6th Grade English/Language Arts
Second Six Weeks: Week 1-6
Writer: Jennifer Tippett
Reading Focus: Literary Non-Fiction,
Memoir and Autobiography
Writing Focus: Expository, Procedural and
Persuasive
Objectives:
The learner will:
 establish purposes for reading selected texts based upon own or others' desired
outcome to enhance comprehension
TEKS:
Unit Focus: 7A
Figure 19: A,B,
C, D, E, F
(1) Fluency A
(2)
Vocabulary
Development:
A, B, C, D, E

ask literal, interpretive, evaluative, and universal questions of text

monitor and adjust comprehension (e.g., using background knowledge; creating
sensory image; rereading a portion aloud; generating questions)

make inferences about text and use textual evidence to support understanding

summarize, paraphrase, and synthesize texts in ways that maintain meaning and
logical order within a text and across texts

make connections (e.g., thematic links, author analysis) between and across
multiple texts of various genres, and provide textual evidence

identify the literary language and devices used in memoirs and personal narratives
and compare their characteristics with those of an autobiography

adjust fluency when reading aloud grade-level text based on the reading purpose
and the nature of the text

determine the meaning of grade-level academic English words derived from Latin,
Greek, or other linguistic roots and affixes
(19)
Conventions
A (i, iv, viii)

use context (e.g., cause and effect or compare and contrast organizational text
structures) to determine or clarify the meaning of unfamiliar or multiple meaning
words
(21) Spelling
A, B, C

complete analogies that describe part to whole or whole to part
(26) Listening
A, B

explain the meaning of foreign words and phrases commonly used in written
English
(28) Teamwork

use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the
meanings, syllabication, pronunciations, alternate words choices, and parts of
speech of words

compare and contrast the historical and cultural settings of two literary works

compare and contrast the stated or implied purposes of different authors writing
on the same topic

plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience, determining appropriate topics through a range of
strategies

develop drafts by choosing an appropriate organizational strategy

revise drafts to clarify meaning, enhance style, include simple and compound
sentences, and improve transitions by adding, deleting, combining, and rearranging
sentences or larger units of text after rethinking how well questions of purpose,
audience, and genre have been addressed

edit drafts for grammar, mechanics, and spelling
(3)
Comprehension
Of Text/theme
and genre
C
(9)
Comprehension
of
informational
text/culture
and history
A

revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences

write a personal narrative that has a clearly defined focus and communicates the
importance of or reasons for actions and/or consequence

write informal letters that convey ideas, include important information,
demonstrate a sense of closure, and use appropriate conventions

write persuasive essays for appropriate audiences that establish a position and
include sound reasoning, detailed and relevant evidence, and consideration of
alternatives

use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
o verbs (irregular verbs and active and passive voice)
o conjunctive adverbs (e.g., consequently, furthermore, indeed)
o transitional words and phrases that demonstrate an understanding of the
function of the transition related to the organization of the writing
differentiate between commonly confused terms (e.g., its, it's; affect, effect)


use spelling patterns and rules and print and electronic resources to determine and
check correct spellings

