grade 6 english language arts and reading unit: 02 lesson ...6.3b analyze the function of stylistic...

Grade 6

English Language Arts and Reading

Unit: 02

Lesson: 03

Suggested Duration: Days 16-20

ELAR Grade 06 Unit 02 Exemplar Lesson 03: Exploring Traditional and Classical LiteratureELAR Grade 06 Unit 02 Exemplar Lesson 03: Exploring Traditional and Classical Literature

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with

district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts

may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle

State Adopted Instructional Materials.)

Lesson Organizer

Lesson Synopsis Students explain how authors use personification and hyperbole to create meaning in literary texts. Students also

analyze the unique stylistic elements of traditional and classical literature. In writing, students complete the writing

process for their imaginative stories. In Word Study, students continue to build their knowledge of words and word

parts through use of a dictionary.

Performance Indicators Grade 06 ELAR Unit 02 PI 02

After reading a traditional or classical story, analyze the stylistic element(s) used in the story. Create a tri-fold display using the

following categories: type of stylistic element(s), function of stylistic element(s), and effect of stylistic elements.

Standard(s): 6.3B , 6.Fig19A , 6.Fig19C , 6.Fig19D

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4E , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.5G

Grade 06 ELAR Unit 02 PI 04

Write an imaginative short story from either first or third person point of view. Tell about a character facing a problem with a friend.

Include sensory language to create imagery.

Standard(s): 6.6C , 6.8A , 6.14A , 6.14B , 6.14C , 6.14D , 6.14E , 6.15A.i , 6.15A.ii , 6.15A.iii

ELPS ELPS.c.1E , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G

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Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, drama, and

media. Provide evidence from the text to support ideas.

Standard(s): 6.17C , 6.Fig19A , 6.Fig19B , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F

ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F

, ELPS.c.5G


Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.

Standard(s): 6.2A , 6.2B , 6.2E

ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F

, ELPS.c.5G

Key UnderstandingsReaders create connections to make text personally relevant and useful.

Authors use techniques and elements to enable the reader to experience and connect with the events and

characters.

Readers use strategies to support interpretation of text.

Understanding new words and concepts enhances comprehension and oral and written communication

TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates

that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas

Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading

and writing. Students are expected to:

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or

other linguistic roots and affixes.

Readiness Standard

6.2E 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

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words.

Readiness Standard

6.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences

and draw conclusions about theme and genre in different cultural, historical, and contemporary

contexts and provide evidence from the text to support their understanding. Students are

expected to:

6.3B Analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and

classical literature from various cultures.

Supporting Standard

6.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make

inferences and draw conclusions about how an author's sensory language creates imagery in

literary text and provide evidence from text to support their understanding. Students are

expected to:

6.8A Explain how authors create meaning through stylistic elements and figurative language

emphasizing the use of personification, hyperbole, and refrains.

Readiness Standard

6.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

6.14B 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.

6.14C 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.

6.14D Edit drafts for grammar, mechanics, and spelling.

6.14E Revise final draft in response to feedback from peers and teacher and publish written work

for appropriate audiences.

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6.15 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real

or imagined people, events, and ideas. Students are expected to:

6.15A Write imaginative stories that include:

6.15A.i a clearly defined focus, plot, and point of view.

6.15A.ii a specific, believable setting created through the use of sensory details.

6.15A.iii dialogue that develops the story.

6.19 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:

6.19A Use and understand the function of the following parts of speech in the context of reading,

writing, and speaking:

6.19A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed).

6.19C Use complete simple and compound sentences with correct subject-verb agreement.

6.20 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:

6.20A Use capitalization for:

6.20A.i abbreviations.

6.20A.ii initials and acronyms.

6.20A.iii organizations.

6.20B Recognize and use punctuation marks including:

6.20B.ii proper punctuation and spacing for quotations.

6.20B.iii parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements).

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6.21 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

6.21A Differentiate between commonly confused terms (e.g., its, it's; affect, effect).

6.21B Use spelling patterns and rules and print and electronic resources to determine and check

correct spellings.

