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ENGLISH LANGUAGE ARTS / READING
ELEMENTARY CURRICULUM
GRADE: 6
4th Nine-Week Period
Essential Understanding (Big Ideas):
WRITING
Research involves multiple steps
Our best research comes from generating questions and ideas from
our own inquiry
Writing responses to literary and informational text is
expository writing
Research can be represented with multimedia presentation
READING
Reviewing and comparing Literary and Informational Text
emphasized
Comparing viewpoints in text and media representation
Multiple representations of messages
Responding to text includes an idea and text evidence to support
that idea
Guiding Questions:
1. What do we know about literary and informational text?
2. Can there be related ideas in both literary and informational
text?
3. Why is it important to recognize text genre and
structure?
4. How can our interests guide our research plan?
4th 9 Weeks At-A-Glance-Fifth Grade
Reading
Writing/OWC
Listening & Speaking
Assessments
Ongoing TEKS
Fluency & Comprehension (6.1)
Vocabulary (6.2BE) Knowsys SAT vocabulary
Establish purposes for reading (Fig 19A)
Monitor & adjust comprehension (Fig. 19C)
Make inferences/ use textual (Fig 19D)
Writing Process (6.14 ABCDE)
Write responses to texts (6.17C)
Use resources to spell correctly (6.21BC)
Listen/interpret, follow/give, paraphrase/support (6.26ABC)
Speak clearly (6.27)
Participate productively in teams (6.28)
Vocabulary Quizzes (1 per week=1 major grade per nine weeks)
(6.2A-D)
Reading
Writing/Oral & Written Conventions (OWC)
Research and
Listening & Speaking
Common Assessments
4th Nine Weeks
Vocabulary Development
Determine meaning from Latin and Greek roots (6.2A)
Meaning of foreign words and phrases (6.2D)
Make connections across literary and informational text (Fig.
19F)
Review literary text (6.6ABC, Fig. 19BE)
Review informational text (6.10ABCD, Fig 19BE)
Informational Text/Persuasive
Viewpoints of two authors (6.11A)
Identify faulty reasoning in persuasive text (6.11B)
Media Literacy
Explain messages conveyed in media (6.13A)
Various techniques influence viewers emotions (6.13B)
Critique persuasive techniques (6.13C)
Analyze various digital media venues (6.13D)
Writing/Persuasive Texts
Establish a position and sound reasoning, detailed and relevant
evidence, and consideration of alternatives (6.18) This could
correlate with the research
Use the research to write a persuasive essay (5.19 &
6.18AB)
Produce a multi-media presentation with the research completed
(6.17D)
Write literary & expository responses (6.17C)
OWC/Conventions
Differentiate between active and passive voice (6.19B)
Complete simple and compound sentences with sub-verb agreement
(6.19C)
Predicate adjectives (6.19Aiii)
Use of parentheses, brackets, and ellipses (6.20Biii)
Use proper mechanics including italics and underlining for
titles of books (6.21C)
Research
Gather sources and record information addressing a research
question from generated questions in the preceding marking periods
(6.23 ABCDE)
Synthesize information (6.24AB)
Organize and present (6.25ABCD)
Listening & Speaking
Peer and teacher conferences for revisions to drafts, reading
conference-responses, and small/whole group discussions; in
presenting research(6.26ABC; 6.27; 6.28)
Writing/Research:
Research process and presentation
Gathering, synthesizing information (6.23 A-E & 6.24AB)
Organizing and presenting (6.25A-D)
Reading:
Cold read (teacher made) reading passage with questions that
cover making connections across literary and informational text
(Fig. 19F); also include questions from TEKS 6.6ABC,and Fig. 19E
both fiction and expository, 6.10ACDE)
Academic vocabulary
Literary text
Informational text
Messages in media
Digital media
Media techniques
Sources
Research
Make connections with the reading skills related to writing.
++ Readiness Standards; + Supporting Standards
TEKS / ELPS / CCRS
(1)Reading/Fluency. Students read grade-level text with fluency
and comprehension. Students are expected to adjust fluency when
reading aloud grade-level text based on the reading purpose and the
nature of the text.
