writing a narrative

model recording the listing ideas strategy [back of the Writer’s Notebook]

conduct a mini lesson: Organization- using WriteTraits “Narrowing Your Topic”

model recording the organization of a narrative [back of the Writer’s Notebook]

model quick writes and timed writing (quick writes and timed writing should occur at the start of each day to improve
writing fluency and to provide prewriting)
Drafting

assign a first draft narrative of student choice that reflects Organization

write with the students
Revising

model a mini lesson for plot and setting in a narrative

revise your own piece

model a mini lesson for word choice: vivid verbs( Elements of Language: Focus on Word Choice- “Exact Verbs”)
SAISD © 2008-09 – First Grading Period (Week 3-4)
English Language Arts Grade 6
So students can …
TEKS: Writing, 1a, 1b, 2a and 3d

use the organization and ideas of mentor
text to influence their own writing

identify purpose of a narrative

apply TAKS Student-Friendly Writing
Rubric to mentor text

brainstorm and list idea for writing a
narrative

organize Writer’s Notebook for freewrite in
the front and writer’s craft and vocabulary
in the back

record mini lesson strategies and notes in
the Writer’s Notebook for future use

write to increase fluency
TEKS: Writing, 1b and 2a

refer back to prewriting to guide the
memoir plan

use the TAKS Student-Friendly Writing
Rubric

write a narrative
TEKS: Writing, 1c, 2a and 3d



revise for plot and setting
revise for word choice: vivid verbs
record revision strategies in the back of
the Writer’s Notebook
Page 10 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 4
Revising

model a mini lesson for word choice: sensory details/adjectives
TEKS: Writing, 1c, 2a and 3d



revise for word choice: sensory
details/adjectives and mood
record revision strategies in the back of
the Writer’s Notebook
Editing

introduce the Editing Checklist (Teacher Toolkit)

review each of the following Conventions and record them on the Editing Checklist:
o regular nouns (singular and plural)
o verbs, past, present, and future tense and helping verbs
o distinguish between complete and incomplete sentences
o subject verb relationship in sentences
o complete sentences with correct structures
o capitalize beginning of sentences, the pronoun ‘I’, names and proper nouns
o end punctuation marks correctly: periods, questions marks and exclamation points
o apostrophes and contractions
o commas in a series and dates
o Model editing for conventions on the Editing Checklist( Teacher Toolkit)
TEKS: Composition, 1d, 3d and Conventions,
Publishing

model composing the finished narratives

model assessing a memoir using the TAKS Student-Friendly Writing Rubric

model reflecting on personal writing: narrative

introduce the year-long requirements to maintain a portfolio

share different types of portfolios the student can create
TEKS: Writing 1e, 2a and 3d
Vocabulary
Model/maintain vocabulary in the back of the Writer’s
Notebook and on word wall

narrative

topic

prewriting

draft

revising

editing

publishing

portfolio

organization

conventions
SAISD © 2008-09 – First Grading Period (Week 3-4)
Resources
1a








create a personal Editing Checklist in the
back of the Writer’s Notebook
record the reviewed conventions on their
personal Editing Checklist
edit their narratives for the conventions
posted on the Editing Checklist
publish their narrative
apply TAKS Student-Friendly Writing
Rubric to score peer narratives
write a reflection on their memoir
create a portfolio
place their narratives and reflection in the
portfolio
Independent Reading
Textbook:
Elements of Literature

Writer’s Workshop: Narrative Writing pp. 86-91

Sentence Fragments p. 91
Students will be responsible for reading one
independent novel outside the classroom every nine
weeks. Suggested novels are selected from available
novels that are on campuses.
Elements of Language

Narrative Reading Autobiographical (Mentor Text
pp. 18-26)

Writing About a Life Experience pp. 27-40

Focus On Word Choice-“Exact Verbs” p. 38

Sentence: Subject Predicate, Kinds of Sentences
pp. 300-321
Suggested Novels are:
 The Cay
 The Clay Marble
 Child of Owl
 Number the Stars
 The Watsons Go to Birmingham, 1963
English Language Arts Grade 6
Page 11 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.