6.26 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:

6.26A Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions

to clarify the speaker's purpose and perspective.

6.28 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:

6.28A Participate in student-led discussions by eliciting and considering suggestions from other

group members and by identifying points of agreement and disagreement.

6.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

6.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome toenhance comprehension.

6.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

6.Fig19C Using background knowledge; creating sensory images; rereading a portion aloud;

generating questions).

6.Fig19D Make inferences about text and use textual evidence to support understanding.

Readiness Standard (Fiction, Expository)

Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

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Ongoing TEKS 6.1 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are

expected to:

6.1A Adjust fluency when reading aloud grade-level text based on the reading purpose and the

nature of the text.

6.20 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:

6.20B Recognize and use punctuation marks including:

6.20B.i commas in compound sentences.

MaterialsVocabulary Notebook (1 per student)

Reader’s Notebook (1 per student)Teacher Reader’s Notebook (1)Writer’s Notebook (1 per student)Teacher Writer’s Notebook (1)Note card (10)

Note card (3 per student)

Fly swatter (2)

Dictionary-print or electronic (class set)

Poster board or large piece of construction paper (1 per student)

Colored pen or pencil (1 per student)

Chart paper

Grade-appropriate classical or traditional story with examples of personification for modeling (1)

Grade-appropriate classical or traditional story with examples of hyperbole for modeling (1)

2 grade-appropriate traditional/classical stories with stylistic elements such as magic helper and/or rule of

three for modeling (1 copy of each)

Collection of grade-appropriate classical or traditional stories from various cultures for student selection

Collection of grade-level texts for student selection

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Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for

grading or student assessment, attachments that are connected with Performance Indicators or serve as answer

keys are available in the district site and are not accessible on the public website.

Handout: IR Book Page (optional)

Teacher Resource: Grade 6 Unit 02 Word Study Overview (1)

Teacher Resource: Grade 6 Unit 02 Reading Appetizer (1)

Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)

Teacher Resource: Alternative Plan (optional)

Resources and References None identified

Possible/Optional Literature

Selections

None identified

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Exploring Traditional and Classical LiteratureExploring Traditional and Classical Literature

Lesson Preparation

Daily Lesson #: 16 READING WRITING

TEKS Ongoing TEKS TEKS Ongoing TEKS

6.Fig19A,B,C,D

6.8A

6.1A 6.14B

6.15Ai-iii

6.19Aiv

6.26A

Key Understandings and Guiding Questions • Readers create connections to make text personally

relevant and useful.

- How can making connections within and across texts

help readers understand what they are reading?

• Readers use strategies to support interpretation of text.

- What do readers do to understand text?

• Authors use techniques and elements to enable the

reader to experience and connect with the events and

characters.

- How do authors focus and develop an imaginative story?

Vocabulary of Instruction • Stylistic element

• Figurative language

• Personification

• Conjunctive adverb

Materials • Reader’s Notebook (1 per student)

• Teacher Reader’s Notebook (1)

• Gradeappropriate classical or traditional story with

examples of personification for modeling (1)

• Collection of gradeappropriate classical or traditional

stories from various cultures for student selection

• Chart paper (if applicable)

• Writer’s Notebook (1 per student)

• Teacher Writer’s Notebook (1)


Attachments and Resources • Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)

Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate.

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2. Gather a collection of traditional and classical

stories. Texts could include folktales, myths,

fairy tales, legends, and other well-known

fictional stories. Select one story that has

examples of personification for modeling.

3. Refer to Teacher Resource: Grade 6 Unit 02

Reading Appetizer. Prepare accordingly.

2. Create an Anchor Chart: Conjunctive Adverbs.

Write a definition and provide examples in

isolation and in context. Refer to Background

Information. Prepare to model adding

conjunctive adverbs to the imaginative story in

the Teacher Writer’s Notebook.


Writing Appetizer. Prepare accordingly.

Background Information Traditional literature - stories that were originally oral and

later became written text

Classical literature - literature that is widely

acknowledged for its outstanding and enduring qualities

Stylistic element - manner of expression of the writer

produced by choice of words, grammatical structures,

uses of literary devices, and all the possible parts of

language use. Style is more about how it is written than

what is written.