(2)Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are
expected to:
(A)determine the meaning of grade-level academic English words
derived from Latin, Greek, or other linguistic roots and
affixes;
(B)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;
(D)explain the meaning of foreign words and phrases commonly
used in written English (e.g., RSVP, que sera sera); and
(E)use a dictionary, a glossary, or a thesaurus (printed or
electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of
words.
(6)Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(A)summarize the elements of plot development (e.g., rising
action, turning point, climax, falling action, denouement) in
various works of fiction;
(B)recognize dialect and conversational voice and explain how
authors use dialect to convey character; and
(C)describe different forms of point-of-view, including first-
and third-person.
(10)Reading/Comprehension of Informational Text/Expository Text.
Students analyze, make inferences and draw conclusions about
expository text and provide evidence from text to support their
understanding. Students are expected to:
(A)summarize the main ideas and supporting details in text,
demonstrating an understanding that a summary does not include
opinions;
(B)explain whether facts included in an argument are used for or
against an issue;
(C)explain how different organizational patterns (e.g.,
proposition-and-support, problem-and-solution) develop the main
idea and the author's viewpoint; and
(D)synthesize and make logical connections between ideas within
a text and across two or three texts representing similar or
different genres.
(11)Reading/Comprehension of Informational Text/Persuasive Text.
Students analyze, make inferences and draw conclusions about
persuasive text and provide evidence from text to support their
analysis. Students are expected to:
(A)compare and contrast the structure and viewpoints of two
different authors writing for the same purpose, noting the stated
claim and supporting evidence; and
(B)identify simply faulty reasoning used in persuasive
texts.
(13)Reading/Media Literacy. Students use comprehension skills to
analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply
earlier standards with greater depth in increasingly more complex
texts. Students are expected to:
(A)explain messages conveyed in various forms of media;
(B)recognize how various techniques influence viewers'
emotions;
(C)critique persuasive techniques (e.g., testimonials, bandwagon
appeal) used in media messages; and
(D)analyze various digital media venues for levels of formality
and informality.
(14)Writing/Writing Process. Students use elements of the
writing process (planning, drafting, revising, editing, and
publishing) to compose text. Students are expected to:
(A)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 (e.g., discussion,
background reading, personal interests, interviews), and developing
a thesis or controlling idea;
(B)develop drafts by choosing an appropriate organizational
strategy (e.g., sequence of events, cause-effect, compare-contrast)
and building on ideas to create a focused, organized, and coherent
piece of writing;
(C)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;
(D)edit drafts for grammar, mechanics, and spelling; and
(E)revise final draft in response to feedback from peers and
teacher and publish written work for appropriate audiences.
(17)Writing/Expository and Procedural Texts. Students write
expository and procedural or work-related texts to communicate
ideas and information to specific audiences for specific purposes.
Students are expected to:
(C)write responses to literary or expository texts and provide
evidence from the text to demonstrate understanding; and
(D)produce a multimedia presentation involving text and graphics
using available technology.
(18)Writing/Persuasive Texts. Students write persuasive texts to
influence the attitudes or actions of a specific audience on
specific issues. Students are expected to write persuasive essays
for appropriate audiences that establish a position and include
sound reasoning, detailed and relevant evidence, and consideration
of alternatives.
(19)Oral and Written Conventions/Conventions. Students
understand the function of and use the conventions of academic
language when speaking and writing. Students will continue to apply
earlier standards with greater complexity. Students are expected
to:
(A)use and understand the function of the following parts of
speech in the context of reading, writing, and speaking:
(iii)predicate adjectives (She is intelligent.) and their
comparative and superlative forms (e.g., many, more, most);
(B)differentiate between the active and passive voice and know
how to use them both; and
(C)use complete simple and compound sentences with correct
subject-verb agreement.
(20)Oral and Written Conventions/Handwriting, Capitalization,
and Punctuation. Students write legibly and use appropriate
capitalization and punctuation conventions in their compositions.