rubric
mentor text
anchor story





Parts of Speech Overview: Noun, Pronoun,
Adjective pp. 322-345
Parts of Speech Overview: Verb pp. 346-356
Agreement: Subject and Verb pp. 420-435
Using Verbs Correctly: Principle Parts, Regular
Tense pp. 444-473
Capital Letters: Rules for Capitalization pp. 536557
Punctuation: End Marks and Commas pp. 560-576
Punctuation: Apostrophes pp. 602-605



Write Traits-Grade 6

Narrowing Your Topic” p. 10 (Organization)

Teacher ToolkitCurriculum Management System Reading, English and
Language Arts - Downloads | Secondary

Editing Checklist (Writing)
SAISD © 2008-09 – First Grading Period (Week 3-4)
English Language Arts Grade 6



Tuck Everlasting
Dragonwings
Island of the Blue Dolphins
Optional Activities to Check for Understanding:
 Literature Circles: every other Friday- students are
responsible for a different roles for every group
meeting scheduled
 Keep reading logs: in the Reader’s Notebook and
check every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then
responses to the reader
Page 12 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?




Brain Writing as a Prewriting Tool: Either dictate
to the teacher (in native language, if possible) or
have ELLs/Struggling Students use illustrations to
prewrite (Writing, 1a)
Writing without Composing: Have the students
use one of the following to prewrite: lists,
brainstorming, oral discussion with peer or a
graphic organizer (Writing, 1a)
Task-Based Writing Process Rubric - The rubric
establishes clear criteria before students begin
each stage of writing. The teacher can share the
rubric stage by stage or in its entirety to establish
expectations for the writing process (Writing, 1b)
Technology Application: Have students type their
pieces on the computer.
What do you do for students who master the
learning quickly?



Interims/TAKS/Benchmarks
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
Sample Questions
Sample Questions
English: Revising and Editing – 2004
The student must look back on the test to the passage
where the sentence is found. The following is the original
sentence as it appeared in the passage.
(20) As the years passed, the cartoon evolved into one
of the most popularest comic strips of all time.
Here is the question about that sentence:
What change, if any, should be made to sentence 20?
F Change passed to past
G Change evolved to evolving
H Change most popularest to most popular
J Make no change
Written Composition 2004
Write a composition about trying to do something you
thought was difficult.
SAT: Improving Paragraphs
The student must look back on the test to the paragraph
where the sentence is found. The following is the original
sentence as it appeared in the paragraph.
2.
In context, which of the following is the best
version of sentence 10 (represented below)?
There are portraits and there are landscapes.
(A) (As it is now)
(B) You can see both portraits and landscapes.
(C) Therefore, both portraits and landscapes are
among her works.
(D) Johnson painted both portraits and landscapes.
(E) Among them Johnson has portraits and
landscapes.
SAT: Writing Prompt
Think carefully in the following excerpt and the assignment
below.
Alterative Ending: Students can write a short
version of “The Gift of the Maji” and change the
ending. (Writing, 2a)
Technology Application: Have students type their
pieces on the computer. (Conventions, 3c)
Humorous Anecdote: Students can write a
personal humorous anecdote. (Writing, 2a)
Many persons believe that to move up the ladder of
success and achievement, they must forget the past,
repress it, and relinquish it. But others have just the
opposite view. They see old memories to reckon with the
past and integrate past and present. – adapted from Sara
Lawrence–Lightfoot, I’ve Known Rivers: Lives of Loss and
Liberation.
Assignment: Do memories hinder or help people in their
effort to learn from the past and succeed in the present?
Plan and write an essay in which you develop your point of
view on this issue. Support your position with reasoning
and examples taken from your reading, studies,
experiences, or observations.
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 13 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period (Week5-9)
TAKS Benchmarks
English Language Arts Grade 6
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 14 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English Language Arts – Grade 6
Unit of Study: Unit One and Two-Changes in Me and My World
CURRICULUM OVERVIEW
First Grading Period – Weeks 5-9
Big Idea
Unit Rationale
It has been said that the only constant in the world is change. The students will explore how they have
changed and how the world around them changes. They will identify the challenges and choices that
you have made in meeting these changes. Through fiction, nonfiction, print and nonprint text, students
will see how others have dealt with the choices and the opportunities that change can present.
Students need to be able to make thematic connections to change
from text to their own lives. Students will read, analyze and learn the
elements of a narrative in order to construct their own narrative
writing.
College Board (2005). Springboard: English textual power: Level I. New York, NY: College Board.
TEKS Specificity – Intended Outcomes
TEKS
Texas Essential of Knowledge and Skills
(4) Listening/speaking/culture
The student listens and speaks to gain and share knowledge of his/her own culture, the culture of
others, and the common elements of cultures
(a) connect his/her own experiences, information, insights, and ideas with experiences of others
through speaking and listening
Concepts
(6) Reading/word identification
The student uses a variety of word recognition strategies
(c) locate the meaning, pronunciation, and derivations of unfamiliar words using dictionaries,
glossaries, and other sources
(7)Reading/fluency
The student reads with fluency and understanding in texts at appropriate difficulty levels
(a) read regularly in independent-level materials
(8) Reading/variety of texts
The student reads widely for different purposes in varied sources
(a) read classic and contemporary works
(c) read for varied purposes such as to be informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her own writing
(d) read to take action such as to complete forms, make informed
recommendations, and write a response
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
” I CAN” statements highlighted in yellow and italicized should
be displayed for students.
I CAN:

respond to text by listening and reflecting in Reader’s Notebook

use the Reading Comphrension Process

take notes from discussion

connect my experiences to texts and nonprint texts

use context clues to determine word meaning

read independently and monitor my comprehension with strategies

visualize and respond to text with graphic organizers

summarize a text

analyze character traits and motivation

make personal connection to text and respond in Writer’s Notebook

use textual evidence to support statements about a story

recall information in a story chronologically

make inferences and draw conclusions about a text

apply adjective to my writing

write a narrative with organization and transition

understand the elements of a narrative to create my own

employ subject-verb agreement in my writing

use the Writing Process

collaborate in group projects

distinguish between different types of narrative text

use media (film) to interpret narrative elements

evaluate peer writing with a rubric

Use technology to enhance my understanding and/or presentation of
ideas

Use a variety of media to enhance my understanding and/or
connection to my ideas.
Page 15 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(9) Reading/vocabulary development
The student acquires an extensive vocabulary through reading and systematic word study
(a) develop vocabulary by listening to selections read aloud
(b) draw on experiences to bring meaning to words in context using multiple reference aids
(10) Reading/comprehension
The student comprehends selections using a variety of strategies
(a) use his/her own knowledge and experience to comprehend
(b) establish and adjust purposes for reading such as reading to find out, to understand, to
interpret, to enjoy and to solve problems
(c) monitor his/her own comprehension and make modifications when understanding breaks
down such as by rereading a portion aloud, using reference guides, searching for clues, and
asking questions
(d) describe mental images that text descriptions evoke
(e) Use the text’s structure or progression of ideas such as cause and effect or
chronology to locate and recall information
(g) paraphrase and summarize text
(h) draw inferences such as conclusions or generalizations and support them with text
evidence
(11) Reading/literary response
The student expresses and supports responses to various types of texts
(a) offer observations, make connections, react, speculate, interpret, and raise
questions in response to texts
(b) interpret text ideas through such varied means as journal writing, discussion,
enactment and media
(c) support responses by referring to relevant aspects of text and his/her own
experiences
(d) connect, compare, and contrast idea, themes, and issues across text
(12) Reading/text structure/literary concepts
The student analyzes the characteristics of various types of genres
(a) identify the purposes of different types of texts such as to inform, influence, express, or
entertain
(b) recognize the distinguishing features of genres, including biography, historical fiction,
informational texts, and poetry
(e) understand literary forms by recognizing and distinguishing among such types of text as
stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 16 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(f) analyze characters, including their traits, motivations, conflicts, points of view,
relationships, and changes they undergo
(h) describe how the author’s point of view affect the text
(k) recognize how style, tone and mood contribute to the effect of the text
(14) Reading/culture
The student reads to increase knowledge of his/her own culture, the culture of others, and the
common elements of cultures
(a) compare text events with his/her own and other readers’ experiences
(15) Writing/purposes