Personification - figurative language in which non-human

things or abstractions are represented as having human

qualities (e.g., necessity is the mother of invention)

Conjunctive adverb - an adverb (e.g., however,

nonetheless, therefore) that introduces or connects

independent clauses and that shows cause and effect,

comparison, contrast, or some other relationship

between clauses

Examples of conjunctive adverbs: accordingly, furthermore,

moreover, similarly, also, hence, namely, still, anyway,

however, nevertheless, then, besides, incidentally, next,

thereafter, certainly, indeed, nonetheless, therefore,

consequently, instead, now, thus, finally, likewise,

otherwise, undoubtedly, further, and meanwhile.

Teacher Notes

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Unit: 02

Lesson: 03



Instructional Routines

Daily Lesson # 16 READING WRITING

Duration and Objective Suggested Duration: 35-50 min.

Content Objective: Students explain how authors create

meaning through stylistic elements and figurative

language including personification.

Suggested Duration: 40-50 min.

Content Objective: Students draft and revise imaginative

stories with strong characters, a believable setting, a

focused plot, and specific point of view.

Mini Lesson 1. Display the selected traditional or classical

story for modeling.

2. Explain that traditional literature was once

stories told orally and passed down through

generations. Explain that classical literature is

thought to be outstanding works of literature

that will continue to be well known in the future.

3. Ask: What is style? Discuss responses

including that authors usually have a certain

style in telling stories.

4. Review that authors use sensory language and

figurative language such a similes and

metaphors to create meaning and images in the

readers’ head.

5. Display the word: personification. Explain that

authors can also use a type of figurative

language called personification. Define

personification and provide some examples.

6. In the Teacher Reader’s Notebook, create atwo-column chart. Label the first column Stylistic

Elements/Figurative Language. Label the

second column Meaning.

1. Writing Appetizer: 5-10 min.

2. Display the Anchor Chart: Conjunctive Adverbs.

Discuss the definition of a conjunctive adverb

and provide examples in isolation and in

context.

3. Tell students they will finish drafting their

imaginative stories and begin to revise their

stories.

4. Explain the importance of ending a story so that

readers understand the theme of the story and

have a sense of closure.

5. Model drafting the end of the imaginative story.

Think Aloud about how to end the story so the

audience understands the theme and has a

sense of closure.

6. Reread the entire draft of the imaginative story

in the Teacher Writer’s Notebook. Modelrevising and adding conjunctive adverbs where

applicable. Ask for student feedback on places

to revise.

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7. Read the selected traditional or classical story

aloud. Record the authors’ use of stylisticelements and figurative language including the

use of personification in the first column of the

chart. Record the meaning of each example in

the second column.

Learning Applications 1. Students create the same two-column chart in

their Reader’s Notebooks.

2. With a partner, students select a traditional or

classical story from the collection. Student read

the story aloud with their partner.

3. As they are reading, students record the

authors’ use of stylistic elements and figurativelanguage including the use of personification in

the first column of the chart. Students record

the meaning of each example in the second

column.

1. Students review the plans for their imaginative

story from Daily Lessons 6-12 Writing.

2. Students draft the end of their imaginative

story. Students end their stories so that their

audience understands the theme and has a

sense of closure.

3. Monitor and support students as necessary.

Engage in Small Group Instruction as appropriate.

Closure 1. Students share examples of personification with

the class.

1. Students read their entire draft to a partner and

the partner provides feedback for revision.

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Lesson Preparation

Daily Lesson #: 17 WORD STUDY READING WRITING

TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS

6.2A 6.Fig19A,B,C,D

6.8A

6.14C

6.15Ai-iii

6.26A

Key Understandings and Guiding

Questions

• Understanding new words and concepts

enhances comprehension and oral and

written communication.

- Why is it important to pay attention to

words?

• Readers create connections to make text

personally relevant and useful.

- How can making connections within and

across texts help readers understand what

they are reading?

• Readers use strategies to support

interpretation of text.


• Authors use techniques and elements to

enable the reader to experience and

connect with the events and characters.