Students are expected to:
(B)recognize and use punctuation marks including:
(iii)parentheses, brackets, and ellipses (to indicate omissions
and interruptions or incomplete statements); and
(21)Oral and Written Conventions/Spelling. Students spell
correctly. Students are expected to:
(B)use spelling patterns and rules and print and electronic
resources to determine and check correct spellings; and
(C)know how to use the spell-check function in word processing
while understanding its limitations.
(23)Research/Gathering Sources. Students determine, locate, and
explore the full range of relevant sources addressing a research
question and systematically record the information they gather.
Students are expected to:
(A)follow the research plan to collect data from a range of
print and electronic resources (e.g., reference texts, periodicals,
web pages, online sources) and data from experts;
(B)differentiate between primary and secondary sources;
(C)record data, utilizing available technology (e.g., word
processors) in order to see the relationships between ideas, and
convert graphic/visual data (e.g., charts, diagrams, timelines)
into written notes;
(D)identify the source of notes (e.g., author, title, page
number) and record bibliographic information concerning those
sources according to a standard format; and
(E)differentiate between paraphrasing and plagiarism and
identify the importance of citing valid and reliable sources.
(24)Research/Synthesizing Information. Students clarify research
questions and evaluate and synthesize collected information.
Students are expected to:
(A)refine the major research question, if necessary, guided by
the answers to a secondary set of questions; and
(B)evaluate the relevance and reliability of sources for the
research.
(25)Research/Organizing and Presenting Ideas. Students organize
and present their ideas and information according to the purpose of
the research and their audience. Students are expected to
synthesize the research into a written or an oral presentation
that:
(A)compiles important information from multiple sources;
(B)develops a topic sentence, summarizes findings, and uses
evidence to support conclusions;
(C)presents the findings in a consistent format; and
(D)uses quotations to support ideas and an appropriate form of
documentation to acknowledge sources (e.g., bibliography, works
cited).
(26)Listening and Speaking/Listening. Students will use
comprehension skills to listen attentively to others in formal and
informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
(A)listen to and interpret a speaker's messages (both verbal and
nonverbal) and ask questions to clarify the speaker's purpose and
perspective;
(B)follow and give oral instructions that include multiple
action steps; and
(C)paraphrase the major ideas and supporting evidence in formal
and informal presentations.
(27)Listening and Speaking/Speaking. Students speak clearly and
to the point, using the conventions of language. Students will
continue to apply earlier standards with greater complexity.
Students are expected to give an organized presentation with a
specific point of view, employing eye contact, speaking rate,
volume, enunciation, natural gestures, and conventions of language
to communicate ideas effectively.
(28)Listening and Speaking/Teamwork. Students work productively
with others in teams. Students will continue to apply earlier
standards with greater complexity. Students are expected to
participate in student-led discussions by eliciting and considering
suggestions from other group members and by identifying points of
agreement and disagreement.
FIGURE 19
(A) Establish purposes for reading selected texts based upon own
or others desired outcome to enhance comprehension;
(B) Ask literal, interpretive, evaluative, and universal
questions of text;
(C) Monitor and adjust comprehension (e.g., using background
knowledge; creating sensory images; rereading a portion aloud;
generating questions);
(D) Make inferences about text and use textual evidence to
support understanding;
(E) Summarize, paraphrase, and synthesize texts in ways that
maintain meaning and logical order within a text and across texts;
and
(F) Make connections (e.g., thematic links, author analysis)
between and across multiple texts of various genres, and provide
textual evidence.
SMALL GROUPS
Guided Reading uses leveled readers to address the supported
skills taught during each three week period. Tier II intervention
is the place to address gaps in student ELAR skills.
INDEPENDENT READING & WRITING
1. Students will incorporate the skills addressed this nine
weeks in their literacy notebooks: this includes reading responses,
word work activities, writing free-writes, writing piece, grammar
and conventions, etc.
1. This is a good time to meet in small groups, participate in
both teacher and peer conferences
1. Daily 5, Debbie Dillar workstations, or other routine
structures can be implemented during this time.
