MISD ELAR 6
Synopsis
Theme: Finding our place in the world
Course Overview
Students studying in ELAR 6 classes will focus their work on critical reading and effective writing skill development. They will examine a variety of literary
pieces, ranging from historical and historical fiction-based longer works (novels, expository essays), to short stories. Additionally, students will examine
domestic and international poetry and drama. Students will also examine media messages and the influence they hold over viewers.
In addition to critical reading and thinking development, students in ELAR 6 classes will develop writing skills. This includes the following modes: personal
narrative, expository, persuasive, procedural, literary analysis, rhetorical analysis, and research-based writing. As a culminating activity, students will have
st
the opportunity to research topics relevant to their lives in the 21 century, and follow that research with written reports over their findings. Through these
writing emphases, students will practice and become proficient with the writing development process and demonstrate the ability to effectively use
appropriate grammar and usage skills.
In ELAR 6 students actively participate in an integrated approach to reading and writing called Reading/Writing Workshop. This is an approach that
exposes students to the interaction or interdependency of the reading and writing processes. Students are encouraged to see the roles effective writing and
intelligent reading play within college readiness and career opportunities. Within this interdisciplinary approach students examine the fundamentals of
writing development, and how those principles create important, impacting written pieces for readers. Within the framework of Reading/Writing Workshop,
students also examine a wide variety of media, not merely the written word. Students develop the ability to intelligently critique and infer messages coming
from these media. They then develop the ability to respond in writing to these messages.
Course Philosophy
We believe in facilitating students’ further development as successful lifelong learners as they strengthen their skills as readers, writers, and
communicators.
th
6 Grade MISD ELAR Department 2012-2013
1
Revised July 28, 2012
Scope and Sequence
Quarter
st
1 Quarter:
Expectation vs.
Reality: How do
we understand
our characters
growth through
change?
Unit/Lesson
Introductory Unit – Holt Text, School
Play pp. 34-45
Description and Notes
Why: Assessing and pre-teaching vocabulary, plot
development, rule of conflict /resolution /
characterization, theme, introduction to figurative
language through annotation.
TEKS
4(S), 5(S),
6(R), 7(S),
10(R), 2(R)
Optional:
Short Story: “Dragon, Dragon” (To be
made available)
Poetry: “The Tale of Custard the
Dragon” (To be made available)
Narrative Poem: “The Jacket pp. 498529, Holt; “There is No Word for
Goodbye
Power Notes: foreshadowing
Unit 1 - Level up, Holt online resources
and p. 91 in Holt TE (Lob’s Girl)
Unit 6 – Holt Text pp. 674-681.
Myths/Legends/Tall Tales.
GT Piece for ALL Students: Concept of
Change, p. 37 in GT Autobiography text
Reinforces characterization, compare/ contrast
literary elements between prose/poetry in
vocabulary, figurative language, annotations and
structure.
6A(R), Fig 19DE(R), Fig 19DF(R), 4A(S), 7,
4, 6a, 8
Cultural values.
10C(R), 3AC(S), 12B(S),
8(R)
2ABE(R), 6
Unit 8 – Non-fiction: Hurricane Hunters,
Holt p. 897
Start at the end of the quarter, novel:
The Cay or Freak the Mighty
th
6 Grade MISD ELAR Department 2012-2013
Analyzing the function of stylistic elements
throughout genres.
Concept of Change, Lesson 2, Autobiography Unit
– Connects essential question to depth of
understanding through growth of characters from
static to dynamic.
Informational text
Build schema to increase background knowledge
of era/setting/historical relevance increasing
figurative language understanding through
author’s purpose with annotations.
2
Assessment
Quarterly Writing
Performance Piece:
Write an imaginative story
using the traditional tale
format. Holt pp. 414-422, Unit
3; Write Source p. 353
“Writing Creative Stories”
Required Outside Reading:
Fantasy Genre Novel.
Student-selected/teacherapproved mini-project – per
campus discretion, i.e., onepager
10A(R), Fig.
19A-C(S), Fig.
19D-F(R)
10A/C(R),
12B(S), 2A(R)
6B(S), 6C(S),
9(S)
Revised July 28, 2012
nd
2 Quarter:
How Does
Understanding
the Ways a
Character
Changes Help
to Analyze the
Traits?
Novel: The Cay or Freak the Mighty
Analyze character growth/static vs. dynamic
change throughout plot development. See Novel
Wise in Holt online.
6B(S), 6C(S),
Fig 19F(R), 17
Short Story: “Eleven” Holt p. 198
Compare the character’s changes through
different genres to understand character’s
motivations while making connections to this
theme in the novel. Teach tone as it connects to
author’s perspective in all outlying pieces.