- How do authors focus and develop an

imaginative story?

Vocabulary of Instruction • Phonetic spelling

• Part of speech

• Definition

• Stylistic element

• Figurative language

• Hyperbole

Materials • Vocabulary Notebook (1 per student)

• Note card (10)

• Fly swatter (2)

• Collection of gradelevel texts for student

selection


• Reader’s Notebook (1 per student)


• Gradeappropriate classical or traditional

story with examples of hyperbole for

modeling (1)

• Collection of gradeappropriate classical

or traditional stories from various cultures

for student selection





Grade 6


Unit: 02

Lesson: 03




Attachments and Resources • Teacher Resource: Grade 6 Unit 02 Word

Study Overview (1)

• Teacher Resource: Grade 6 Unit 02

Reading Appetizer (1)

Advance Preparation 1. Prepare to display visuals as

appropriate.

2. On the note cards, write clues that

pertain to the affixes and root

words posted on the class Word

Wall. Clues may include a

definition, a sentence with a word

that includes the affix or root word,

a word with a blank where the affix

or root word can go, etc.

3. Ensure that students can reach

the words on the Word Wall using

the fly swatters.

4. Refer to Teacher Resource:

Grade 6 Unit 02 Word Study

Overview. Prepare accordingly.

1. Prepare to display visuals as

appropriate.

2. Select a grade-appropriate

classical or traditional story with

examples of hyperbole for

modeling. It can be the same story

used in Daily Lesson 16 Reading

if there are examples of

hyperbole.


Grade 6 Unit 02 Reading

Appetizer. Prepare accordingly.


appropriate.

2. Prepare to display the Anchor

Chart: Revision Checklist from Unit

01, Lesson 02, Daily Lesson 16

Writing.

3. Decide which of the points on the

Anchor Chart: Revision Checklist

will be the focus of the lesson.

Read students’ drafts to identifywhat the focus will be.

Background Information Refer to Daily Lesson 16 Reading

Hyperbole - an intentional and extreme

exaggeration for emphasis or effect (e.g.,

this book weighs a ton)

Teacher Notes Teacher-selected prefixes, root words, and

suffixes have been chosen in previous

lessons and should be posted on the

class Word Wall prior to this Instructional

Routine. These words will be referenced

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continually throughout the next Units.

Students are expected to use the words

correctly in both the Reading and Writing.

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Lesson: 03




Daily Lesson # 17 WORD STUDY READING WRITING

Duration and Objective Suggested Duration: 15 min.

Content Objective: Students apply

knowledge of roots and affixes to determine

the meaning of unknown words in order to

support their reading and writing.


Content Objective: Students explain how

authors create meaning through stylistic

elements and figurative language including

personification.


Content Objective: Students revise their

imaginative stories.

Mini Lesson 1. Divide the class into two teams

and instruct students to review the

meaning of the prefixes, roots,

and affixes posted on the class

Word Wall.

2. Ask for two student volunteers,

one from each group, to come to

the front of the room. Provide

each volunteer a fly swatter and

explain that they will slap the affix

or root word that is addressed on

the note card.

3. Select a card and read the clue

aloud. Students slap the word. If

correct, the team who slaps first

receives a point.

4. Ask for a new student volunteer

from each group and repeat the

process.

1. Reading Appetizer: 3-5 min.

2. Display the selected traditional or

classical story for modeling.

3. Review what was learned in Daily

Lesson 16 about classical and

traditional literature, stylistic

elements, figurative language, and

personification.

4. Display the word: hyperbole.

Explain that authors can also use

a type of figurative language

called hyperbole. Define

hyperbole and provide some

examples.

5. In the Teacher Reader’sNotebook, create another two-

column chart. Label the first

column Stylistic

Elements/Figurative Language.

Label the second

column Meaning.

1. Ask: What is revision? Why do

authors revise? Discuss

responses.

2. Review the 4 R’s of revision:Replace, Remove, Refine, and

Reorganize from Unit 01, Lesson

02, Daily Lesson 16 Writing.