The student writes for a variety of audiences and purposes and in a variety of forms
(a)
(c)
(d)
(h)
(i)
write to express, discover, record, develop, reflect on ideas, and to problem solve
write to inform such as to explain, describe, report, and narrate
write to entertain such as to compose humorous poems or short stories
use literary devices effectively such a suspense, dialogue, and figurative language
produce cohesive and coherent written texts by organizing ideas, using effective
transitions, and choosing precise wording
(16) Writing/penmanship/capitalization/punctuation/spelling
The student composes original texts, applying the conventions of written language such as
capitalization, punctuation, penmanship, and spelling to communicate clearly
(b) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using hyphens, semicolons, colons, possessives, and sentence punctuation
(17)Writing/grammar/usage
The student applies standard grammar and usage to communicate clearly and effectively in writing.
(a) write in complete sentences varying the types such as compound and complex
(d) use adjectives and adverbs appropriately to make writing vivid and precise
(f) employ standard English usage in writing for audiences, including subject- verb
agreement and parts of speech
(18) Writing/writing process
The student selects and uses writing processes for self-initiated and assigned writing.
(a) generate ideas and plans for writing by using prewriting strategies such as
brainstorming, graphic organizers, notes, and logs
(b) develop drafts by categorizing ideas, organizing them into paragraphs, and blending
paragraphs within larger units of text
(j) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(k) revise drafts for coherence, progression, and logical support of ideas edit
edit for specific purposes such as to ensure standard usage, varied sentence structure
and appropriate to “publish” for general and specific audiences
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 17 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(i) word choice
(g) refine selected pieces frequently
(h) proofread his/her own writing and that of others
(i) select and use reference materials and resources as needed for writing, revising, and
editing final drafts
(19) Writing/evaluation
(a) apply criteria to evaluate writing
(b) respond in constructive ways to others’ writing
(c) evaluate how well his/her own writing achieves its purposes
(22)Viewing/representing/interpretation
The student understands and interprets visual images, messages, and meanings
(b) interpret important events and ideas gathered from maps, charts, graphics, video
segments, or technology presentations
(c) use media to compare ideas and points of view
(23)Viewing/representing/analysis
The student analyzes and critiques the significance of visual images, messages and meanings
(b) compare and contrast print, visual, and electronic media such as film with written story
Evidence of Learning
3.
4.
5.
6.
In response to reading in the SpringBoard units, students will record evidence of learning in their Reader’s Notebooks at least 80% of the time.
Students will write a descriptive paragraph that achieves Meets expectations on the Scoring Guide (Rubric) on p. 62 in SpringBoard.
In response to writing (grammar, craft in writing) in the SpringBoard units 1 and 2, WriteTraits and textbooks, students will record evidence of learning in their Writer’s
Notebooks at least 80% of the time.
Students will draft a narrative essay that achieves a score point of at least 3 or 4 on the TAKS Writing Rubric.
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 18 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions



Do changes affect your point of view?
How do reading and writing a narrative
connected?
How is the writing process recursive?
Essential Pre-Requisite Skills