WORD STUDY (WORD-WALL)
Unfamiliar words that students need in order to build their own
repertoire of vocabulary. They address word meaning in context,
spelling patterns and decoding skills (patterns & abstract
combinations), and proper use of the words. Vocabulary is taught in
context and word study techniques. A word wall that posts a few,
but not every word addressed is valuable if students are directed
to revisit the words in application throughout the workshop style,
(I do, We do, You do) cycle of each day.
The Workshop Model:
MINILESSON: student exposure of the TEKS/skills to be
addressed
SMALL GROUPS: Guided Reading/Literature Groups
INDEPENDENT READING & WRITING: Practicing skill through the
9 weeks
CONFERENCING: Peer and teacher conferences in Reading-discuss
what they are reading and address reading skills; in
Writing-discuss what they are writing and revising and editing
WORD STUDY: spelling conventions and decoding words; word
meanings
SUGGESTED Instructional Strategies & Activities
Assessment Connections
WEEK 1-3
READING
****Knowsys Vocabulary
Review literary text (6.6ABC, 6.8A, Fig. 19DE); Review
informational text (6.10ABCD, Fig 19DE)
Literary Review: infer implicit theme (6.3A); stylistic elements
(6.3B); compare/contrast settings of two literary works (6.3C)
Make inferences about text and use textual evidence to support
understanding (Fig. 19D); Summarize, paraphrase, synthesize
information in text (Fig. 19E) (This should take several days)
Guided Teaching Point:
Review with students how to discover the implicit (implied)
theme in the story (click here for a theme ppt). Review the
stylistic elements, such as magic helper or rule of three. Create
an anchor chart that lists the parts of story/narrative and the
genres that use the literary format, anything else that helps them
remember the characteristics of literary text.
Model response to literature question such as who do you think
has the greatest impact on the main character? What text evidence
supports your thinking? Discuss the answer together and what parts
in the story helped to get that answer. While you write the
response have students write it in their RWN.
Guided Practice/Guided Reading:
In groups, have students read a story and create a
poster/map/story strip/ or some other representation of the story
plot, character interactions, theme, stylistic elements. Have them
write a summary for their story that includes the theme. Share as a
whole class and discuss
Independent Practice:
While students are reading independently, have them write
summaries of what they read and respond to a reading response
questions listed below.
Conferences:
Check for understanding as students share their responses and
summaries.
Literary Response Question Stems:
In the story _____________________, what is the major conflict?
Use text to support your answer.
Why do you think the character ____________________ did
________________? Use text to support your answer.
Who do you think has the greatest impact on the main
character_______________? What text evidence supports your
thinking?
Do you think ____________________(character) gets what he wants?
Explain your answer with text support.
At the beginning of the story how does __________________
(character) feel about _____________? Use text to support your
answer.
Why are ____________________ (character) and
_____________________ (character) such good friends/strong enemies?
What in the text helps you know this?
Explain how the narrators actions reveal his or her feelings for
____________ in ______________. Support your idea with textual
evidence.
What did you learn about the characters traits from the
selections? Use text to support your answer.
What do the characters choices tell about him? Use text evidence
to support your answer.
What is the theme of the story? Use textual evidence to support
your idea.
Choose a stylistic element from the story and explain how it
helps the story move along. Use text to support your thinking.
Informational Text: Summarize main idea and supporting details
(6.10A); Explain how different organizational patterns develop the
main idea and authors viewpoint (6.10); synthesize and make logical
connections between ideas with a text (and across two or three
texts representing similar or different genres) (6.10D); Make
inferences about text and use textual evidence to support
understanding (Fig. 19D); Summarize, paraphrase, synthesize
information in text (Fig. 19E) (This should take several days)
Guided Teaching Point:
Share an expository piece with text features and review with
students summarizing main idea and supporting details and how the
text is organized. Ask questions that would lead students to have
to recognize the text structure to get the answer. Together write a
summary using the information discussed.
Model response to literature question such as Why did the author
write this article? Explain your answer with textual evidence.
Discuss the answer together and what parts in the article helped to
get that answer. While you write the response have students write
it in their RWN.