These are the four main actions a

writer can take during the revision

stage:

Replace: replace words,

sentences, or ideas with more

effective ones

Remove: remove any words,

sentences, or ideas that aren’tworking

Refine: refine your ideas by

adding more details or

explanation

Reorganize: reorganize or

move around words,

sentences, or ideas so the

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6. Read the selected traditional or

classical story aloud. Record the

authors’ use of stylistic elementsand figurative language including

the use of personification and

hyperbole in the first column of the

chart. Record the meaning of

each example in the second

column.

writing makes more sense

3. Display the Anchor Chart:

Revision Checklist from Unit 01,

Lesson 02, Daily Lesson 16.

Highlight or place a sticker next to

the areas for revision focus.

4. In the Teacher Writer’s Notebook,model revision the imaginative

story draft. Model each of the four

R’s.

Learning Applications 1. Students search through texts in

the classroom or their

Independent Reading books for

examples of words that contain the

affixes and root words posted on

the Word Wall.

2. Students record two sentences in

their Vocabulary Notebooks using

quotation marks to show the

sentences that are being directly

quoted. Students write the title

and author of the work.

3. Students use their understanding

of the root word or affix to infer the

definition of the word.

1. Students create another two-

column chart in their Reader’sNotebooks.

2. With a partner, students select

another traditional or classical

story from the collection. Students

read the story aloud with their

partner.

3. As they are reading, students

record the authors’ use of stylisticelements and figurative language

including the use of

personification and hyperbole in

the first column of the chart.

Students record the meaning of

each example in the second

column.

1. Students reread their drafts.

Students revise their draft.

2. Students use the Anchor Chart:

Revision Checklist to guide them

in their revisions.


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Lesson: 03



Closure 1. Students share their words,

definitions, and sentences with a

partner.

1. Students share examples of

hyperbole with the class.

1. Students share their revisions with

a partner. Partners share

feedback for final revisions.

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Unit: 02

Lesson: 03




Lesson Preparation



6.Fig19A,B,C,D

6.3B

6.14D

6.20Ai-iii,Bii,iii

6.20Bi





• Readers use strategies to support interpretation of text.




characters.


Vocabulary of Instruction • Stylistic element • Edit



• Gradeappropriate traditional/classical story with stylistic

elements such as magic helper and/or rule of three for

modeling (1)






• Colored pen or pencil (1 per student)


Attachments and Resources • Teacher Resource: Grade 6 Unit 02 Reading Appetizer

(1)

Advance Preparation 1. Prepare to display visuals as appropriate.

2. Create an Anchor Chart: Types of Stylistic

Elements in Traditional/Classical Literature.

1. Prepare to display visuals as appropriate.

2. Prepare to display the editing checklist from

Unit 01, Lesson 02, Daily Lesson 18 Writing.

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Add common elements of traditional and

classical literature to the chart. Some possible

elements could include:

Magic helper

Rule of three

Frequent use of rhyme and repetition

Reflects the culture in which the story

originated

Good vs. evil- good usually wins

Magic doesn’t work in the end for the evilperson

Evil spells can be overcome by love or

sacrifice

3. Create another Anchor Chart: Analyzing

Stylistic Elements in Traditional/Classical

Literature. List the steps in analysis:

Identify the stylistic elements

Identify the function of the element in the

text

Explain how stylistic elements enhance the

literature

4. In the Teacher Reader’s Notebook, make athree-column chart. Label the first column Type

of Stylistic Element. Label the second column

Function of Stylistic Element. Label the third

column Effect of Stylistic Element.

This could be a teacher-created handout or an

Anchor Chart: Editing Checklist. Be sure to add

the following capitalization rules along with

examples:

Abbreviations (Mr., Mrs., St., Ave., Gen.,

Fri., Jan., etc.)

Initials and Acronyms (C.S. Lewis, RSVP,

etc.)

Organizations (NASA- National Aeronautics

and Space Administration, FBI- Federal

Bureau of Investigations)

Also add the following punctuation rules along with

examples:

Proper punctuation and spacing for

quotations

Use of parentheses, brackets, and ellipses



Grade 6


Unit: 02

Lesson: 03




Background Information

Teacher Notes This Daily Lesson will be repeated in Daily Lesson 19

Reading with a different traditional/classical story for

additional practice before students complete the

Performance Indicator.