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Draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple meaning
words (Grade 4)
Exhibit an identifiable voice in personal narratives and in stories(Grade 4)
Judge the internal consistency or logic of stories or logic of stories(Grade 4)
Take simple notes fro relevant sources(Grades 2 and 3)
Write legibly by selecting cursive or manuscript (Grade 4)
Capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using possessives, commas
in a series, commas in direct address, and sentence punctuation (Grade 4)
Write with accurate spelling(Grade 3)
Write in complete sentences, varying the types such as compound and complex to match meaning and purposes(Grade 4)
Use conjunctions to connect ideas (Grade 4)
Write using the writing process (Grade 4)
The Teaching and Learning Plan
Instructional Model/Teacher Directions
Weeks 5-9
The teacher will…
Follow this plan. Use SpringBoard Level 1-Unit 1 and 2, Teacher Toolkit, and WriteTraits to complete the
following lessons.
So students can…
Activities Focus: Reading about the effects of personal change
(Approx. 5 days)
TEKS: Listening/Speaking, 4A, Reading, 8D, 11A,12A,14A and
Activity: Change Cluster p. 25
Writing, 15A,17B

Guide students to brainstorm ideas about personal change

Respond in their Reader’s Notebooks about change

Model a the craft of a paragraph

Record notes about paragraphs in Writer’s Notebook
Scaffolded Activities- Paragraphs:

Develop a paragraph about a personal change
“Learning About Paragraphs”(Elements of Language)
TEKS: Listening/Speaking, 1A, 4A, Reading,
Activity: Guided Reading of “Eleven” p. 27
8A,8C,8D,10A,10C,10E, 10H, 11D

Set up activity by giving students a prompt for a quickwrite

Quickwrite about their own birthday experiences

Read aloud the text while modeling the Reading Comprehension Process

Respond to text by implementing marking the text and chunking

Model marking the text and chunking the text
the text

Guide students to recognize chronological order of significant events in a story

Respond to reading in their Reader’s Notebooks

Record chronological order of events, character feelings and
visualizing in a graphic organizer
TEKS: Reading, 6C, 9B, 9D
Activity: Using Context Clues p. 34

Introduce vocabulary to students from the text “How Fire Came to the Six Nations”

Read sentences given to practice context clues

Guide and model how students should find words and clues to determine meaning

Work in pairs to determine meanings of vocabulary from the text

Add new words to word wall
TEKS: Listening/Speaking, 1A,1B, 4A, Reading, 8A,8C,8D,10A,
Activity: Reading “How Fire Came to the Six Nations” p. 36
10B, 10C, 10D, 10G

Engage students into the text by oral reading
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 19 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.


Pose questions about the story from the reading plan on p. 36
Guide students through story for visualization







Activity: Changes In Three Arrows p. 37
Guide students to interpret and analyze the character Three Arrows in the text
Model extracting textual evidence from the story
Direct students to respond using a graphic organizer
Review adjectives for description
Guide students through TAKS application questions(link) for the story(Language Arts Website)
TEKS: Reading, 8C, 10C,11C, 11D, 12B, 12F

Read text to analyze for characterization(Close Read)

Respond to analyzing a character on a graphic organizer

Answer TAKS application questions for the story
Listen actively to read aloud
Visualize the story and summarize the text in Reader’s Notebook
Scaffolded Support: Adjectives:
“The Adjective” (Elements of Language)

Activities Focus: Independent Practice for reading a narrative for change
( Approx. 5 days)
TEKS: Reading, 9B
Activity: Using Context Clues Again p. 44(Independent Practice)
Direct students to use context clues to determine word meaning

Highlight and circle words that help understand the meaning of
words

Write sentences using vocabulary words

Activity: Do You Agree? p. 47
Provide focus for reading by directing students to an anticipation guide
TEKS: Listening/Speaking, 4A, Reading, 11A

Complete an anticipation guide about to make personal
connections
Activity: Reading “Disobedient Child” p. 49
Direct students to use Reading Comprehension Process and monitor reading by using strategies
Monitor progress of reading
Divide students into pairs
Guide students to selective highlight story to create a comic strip
Activity: Changes in “The Disobedient Child” p. 50
Facilitate groups to close read and analyze text for textual evidence of characterization
Give students TAKS application questions for the story(Language Arts Website)
TEKS: Reading, 10A, 10B, 10C, 10D, 10E, 10G, 10H, 11B

Read and monitor comprehension by applying
strategies(Marking the Text, Predicting)

Create a comic strip with a group

Respond with a quickwrite in Reader’s Notebooks
TEKS: Reading, 11C, 12F and Writing, 17D
 Respond to describing character’s personality in a graphic
organizer
 Use textual evidence to support your response
 Apply adjectives for description
 Work in groups(Think-Pair-Share)
 Complete TAKS Application Questions for story
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

SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 20 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.




