Reading Focus: Expository, TEKS:
Persuasive
Unit Focus: (10)
Writing Focus: Expository Comprehension
of Literary
Objective:
Text/Expository
The learner will:
(B,C)
Unit Focus: analyze, make inferences and draw conclusions about expository text and
6th Grade English/Language Arts
Fifth Six Weeks: Week 1-6
Writer: Jennifer Tippett
provide evidence from text to support their understanding.
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analyze, make inferences and draw conclusions about persuasive text and
provide evidence from text to support their analysis
use a flexible range of metacognitive reading skills in both assigned and
independent reading to understand an author's message. Students will
continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self-directed, critical readers
read grade-level text with fluency and comprehension
understand new vocabulary and use it when reading and writing
understand how to glean and use information in procedural texts and
documents
use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text
write expository and procedural or work-related texts to communicate ideas
and information to specific audiences for specific purposes
write persuasive texts to influence the attitudes or actions of a specific
audience on specific issues
write legibly and use appropriate capitalization and punctuation
conventions in their compositions
spell correctly
will use comprehension skills to listen attentively to others in formal and
informal settings. Students will continue to apply earlier standards with
greater complexity
speak clearly and to the point, using the conventions of language. Students
will continue to apply earlier standards with greater complexity
work productively with others in teams. Students will continue to apply
earlier standards with greater complexity
Overview :
Students should continue to read and write daily (read alouds, shared, small group).
They should also read a self-selected text for a minimum of 15 minutes daily
(independent reading that may occur beyond the classroom).
Many of the skills and objectives have been introduced by this point. They should
constantly be reviewed and refined.
The reading focus these six weeks will be primarily expository and persuasion.
One type of writing will be addressed, expository.
DOL and the Vocabulary workbook should be used to develop the meaning of grade
level words and to develop dictionary, and thesaurus skills. DOL also should cover
analogies. (TEKS- 2(A, C, D, E)
Academic vocabulary: adequacy, concept, structural, authority, purpose, claim,
support, faulty reasoning
Unit Focus: (11)
Comprehension
of Informational
Text/Procedural
(A, B)
Figure: 19
Reading/
Comprehension
Skills
(A), (B), (C), (D),
(E), (F)
(1) Fluency
(A)
(2) Vocabulary
Development
(A), (B), (C), (D),
(E)
(12)
Comprehension
of Informational
Text/Procedural
(B)
(14) Writing
Process
(A), (B), (C), (D),
(E)
(17) Expository
and Procedural
Texts
(C)
(18) Persuasive
Texts (A)
(20)
Handwriting,
Capitalization
and Punctuation
(A) (i, ii, iii) (B)
(ii)
Essential Questions:
Enduring Understanding: Good readers set a purpose for reading, monitor and adjust their
comprehension while reading.
Can a game play you?
Can we ever tame what is wild?
What comes from a good deed?
How far will we go to improve ourselves?
How do you capture a customer?
(21) Spelling
(A), (B), (C)
(26) Listening
(A), (B)
(27) Speaking
(A, B)
(28) Teamwork
(A)
Suggested Lesson Ideas:
Week 1: TEKS: 10B, 11A, 11B, 2E. 19A, 20A
Reading: Reader’s workshop, “Argument and Persuasion” p. 936-941
Discuss the academic vocabulary: claim, support, and viewpoint. Use the graphic on
page 936 to illustrate the parts of an argument. Model the parts of an argument on
page 937. Spend some time discussing the three techniques of persuasion on page
938. Have students give examples of strong arguments and faulty reasoning. Use the
models on pages 939 and 940. Have students create a 2 column table to note examples
of persuasion. Struggling readers may want to review idioms. Advanced readers
can work in pairs to design a public service ad that uses persuasion.
Paired Reading: What can Video Games Teach Us? (p. 942-945)
The Violent Side of Video Games (p. 946-949)
Have students in small groups discuss the positive and negative effects of video games.
Have the students identify the claims being made in each selection by the titles.
Review the “Elements of Nonfiction: Argument.” Teach the reading skill, Evaluate
Support (page 943). Introduce vague language, irrelevant examples and faulty
reasoning. Struggling readers should make use of targeted passages on page 944 to
ensure that students focus on key concepts. Advanced readers could develop an
argument against the claim that violence in video games leads to violence in real life.
Have them brainstorm other causes for violence.
Grammar: p. 550-552
Review abbreviations and initials. Introduce the rules for organizations and internet
addresses. Students can complete independent practice on page 550.