In this Daily Lesson, students will edit for capitalization,

punctuation, and other mechanics. Students will edit for

spelling and grammar in Daily Lesson 19 Writing.

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Unit: 02

Lesson: 03






Content Objective: Students analyze the function of stylistic

elements in traditional and classical literature from various

cultures.


Content Objective: Students edit their imaginative story

drafts for punctuation and capitalization.

Mini Lesson 1. Display the traditional/classical story for

modeling.

2. Display the Anchor Chart: Types of Stylistic


Explain that traditional and classical stories

have elements that make them unique from

ordinary fictional stories. Go through the list of

possible elements and clarify as necessary.

Explain that not every traditional/classical story

will have all the elements.

3. Display the Anchor Chart: Analyzing Stylistic


Explain the process for analyzing

traditional/classical stories for unique stylistic

elements.

4. Display the three-column chart in the Teacher

Reader’s Notebook.

5. Read the selected traditional/classical story

aloud. Record the stylistic elements in the first

column of the chart. Discuss the function of the

element and record it in the second column.

Discuss how the stylistic elements affect the

story and record thoughts in the third column.


2. Display the Editing Checklist (either an Anchor

Chart or a Handout). Review the rules for

capitalization, punctuation, and other

mechanics. Specifically go over the

capitalization and punctuation rules added to

the checklist including capitalizing

abbreviations, initials, acronyms, and names of

organizations, the use of punctuation in

quotations, and the use parentheses, brackets,

and ellipses

3. In the Teacher Writer’s Notebook, model editingthe imaginative story draft for capitalization,

punctuation, and other mechanics. Use a

colored pen or pencil to show markups.

Grade 6


Unit: 02

Lesson: 03



Learning Applications 1. Students create the same three-column chart in

their Reader’s Notebooks.

2. With a partner, students select another

traditional or classical story from the collection.

Students read the story aloud with their partner.

3. Students record the stylistic elements in the first

column of the chart. Students discuss the

function of the element and record it in the

second column. Students discuss how the

stylistic elements affect the story and record

their thoughts in the third column.

1. Students use the Editing Checklist as a

resource to edit their personal narrative drafts

for capitalization, punctuation, and other

mechanics. Students use a colored pen or

pencil to show their markups.

2. Monitor and support students as necessary.


Closure 1. Students share examples of stylistic elements in

traditional/classical stories.

1. Students exchange papers and peer edit each

other’s’ papers.

Grade 6


Unit: 02

Lesson: 03




Lesson Preparation


TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS

6.2E

6.21B

6.Fig19A,B,C,D

6.3B

6.14D

6.19C

6.21A,B

Key Understandings and Guiding

Questions

• Understanding new words and concepts

enhances comprehension and oral and

written communication.

- Why is it important to pay attention to

words?

• Readers create connections to make text

personally relevant and useful.

- How can making connections within and

across texts help readers understand what

they are reading?

• Readers use strategies to support

interpretation of text.


• Authors use techniques and elements to

enable the reader to experience and

connect with the events and characters.

- How do authors focus and develop an

imaginative story?

Vocabulary of Instruction • Dictionary

• Edit

• Stylistic element

Materials • Vocabulary Notebook (1 per student)

• Dictionaryprint or electronic (class set)

• Note card (3 per student)


• Reader’s Notebook (1 per student)


• Gradeappropriate traditional/classical

story with stylistic elements such as magic

helper and/or rule of three for modeling (1)

• Collection of gradeappropriate classical

or traditional stories from various cultures

for student selection



• Vocabulary Notebook (1 per student)


• Colored pen or pencil (1 per student)

• Dictionary (class set)


Grade 6


Unit: 02

Lesson: 03




Attachments and Resources • Teacher Resource: Grade 6 Unit 02 Word

Study Overview (1)

• Teacher Resource: Grade 6 Unit 02

Reading Appetizer (1)

Advance Preparation 1. Prepare to display visuals as

appropriate.