know how to use the spell-check function in word processing
Overview
Unit Focus: (7) Comprehension of Literary Text/Literary Nonfiction. Students
understand, make inferences and draw conclusions about the varied structural patterns
and features of literary nonfiction and provide evidence from text to support their
understanding.
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).
The first six objectives listed above should be an ongoing focus. They can be found in
Figure 19 Reading Comprehension Skills on the TEA website.
The reading focus these six weeks will be primarily non-fiction. There will be several
paired-readings suggested. These can be used for compare and contrast activities.
Three different types of writing will be addressed. They are: expository, procedural,
and persuasive. Most students should be familiar with expository writing and less
instructional time may be required.
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: convey, create, influence, interact, qualities
Essential Questions:
What makes a character unforgettable?
Is age more than a number?
When is a story a treasure?
What happens when freedom vanishes?
What would you risk for someone else?
When is a trip an adventure?
What are life’s big lessons?
Suggested Lesson Ideas:
Week 1: TEKS- 2D, 21A
Reading:
Review point-of- view- pages 192-197. Use the close readings on page 193 to model
Different writing methods. For struggling readers, use the note taking master from
the Resource Manager. Organize students into small groups and have each tell of a
school event in a different point-of-view.
“Eleven” Pages 198-205, Students can create a web that shows the things that are
important to them now. Next they can consider how the web would change one year
later or earlier. Teach the reading strategy: connect, page 199.
Struggling readers can use the Audio Anthology CD and one or more targeted
passages from the story to insure they focus on key story events, concepts and skills.
Use lines 44-62 to help students identify the main conflict of the story.
Advanced readers, identify analogies and metaphors in the selection. Use page 205 to
teach Spanish words that are commonly used in English. On page 201, have advanced
readers identify three things the author compares to growing older. Have them identify
how this helps the reader understand her feelings.
Grammar:
Use Writing with Power workbook to introduce commonly confused terms.
Use the Spectrum workbook- Growing Plan page 12
Week 2: TEKS- 6B, RC-6(C), 2B, 20B
Reading:
“Jeremiah’s Song” Pages 220-233, In this weeks selection students will demonstrate
monitoring as a reading strategy. This can be modeled by the teacher as shown on page
221. A video trailer is available at ThinkCentral.com. Students can create a chart, page
222, to clarify the relationship between Ellie and Grandpa Jeremiah.
Differentiated learning: Have struggling students practice reading dialect with the
targeted passage on p. 222. Point out the words such as nothin’, teachin’, and messin’
help create dialect.
Advanced readers can demonstrate synthesis by exploring how stories can impact
their own lives. All students should be given examples of Delta Blues music. Many
examples can be found on the internet. Introduce sentence types on page 233.
Grammar:
Combining sentences pages 6-8 in McGraw Hill Language Arts, after instruction have
students identify types of sentences on page 7. Have students correct sentences and
write their own simple, compound and complex sentences on page 9. They can
continue this practice in their journal writing.
Use the Spectrum workbook- Owls page 20
Week 3: TEKS- 9A, 7A, 19A (i)
Reading:
Discuss the literary analysis skills of author’s perspective, page 275. Discuss how this
can be shown through point-of-view, direct statements or words. Also, teach the
reading strategy of symbolism. To identify symbols the students should look at things
repeated in the story or things that seem important to the author.
“The Red Guard” Pages 274-285, Review inferences, use chart on page 278.
Differentiated learning: For struggling readers, make sure they check for
understanding as they read. One resource is the transparency p. A12 in the Best
Practices Toolkit.
Advanced readers may be placed in small groups to discuss freedom in this country
and how that opinion may or may not have changed after reading the story.
Grammar:
Verbs (irregular, active and passive) Introduce irregular verbs in McGraw Hill:
Language Arts pages 184-185. These pages can be used as guided practice and page
186-187 can be used as independent practice.
Use the Spectrum workbook- Lighthouse page 22
Week 4: TEKS- 19A, 14(A, B, C, D, C, E), 17C
Reading:
Use the Reader’s workshop to instruct on theme, pages 318-232. To write an expository
essay, readers can individually or as a small group can use the questions on page 320 to
analyze a fairy tale. They should summarize the story, then develop and explain a
theme statement.
Paired Readings“The Dog of Pompeii” (pages 324-339) and “Pompeii and Vesuvius” (pages 340-347).
Discuss Historical Fiction, p.325. Model the skill of reading historical fiction as shown
on page 326. After reading the first selection, read Pompeii and Vesuvius. Compare the
two selections. Identify the author’s purpose and the main ideas of each. Tiered
Discussion prompts are on pages 342-343.
Use the Spectrum workbook- Volcano page 66
Vocabulary Lesson 5
Week 5: TEKS- 3C, 19A, 21B, 21C, 14(A, B, C, D, C, E), 17B, 16A
Paired ReadingsScout’s Honor” (pages 360- 377) and “How to Build a Bat House” (pages 378-381)
Review character and theme. Teach the reading skill: predict. As the class reads the
selections, a graphic organizer may be used, page 361.
Differentiated Learning: Struggling readers can use the Audio Anthology CD and one
or more targeted passages from the story to insure they focus on key story events,
concepts and skills.
After completing the selection, read “How to Build a Bat House.” Have students write
an informal letter. Teach the format of informal letters and have the students write a
letter in their journals. In the letter, the students should have a clear focus and
communicate consequences for actions.
Use the Spectrum workbook- Bats page 72. Teach the Bats lesson number 6.
Week 6: TEKS- 19A, 14(A, B, C, D, C, E) 18A
Benchmark tests will be given this week.
Grammar:
Persuasive writing – students will write a persuasive essay. Use Media Smart DVD to
show commercial 1 “Pop-Lock” and commercial 2 “Stephanie” use page 987 to discuss
persuasive techniques. Use pages 988-989 to guide student writing. Have students
follow the writing process (brainstorm, first draft, revise and edit, publish) Instruct
students to use transitional words. Model transition use.
Suggested Assessment:







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
Interactive Reader
Spectrum Reading grade 6
Daily Oral Language Review (DOL)
Computer Lab- Study Island