Guided Practice/Guided Reading:
In groups, have students read an article and create a
poster/map/story strip/ or some other representation of the article
to provide information. Have them write a summary for the article.
Remind them it should not include their opinion. Share as a whole
class and discuss
Independent Practice:
While students are reading independently, have them write
summaries of what they read and respond to a reading response
questions listed below.
Conferences:
Check for understanding as students share their responses and
summaries.
Informational Response Question Stems:
What is a fact in this article, and how do you know? Use text to
support your answer.
How did the author show the fact
_______________________________?
What is an implied purpose of this text selection? Explain your
answer with support from the text.
How does the author organization enhance the authors purpose of
this article? Explain your answer with support from the text.
Why did the author write this article? Explain your answer with
textual evidence.
How can the reader tell the authors purpose of this article? Use
text evidence to support your thinking.
How do the text features in this article help the reader
understand the article? Use support from the both the features and
the article to support your answer.
WRITING
The emphasis will be on writing responses to reading through
week 6. Use the Response to Reading Rubric to share with students.
Concentrate on responding to text through writing to enhance the
reading. You can find the Rubric and Response to Text Question Stem
examples in the TISD Smart content folder in the 6th grade 4th9wks.
(6.17C)
OWC/CONVENTIONS:
Complete simple and compound sentences with correct subject-verb
agreement (6.19C)
*******Keep in mind, this TEKS has been worked on since 3rd
grade.
Guided teaching/practice
Review the structure of a compound sentence. The site listed
below gives a simple definition and some examples. The site also
allows you to jump to explanations for independent clause and
coordinating conjunctions .
http://examples.yourdictionary.com/reference/examples/compound-sentence-examples.html
Then have students search for compound sentences in the text
they are reading, or passages the class is reading. Discuss WHY
authors use compound sentences. (Possible reasons: sentence variety
to enhance the writing piece, to emphasize that two particular
sentences share a very close common thread). Have students skim
through some of their writing to see where they could possibly
revise by combining sentences to create compounds sentences. Make
sure they can justify the purpose for creating a compound
sentence.
Also, help students recognize that when text has a variety of
sentences the lexile, or reading level, becomes more complex. The
reader needs to understand that so that when an author does use
compound sentences they have a purpose for doing so, such as to
emphasize the connections.
Independent Practice:
Expectation is that students will use sentence variety in their
writing and recognize it as a technique for enhancing the text in
their writing and in what they read.
WEEK 4-6
READING:
*******Knowsys Vocabulary
Make connections between literary and informational texts with
similar ideas and provide textual evidence (Fig. 19F)
Teaching Point/Guided Practice
Allow students to discuss after asking the question: Can
literary and informational text ever have anything in common?
Conclude the discussion and put students in groups with between 3 5
pieces of text that are connected in some way, but are of different
genres (or for time sake, use pieces of text previously used). Have
students skim the text to find things that are similar or common to
all or some within the pieces.
Guided Reading
Continue to make connections within text read in Guided Reading
Groups and small collaborative groups.
Independent Practice:
Assessment Theme related literary and informational passages
with multiple choice questions that cover (Fig.19DEF); Literary
(6.6ABC, 6.8A, Fig. 19DE); and informational (6.10ABCD, Fig 19DE)
and possibly a Reading Response Question.
WRITING:
Connecting Text Reading Response Question Stems
Which selections suggest similar ideas? Use text evidence from
each text to support your answer.
What idea is found in all selections? Use support from each
selection to support your answer.
What connection can you make in the literary pieces that you
wont find in the expository pieces? You text evidence to support
your answer.
OWC/CONVENTIONS:
Predicate adjectivescomparative & superlative (6.19Aiii)
Below are two websites to go over predicate adjectives and their
comparative/superlative forms
http://www.grammar-monster.com/glossary/predicate_adjectives.htm
http://www.k12reader.com/superlative-adjectives/
Create anchor charts with the description of the each function
and the list of words. Students are to apply their understanding in
their writing (written responses and other writing). In
conferences, and revising and editing, continue to revisit
predicate adjectives and their comparative and superlative
forms.