2. Prepare two sentences that

contain words that would be

difficult for a sixth grader to spell.

Misspell the words, but have them

close to the correct spelling.


Grade 6 Unit 02 Word Study

Overview. Prepare accordingly.


appropriate.

2. Select a grade-appropriate

traditional/classical story with

stylistic elements that is different

from the one read in Daily Lesson

18 Reading.

3. Prepare to display the Anchor

Charts: Types of Stylistic

Elements in Traditional/Classical

Literature and Analyzing Stylistic

Elements in Traditional/Classical

Literature from Daily Lesson 18

Reading.

4. In the Teacher Reader’sNotebook, make another three-

column. Label the first

column Type of Stylistic Element.

Label the second column Function

of Stylistic Element. Label the third

column Effect of Stylistic Element.


Grade 6 Unit 02 Reading

Appetizer. Prepare accordingly.


appropriate.

2. Prepare to display the Editing

Checklist (either Anchor Chart or

Teacher-created Handout) from

Daily Lesson 18. Be sure that

spelling and grammar is

addressed on the checklist

including checking for subject-verb

agreement and commonly

confused terms.

3. Ask a student for permission to

use their draft to model editing for

spelling and grammar or create a

paragraph with intentional spelling

and grammatical errors.

Background Information This Instructional Routine assesses the

Performance Indicator 06.

This Instruction Routine assesses the

Performance Indicator 05.

Grade 6


Unit: 02

Lesson: 03




Teacher Notes This Daily Lesson focuses on using a

dictionary to help with spelling and editing.

Students will edit for spelling and grammar

in this Daily Lesson.

Grade 6


Unit: 02

Lesson: 03




Daily Lesson # 19 WORD STUDY READING WRITING

Duration and Objective Suggested Duration: 15 min.

Content Objective: Students use

dictionaries as a resource to edit for

spelling.


Content Objective: Students analyze the

function of stylistic elements in traditional

and classical literature from various

cultures.


Content Objective: Students edit their

imaginative story drafts for spelling and

grammar including using resources to help

them spell.

Mini Lesson 1. Ask: What are some reasons

people use dictionaries?

Discuss responses.

2. Explain that they will be using a

dictionary to determine how to

spell words.

3. Model writing a sentence that

contains a word that would be

difficult for a sixth grader to spell.

Explain that a writer wants be

close to spelling the word correctly

or it will be difficult to find in the

dictionary.

4. Model using the dictionary (print

or electronic) to find the word that

needs corrected. Correct the

word.

1. Reading Appetizer: 3-5 min.

2. Display the traditional/classical

story for modeling.

3. Display the Anchor Chart: Types

of Stylistic Elements in

Traditional/Classical Literature.

Review the elements of

tradition/classical literature.

4. Display the Anchor Chart:

Analyzing Stylistic Elements in

Traditional/Classical Literature.

Review the process for analyzing

traditional/classical stories for

unique stylistic elements.

5. Display the three-column chart in

the Teacher Reader’s Notebook.

6. Read the selected

traditional/classical story aloud.

Record the stylistic elements in

the first column of the chart.

Discuss the function of the

1. Display the Editing Checklist

(either an Anchor Chart or

Teacher-created Handout) from

Daily Lesson 18 Writing. Review

expectations for editing for

spelling and grammar including

subject-verb agreement and the

use of commonly confused terms.

2. Display the student sample or the

prepared paragraph with spelling

and grammatical errors.

3. Model how to edit for spelling and

grammar including using

resources such as the Word Wall

or a dictionary to help spell

correctly. Use a colored pen or

pencil to make corrections.

Grade 6


Unit: 02

Lesson: 03



element and record it in the

second column. Discuss how the

stylistic elements affect the story

and record thoughts in the third

column.

Learning Applications 1. Write the second sentence on a

chart. Students determine which

words need to be corrected.

2. In pairs or triads, students look up

the word. Remind them that it is

not spelled correctly so they are

not looking letter by letter; they

are looking for the word that looks

right.

3. Students rewrite the sentence

correctly in their Vocabulary

Notebooks.