Continue idea of how perspective drives both our
reality and expectations.
6B/C(S),
2A/D(R), 4(S),
8A(R)
Change: Cultural Symbols, Discrimination
7A(S), 15B,
9A(S)
How the perspective of the parents in the story
clouded their judgment and changed throughout
the plot (review plot, structure, development,
character motivation)
6, 6A(R)
Poetry: “On Turning Ten” Holt p. 293
Literary Analysis: Speaker
Memoir: “The Red Guards” by Ji-li Jiang
Holt p. 276
Literary Analysis: Author’s perspective.
Interview with Ji-li Jiang Holt p. 284
GT Piece for ALL students
Short Story “Charles” p. 43
Media Study – Unit 2 p. 261 Holt
Text and Media Smart DVD Smallville
pp. 260-263 (See teaching options at
the bottom of p. 261).
th
6 Grade MISD ELAR Department 2012-2013
4A(S)
Literary Comparative
Analysis, Unit 2
Writing: Compare and
contrast the perspectives of
the speakers in “Eleven” and
“On Turning Ten” on the topic
of how change affects their
lives. Holt pp. 780-788, How
to Compare.
Homophones Lesson 21
Required Outside Reading:
Historical Fiction Genre
Novel. Student-selected/
teacher-approved mini-project
– per campus discretion, i.e.,
one-pager
13a
3
Revised July 28, 2012
rd
3 Quarter:
Is it Human
Nature to
Discriminate
and Judge
Others?
th
“Prince and the Pauper”
Holt p. 150
Elements of a play; set directions and narration.
5(S)
GT Piece for ALL students.
Short Story: “All Summer in a Day Holt
p. 66
Non-fiction – “Weather That is Out of
This World” Holt p. 79
Unit 3 – Poetry: Langston Hughes
“Words Like Freedom Rings” Holt p.
400 “Dreams” Holt p. 404
How prejudice/discrimination/and judgment affect
cultural value and how they relate to our society
today.
(This springboards into Watsons Go to
Birmingham).
Literary Analysis: Theme
6A(R), 2E(R), Fig.
19D(R)
Meet the Author (Short bio): Christopher
Paul Curtis
Tie into themes from “All Summer in a Day” and
leading into “Watsons”
7A(S), 9(S)
Begin: The Watsons Go to Birmingham
– 1963 See Novel Wise – Holt online
Build schema/non-fiction; deeper literary
analysis/literary devices; Byron and his changes;
historical relevance and shaping our future.
3(S(, 6A(R),
6BC(S), Fig. 19DF(R)
6 Grade MISD ELAR Department 2012-2013
4
Writing: Write a poem
reflecting one of the
following themes:
1. Discrimination is
rooted in
ignorance;
2. Prejudice could be
overcome with
knowledge;
3. The fear of
diversity among
people leads to
prejudice; or
4. People by human
nature judge
others.
12B(S), 10AD(R)
Required Outside
Reading:
Autobiography/
Biography / Memoir
Genre Novel. Studentselected/ teacherapproved mini-project
– per campus
discretion, i.e., onepager
Suggested
assessment: Symbolic
Literature Web for “All
Summer in a Day”
4A(s), 3A(S)
Revised July 28, 2012
th
4 Quarter:
Is
Discrimination
Rooted in
Difference?
Read The Watsons Go to Birmingham –
1963. See Novel Wise, Holt online.
You tube connections : “The Ballad of
Birmingham” (Ode), “Ruby’s Shoes”
(song, “The Problem We All Live With”
(Picture).
Persuasive language/literary and poetic devices,
cultural relevance to The Watsons and The Cay.
3(S), 6A(R),
6BC(S), Fig. 19DF(R)
GT Piece for ALL students Persuasive
Speech: “I Have a Dream,” Persuasion
Lesson 14, p. 163
Argument, claim, support, loaded language
11AB(S), 10B(S)
Unit 8 – Reader’s Workshop: Argument
& Persuasion Holt p. 936
11AB(S), 10B(S)
Unit 9 – Research. Research a topic
related to the novel *student
expectation to be decided).
**Short Answers embedded throughout the year.
th
6 Grade MISD ELAR Department 2012-2013
Write a persuasive
essay including a clear
thesis statement with a
minimum of 3
supporting details
utilizing persuasive
language. Write
Source p. 227.
Required Outside
Reading: (2) Works
from the same author.
Comparing /
contrasting literary
styles. Studentselected/ teacherapproved.
Resource: Holt p. 556
“Response to
Literature”
22AB, 23A-E, 24AB,
25A-D
5
Revised July 28, 2012