Activities Focus: Preparation for Embedded Assessment-Writing a Paragraph Describing Changes in Me
(Approx. 3 days)
TEKS: Listening/Speaking, 1A,4A
Activity: Prewriting-Brainstorming About Changes in Me p. 57
Model prewriting by examining and brainstorming a change from the past
 Respond and show brainstorming by completing the graphic
organizer chart about change
Guide students to look through their Reader’s and Writer’s Notebooks for ideas about change
TEKS: Writing, 15A, 15H, 18F, 18G
Activity: Organizing My Notes About Changes in Me p. 59
Guide students to examine their responses from the Reader’s and Writer’s Notebook, graphic
 Practice writing a paragraph about personal change in Writer’s
organizer and past assignments
Notebook
Conduct a mini lesson on transitions- Use WriteTraits “Building Bridges: Connecting Ideas”
 Record notes about transitions in the back of the Writer’s
Notebook
 Practice using transitions
Embedded Assessment: Describing Changes in Me- Write a Descriptive Paragraph
(Approx. 1 day)
TEKS: Writing, 15A, 15H, 16B, 17B, 17D, 17F
Activity: Describing Changes in Me p. 61

Review subject-verb agreement in their Writer’s Notebooks

Draft and revise an paragraph about two ways they have
changed

Assign students to write an descriptive paragraph about two ways in which they have changed
Scaffolded Support: Subject- Verb Agreement
Use adjectives for description
“Identifying Subjects and Verbs”(Elements of Language)

Apply subject-verb agreement to the paragraph
Activities Focus: Reading Narratives to Write a Narrative
( Approx. 8 days)
Activity: Toy Story p. 82
 Show short clip of the movie “Toy Story”
 Facilitate discussion about the characters, music and the elements of the scene
TEKS: Writing, 18F, 22B, 22C

Use a graphic organizer

Write in the voice of a character in their Reader’s Notebook
Activity: Changes in My World p. 85

Group students in pairs

Guide students to understand the plot development of a narrative story
TEKS: Viewing/representing 23B

Collaborate in groups(Think-Pair-Share)

Apply own experiences to nonprint text
Activity: Ann of Green Gables p. 92-102(please skip p. 99)

Facilitate the practice of reading strategies for prediction and visualization

Model the previewing of selected vocabulary words

Distinguish the importance of the setting and characterization through model reading

Model chunking the story

Describe and facilitate the completion of the post activities about the literary elements in the
SpringBoard book

Model and guide students through creating topic sentences

Guide students to analyze unfamiliar vocabulary in the story
Activity: The Lion King p. 103-110

Explain plot development through a movie clip
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
TEKS: Reading, 10A, 10B, 10C,10D, 10H, 11A, 11B, 11D, 12A,
12E, 12F, 12H, 12K, Writing, 15C, 18A
 Respond through a quickwrite
 Create a picture for visualization
 Use the Reading Comprehension Process
 Apply reading strategies to understand the text(Chunking the
text, close reading, predicting, visualizing, marking the text)
 Answer questions about the literary elements in the story
 Demonstrate point of view by writing a frame poem
 Analyze and write a topic sentence about a character
 Use a graphic organizer to construct the meaning of the
vocabulary in the story
 Answer TAKS Application questions for the story
TEKS: Reading, 10A, 10C, 10E,10H, 12F Writing, 15A, 15G,
18A,18B, Viewing/representing, 22B, 22C
Page 21 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.