READING
Research (6.22AB, 6.23ABCDE)
Teaching Point:
Begin the research piece: (Create a research folder for each
students to hold all their notes and information)
The texts for reviewing literary and informational text to have
students list topics of interest. Narrow down the topic (click here
for a plan sheet). Once students have narrowed down their topic
have them come up with at least five questions about the aspect of
their topic (the plan sheet has this step included in it).
(6.22AB)
Begin pulling resources for collecting information regarding the
topic and the five questions. Students will then be able to choose
one of their questions (the question that they can find the most
information about). Have students record all resources on a drafted
works-cited page, even if they end up not using that source, if
they have it written down they dont have to search for how to do it
later. A good source for helping students know how to cite is to go
to www.easybib.com. Also discuss primary and secondary
resources(6.23BCD)
STAAR test
Week 6
READING:
Connected literary and informational passages with multiple
choice questions; and
WRITING:
Writing Reading Responses-Use district rubric
WEEK 7-9
READING/WRITING
*****Knowsys Vocabulary
Keep in mind that part of weeks 4-6 may fall here due to STAAR
prep.
Research (6.22AB, 6.23ABCDE)
Differentiate between paraphrasing and plagiarism and identify
the importance of citing valid and reliable sources (6.23E). (Click
here for an explanation of paraphrasing and citing sources) (Click
here for internal citation information)
Refine the major research question and possibly create a set of
secondary questions (6.24A). One way to reinforce good research
question(s) is to use the following ppt. and thick and thin lesson
(click here for the ppt. click here for the thick and thin lesson).
Conference with students during independent reading time. As you
conference with students check for thick questions and thin
questions.
Create notecards with the paraphrasing notes for each question
addressed pertaining to the main topic. Make sure students put the
work-cited reference on the back as shown on the paraphrasing
directions).
Have students put their notecards in a logical order before
writing their multi-paragraph essay. Peer and teacher conference
through the writing process of their research essay. (6.26ABC)
Continue to revise writing for sentence variety (simple and
compound sentences) to enhance meaning.
Continue to edit for proper subject-verb agreement, predicate
adjective-comparative/superlative forms, and previous grammar
skills.
THINK AHEAD:
The final weeks of school, students will use their compiled
information from research to write a persuasive letter. This will
entail that they be able to use information theyve collected to
write in a different genre and purpose.
WRITING
Research process and presentation
Gathering, synthesizing information (6.23 A-E & 6.24AB)
WEEK 10-12
*****Knowsys Vocabulary (if still needed)
READING/WRITING
Research
While learning about media literacy in class, students will
create (at home) a multimedia presentation of their research (to
present that last couple weeks of school when we dont have
textbooks, library books, etc.), Students will also work on
persuasive text in class.
Media Literacy:
PLAN AHEAD: You will need multiple laptops or chrome-books to
share in groups and use in independent activities.
Various Kid Friendly websites to use for this three week
period:
National Geographic Kids:
http://kids.nationalgeographic.com/kids/
The Connected Classroom:
https://theconnectedclassroom.wikispaces.com/News
Time for Kids: http://www.timeforkids.com/
Discovery Kids: http://kids.discovery.com/
Channel One News: http://www.channelone.com/
The Washington Post-KidsPost:
http://www.washingtonpost.com/lifestyle/kidspost/
ScholasticNews: http://magazines.scholastic.com/
Science News for Kids:
https://student.societyforscience.org/sciencenews-students
Smithsonian Kids: http://www.si.edu/Kids
Explain messages conveyed in media (6.13A) & recognize how
various techniques influence viewers emotions and (6.13BC)
As a group glance at one of these websites or another
educational/informational site and ask them what they notice? Chart
their observations. Guide them to see that messages are conveyed in
various ways through the methods used on the sites. Ask them to
compare their observations to how messages are conveyed on TV or in
newspapers, magazines, or other media sources. Preview several
articles, news, photos and more in printed version and using the
sites above, or other student appropriate sites. On an anchor
chart, compile a list of features/techniques the printed versions
and sites use to present the information.