Week 2: 10B, 11, 2B, 20B
Reading: Should Wild Animals be kept as Pets? pp. 952- 959
Have students develop a list of advantages and disadvantages to owning a particular
wild animal as a pet. Discuss persuasive techniques on page 953: emotional appeals,
appeals to authority, loaded language. Review the reading strategy of previewing.
Have students skim the selection and make predictions about the article. Identify
techniques used to support the author’s views. Have struggling readers review their
predictions at the end of the selection. Discuss how predictions helped keep track of
main ideas. Have advanced students brainstorm counterarguments.
Grammar: p. 553-557
Review rules for capitalization: first word in a sentence, salutations and closings,
proper nouns. Students can complete independent practice on pages 553-557 as
needed.
Week 3: 10B, 11, 2D, 1, 20B
Reading: No Thought of Reward pp. 960-963
Have the students discuss if it is sensible to do a good deed just for the sake of doing it,
or if it is reasonable to expect something in return. Review ways that an author can
convey his or her message. When teaching reading skills (page 961), point out that
authors can use personal examples or also rhetorical questions. Struggling readers
may want to keep a chart with example of both from the selection. Have students set a
purpose for reading. Tell them to read the speech to see how a person’s action can
mean something special to others. Read aloud the title and discuss the author’s
possible message. After reading the speech, have students list examples of cause and
effect situations from the selection.
Grammar: p. 558-563
Review rules for punctuation: commas, quotation marks, and italics. Students can
complete independent practice on pages 558-563 as needed
Week 4: 10D, 11B, 13C, RC-6(E), Writing 17C, 21A
Reading: Start the Day Right pp. 966-971
Shine-n-Grow: Hair Repair that Really Works! pp. 972-977
Brain Breeze pp. 978-983
Use the skill focus on page 967 to explain the difference between a public service
announcement and a commercial. Invite students to brainstorm examples of each.
Read and discuss the persuasive techniques of logical appeals, emotional appeals, and
loaded language. Cover the material listed in the margin of page 967. Help struggling
readers understand how to read a script. Advanced readers can identify other
causes for sleeping in class.
In the second selection have students identify faulty reasoning, hasty generalization,
overgeneralization, and circular reasoning. You may wish to use the examples given
on page 972. Advanced readers can create a Venn diagram to show different
techniques used in the two selections.
In “Brain Breeze” cover the propaganda techniques: bandwagon appeal, stereotype,
name calling, snob appeal, and endorsement. As a class or individually students can
make a chart to list techniques used in this selection.
Grammar: Literature Language Handbook: pp. 28, 29. 30. 47, and teacher files
Students will review and practice commonly misused words.
Week 5: 13B, 13C, 13D, 14A, 18, 14B, 14C, 14D-E, 19A
Reading: Media Study: Persuasive techniques in commercials pp. 984-986
Introduce the vocabulary in the background section on page 984. Show the two
commercials and discuss the techniques used in each. The table on page 985 can be
used. If time permits, students can create a storyboard for a commercial.
Grammar: Persuasive essay pp. 988-996, p. 464 in grammar book
Students will write a persuasive essay. The topics listed in literature book are on page
988. Begin by teaching the format of a persuasive paper. Prewriting is outlined on
page 989. Have students choose an issue, think about purpose, state position, and
provide reasons. Students should begin to collect evidence and consider opposing
viewpoints.
Once the prewriting is complete, students can begin to draft the essay. Steps are listed
on page 991. Students should have an introduction, body and conclusion. Have
students complete Grammar in Context: Using Transitions.
Week 6: 14A, 18, 14B, 14C, 14D-E, 19A
Reading: Complete any assignments from this six weeks. This is also time that
can be used for STAAR review of TEKS that need reinforcement.
Grammar: Persuasive essay pp. 988-996, p. 464 in grammar book
Students should complete revision of their persuasive essay. A model student draft is
shown on page 993. The can be used to demonstrate revising. You may want to use
peer editing in this step.
Have students complete essays and publish them. Use the rubric on page 996 for
grading. You may want students to assess their own essays using the rubric.
Suggested Assessment:
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Analyze students’ comments during class discussions for relevant information.
Read student responses to text to check for comprehension.
Workbooks
Journals
Essays
Daily Language Review
Vocabulary workbook
Resources:
Holt McDougal Textbook:
McGraw Hill: Language Arts
Ancillary Material: Vocabulary Practice workbook, Language Handbook
Teacher created material
Technology: GrammarNotes DVD, WriteSmart DVD, Teacher One Stop DVD-ROM, Accelerated
Reader
Graphic organizers
Writing With Power- workbook