Use Reader’s Notebook to respond to movie clip
Use graphic organize to examine plot in a story
Explore narrative writing by formulating the elements of a
narrative in the SpringBoard book
 Draft a narrative using the narrative elements addressed in the
activities
TEKS: Reading, 9B, 10C,10D, 10G, 10H, 11A,11B, 11C, 12A, 12B,
Activity: “The Oldest Living Atlanta Gorilla Tells All” p. 116
12H, Writing, 15D, 18A, 18B

Facilitate students to activate prior knowledge about zoos
 Record responses to text in their SpringBoard books

Guide students to preview vocabulary from the story
 Use the Reading Comprehension Process

Facilitate independent reading of the narrative “The Oldest Living Atlanta Gorilla”
 Use strategies to monitor reading comprehension(marking the

Guide students to recognize the elements of a narrative
text, chunking the text, context clues)
 Create an acrostic poem using new vocabulary that describes
the character of the story
Embedded Assessment One: Writing a Narrative About Change
(Approx. 2 days)
Guide students to recognize changes that occur in the movie clip
Facilitate discussion on key elements that occur in the movie clip that compare to narrative writing
Activity: Writing a Narrative (fictional story, fairy tale, fable, personal story etc.)

Prewriting: Brainstorming using a bubble chart, facilitate conversation about ideas for a narrative

Model how a graphic organizer can help focus a topic in writing

Direct students to draft their narratives(fictional story, fairy tale, fable, autobiography, etc) about
change

Write with the students

Model use of transitions through a review from [back of the Writer’s Notebook]

Facilitate Peer Editing(use p. 133 in SpringBoard book)
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
TEKS: Writing, 15A, 15H, 17B,17F, 18A,18B,18C,18D,18E, 18G,
18H
 Use the Writing Process
 Prewriting: Use a graphic organizer for focus on a topic
 Drafting: Use the Scoring Guide to understand the expectations
of the writing assignment
 Revision: Take notes in the back of the Writer’s Notebook on
transitions
 Revision: Revise for transition in the narrative
 Use the Editing Check List for revision
 Editing: Participate in Peer Editing
Page 22 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
Model/maintain vocabulary in the back of the Reader’s
Notebook

Word wall

Reader’s Notebook

Writer’s Notebook

Editing Checklist

Narrative

Transitions

Organization

Setting

Dialogue

Characterization

Description

Plot

Exposition

Rising Action

Climax

Falling Action

Resolution

Conflict

Visualization

Prediction

Adjective

Summarize

Chronological Order

Portfolio
SAISD © 2008-09 – First Grading Period (Week5-9)
Resources
Textbooks:
SpringBoard Level 1

Unit 1 pp. 3-134
WriteTraits- 6th grade

“Building Bridges: Connecting Ideas” Lesson 7 p. 31
Elements of Language

“Learning About Paragraphs” p. 278

“The Adjective” p. 336

“Identifying Subjects and Verbs” p. 313
SAISD Language Arts Website:
Reading, English and Language Arts - Downloads |
Secondary
English Language Arts Grade 6
Independent Reading
Students will be responsible for reading one
independent novel outside the classroom every
nine weeks. Suggested novels are selected from
available novels that are on campuses.
Suggested Novels are:
 The Cay
 The Clay Marble
 Child of Owl
 Number the Stars
 The Watsons Go to Birmingham, 1963
 Tuck Everlasting
 Dragonwings
 Island of the Blue Dolphins
Optional Activities to Check for Understanding:
 Literature Circles: every other Friday- students
are responsible for a different roles for every group
meeting scheduled
 Keep reading logs: in the Reader’s Notebook and
check every other day
 Letter essays: Student is instructed to write to the
teacher about the book and the teacher then
responses to the reader
Page 23 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need additional
support?