Break into groups and let them visit printed and online
representations of news and other school appropriate topics. In the
groups have them find at least two pieces that have similar topics
and jot down comparisons of the two. Walk around and monitor
student use of technology and their discussions. Share and discuss
how messages can be conveyed through printed, technology, and
television media.
Student Response (this can be a daily or quiz grade) As an
independent activity have students write responses to the following
question: Explain how messages conveyed in various forms of media
are presented differently. Use specific examples (techniques)
discovered through our lesson and group work.
Teaching point: Review Point of View and discuss how it relates
to media presentation. Compare and contrast POV represented in
media presentation and text-based documents. Make sure students can
transfer their thinking from text-based representation and media
presentation.
Guide Practice: In small groups make connections to the
techniques used to influence viewers emotions and formal and
informal voice in the representation. Create characteristics of
formal and informal voice in media. Discuss the reason this is
important, to recognize the purpose of the presentation.
READING:
Compare/contrast the structure and viewpoints of two different
authors writing for the same purpose, noting the stated claim and
support evidence (6.11A); identify simply faulty reasoning used in
persuasive texts.
Discuss how people can have different views on the same
subject/topic. Read the article How Extreme Should Sports Be?
(found in the TISD Smart Folder click here). Then have students
decide which viewpoint they take on the issue of extreme sports by
playing four corners with the statement Extreme Sports go too far!
Have students go to the corner that best fits their view (Agree,
Somewhat Agree, Disagree, Somewhat Disagree). In each of the
corners, have students list the support from the text ONLY, not
their opinions. Discuss why the statements were powerful enough to
persuade them to take that view and how the write needs to make
those statements powerful.
Brainstorms methods and techniques that can be used to convince
people to a certain viewpoint. Discuss that factual
references/resources are important to support a view.
Compare/contrast how each viewpoint is written and what techniques
each used to present the argument for or against.
In groups have student read Game On (found in the TISD Smart
Folder click here). Have them discuss in groups each viewpoint they
take from the article (6.28A) and pull the information that
supports their thinking. Also have them look for anything they
believe may be faulty reasoning (6.11B). Then have student
independently write a viewpoint statement and supporting evidence
from the text. Encourage them to paraphrase, and not copy sentences
directly from the article.
Assign the multiple choice/short answer questions
WRITING:
Differentiate between active and passive voice (6.19B).
Explicitly discuss the difference between active and passive voice.
(Click here for a ppt. lesson) and/or (Click here for a lesson
Although this is marked for High School, it can be revamped for 6th
grade)
After the viewpoints lessons, have students use the techniques
discussed to create a persuasive essay. A suggestion is to use the
information from their research to take a position because they
have factual information to support their viewpoint. This is not a
full writing process assignment, but rather should focus more on
the elements of writing a simple persuasive essay. Thinking
question: Would we use more active or passive voice in a persuasive
essay? Explain.
PRESENTATIONS:
Students will present their multimedia presentations (this can
be done in groups, as a whole class, or in a gallery/exposition
presentation style (6.27A)
READING:
Game On article with viewpoint and questions
WRITING:
If another major grade is needed, a grade can be taken from the
persuasive essay. Grade on the effect of the essay not the whole
writing process.
Other Resources
Cheryl Kelley-Tomball ISD ELA Content Specialist Grades 3-6
http://teacherweb.com/TX/TomballCurriculumInstruction/Kelley
Website with resources for the various skills in this nine week
period
TISD SMART Content Folder has various resources to be used in
the fourth nine weeks: included are various reading passages with
questions. Make sure you adjust questions to be TEKS-based. To get
to this folder you must be on your teacher computer in your room to
retrieve it.
Vocabulary sites: www.quizlet.com
http://info.sadlier.com/Vocabulary-Blog/resources/
Site with Greek and Latin Roots with meanings and words with the
roots in them http://www.learnthat.org/pages/view/roots.html
Website with text structure resources, activities, and
information: http://www.literacyleader.com/?q=textstructure
ELAR 6th Grade Spring 2014