Task-based Rubric as Prewriting Tool- A taskbased rubric focuses on the writing process rather
than the product. The rubric establishes clear
criteria before the students begin the stage. The
entire rubric can be shared with students or each
row can be shared with students as they progress
through each stage of the writing process.
Students can also sort pieces of writing to
understand the criteria of each column of the
rubric.
Writer’s Notebooks as Prewriting Tool- Have
students maintain Writer’s Notebooks
Pair Talk as Drafting Tool- Use this strategy to
help students work out vocabulary and linguistic
structures that might impede their writing. In pairs,
have one student talk about what he or she wants
to write in response to questions posed by the
other student and then have them both draft what
was said.
Don’t and Do List- If students do not know how to
edit their work using the symbols of an editing
checklist, then an interim step might be needed.
Dive a paper into two columns- one labeled don’ts
and the other labeled dos. Invest some time in
copying representative errors that students make
in their papers onto the don’ts column. Students
can also copy them. Give them strategies to refer
to for each error. For example, use dictionaries or
word wall for spelling errors. This is an investment
but it is worth it.
Interims/TAKS/Benchmarks
TAKS Sample Questions
Reading - inference
11. What can readers conclude about flooding along
the Mekong River?
A The Mekong River delta averages more rainfall per
year than any other area.
B* Limited following along the Mekong River is normal and
beneficial
C The Mekong River delta is the only area of Vietnam
that floods.
D The rice crops are always damaged when the Mekong
River floods
Textual evidence
4. Which sentence from the interview shows that a lot
of thought goes into Wegman’s work?
F Most people who have seen my photographs think it’s
easy
G he never makes fun of us while we work
H* The lighting, the angles of my poses, the costumes-all
the elements have to be just right her him.
J When I’m in the studio with Wegman, he hives me a lot
of attention and praise.
Writing
Released 2006

SAT: Passage-Based Reading
Directions: The passage below is followed by two questions
based on its content. Answer the questions on the basis of
what is stated or implied in the passage.
Read the tenth paragraph of Chapter 8 of “The Great
Gatsby” (beginning “She was the first ‘nice’ girl he had ever
known”) carefully. Then answer the questions that follow.
1. In the second sentence of the paragraph, the phrase
“such people” refers to those who different from Gatsby in
terms of
A. social status
B. moral values
C. manners
D. concern for others
E. occupation
2. This paragraph reveals Gatsby’s
I. materialism
II. romanticism
III. cynicism
A. I only
B. II only
C. I and II only
D. II and III only
E. I, II and III
Essay
Think carefully about the issue presented in the following excerpt
and the assignment below.
Given the importance of human creativity, one would think it
should have a high priority among our concerns. But if we look at
the reality, we see a different picture. Basic scientific research is
minimized in favor of immediate practical applications. The arts are
increasingly seen as dispensable luxuries. Yet as competition
heats up around the globe, exactly the opposite strategy is
needed.
-Adapted from Mihaly Csikszentmihalyi, Creativity: Flow and the
Telling Tales-Read and compare two folk tales
from different cultures, and present your findings to
your class
Found Poem-Students will create a found poem
about a story they have read. The students will find
SAISD © 2008-09 – First Grading Period (Week5-9)
Sample Questions
Write a composition about your favorite memory.
What do you do for students who master the
learning quickly?

College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
English Language Arts Grade 6
Page 24 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Psychology of Discovery and Invention
Assignment: Is creativity needed more than ever in the world
today? Plan and write an essay in which you develop your point of
view on this issue. Support your position with reasoning and
examples taken from your reading, studies, experience, or
observations.
at least five sensory details, images, or vivid words
that were memorable. They then read the lines that
they have found aloud to the class.
Write a song-write a song about a change. Use
whatever style of music they prefer: rock, country,
rap, blues, folk. Make sure that the song includes
all narrative elements.
SAISD © 2008-09 – First Grading Period (Week5-9)
English Language Arts Grade 6
Page 25 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessment
SAISD © 2008-09 – First Grading Period (Week5-9)
TAKS Benchmarks
English Language Arts Grade 6
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Page 26 of 26
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.