1. Students create another three-

column chart in their Reader’sNotebooks.

2. With a partner, students select

another traditional or classical

story from the collection. Student

read the story aloud with their

partner.

3. Students record the stylistic

elements in the first column of the

chart. Students discuss the

function of the element and record

it in the second column. Students

discuss how the stylistic elements

affect the story and record their

thoughts in the third column.

1. Students edit their imaginative

story drafts for spelling and

grammar. Students use resources

to help them spell words correctly.

Students make their corrections

with a colored pen or pencil.


Closure 1. Choose a student to “fix” the wordin the sentence.

2. Tell students that they will have

dictionaries available to them in

writing to help them spell and edit

(correct) their writing.

1. Students share examples of

stylistic elements in

traditional/classical stories.

2. Collect Reader’s Notebooks toassess students’ entries and tosee who may need support with

the Performance Indicator in Daily

1. Students exchange their draft with

a partner to peer edit for spelling

and grammar.

2. Collect students’ drafts to teacheredit any leftover errors.

Grade 6


Unit: 02

Lesson: 03



Lesson 20 Reading.

Grade 6


Unit: 02

Lesson: 03




Lesson Preparation



6.Fig 19A,C,D

6.3B

6.14E

6.15Ai-iii

6.26A

6.28A







characters.


Vocabulary of Instruction • Revise

• Publish



• Poster board or large piece of construction paper (1 per

student)







Attachments and Resources • Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)

Advance Preparation 1. Prepare to display visuals as appropriate.

2. Prepare to display the Anchor Charts: Types of

Stylistic Elements in Traditional/Classical

1. Prepare to display visuals as appropriate.

2. Determine formatting guidelines for the

students’ personal narratives. Decide if the

Grade 6


Unit: 02

Lesson: 03




Literature and Analyzing Stylistic Elements in

Traditional/Classical Literature from Daily

Lesson 18 Reading.

3. Prepare to display the three-column charts

completed in the Teacher Reader’s Notebookin Daily Lessons 18 and 19 Reading.

narratives will be typed or handwritten, and

what the final product should look like.

3. Arrange for students to have access to

computers for typing the final drafts of their

narratives, if applicable.

4. Decide how students will share and celebrate

their hard work: a Classroom Anthology,

Author’s Chair, a Writing Contest, etc.



Background Information This Instructional Routine partially assesses Performance

Indicator 02.

This Instructional Routine assesses Performance

Indicator 04.

Teacher Notes It is important to allow time for students to share their

writing and celebrate their work. Not only does this affirm

students, it is also an opportunity for students to learn and

gather new ideas for future writing.

Grade 6


Unit: 02

Lesson: 03






Content Objective: Students analyze the function of stylistic

elements in traditional and classical literature from various

cultures.


Content Objective: Students make final revisions and

publish the final drafts of their personal narratives.

Mini Lesson 1. Display the Anchor Chart: Types of Stylistic


Review the elements of traditional/classical

literature

2. Display the Anchor Chart: Analyzing Stylistic


Review the process for analyzing

traditional/classical stories for unique stylistic

elements.

3. Display the three-column charts completed in

the Teacher Reader’s Notebooks in DailyLessons 18 and 19 Reading. Review the

elements found in the stories read aloud.

4. Explain the expectations for the Performance

Indicator. Explain they are creating the same

chart as they did in their Reader’s Notebook,but this time on a poster board or a large piece

of construction paper.


2. Ask: What is publishing? Why do authors

publish? Discuss responses.

3. In the Teacher Writer’s Notebook, Think Aloud

and model making final revisions to the

imaginative story draft.

4. Explain expectations for publishing the

imaginative story. Go over formatting standards

for word processing if applicable.

5. Share how students’ work will be celebrated.

Learning Applications 1. Distribute the poster boards or large pieces of

construction paper. Students fold the poster

1. Students work independently to make the final

revisions in their imaginative stories.

Grade 6


Unit: 02

Lesson: 03



board or construction paper into three columns.

Students label the first column Type of Stylistic

Element, the second column Function of

Stylistic Element, and the third column Effect of

Stylistic Element.

2. Students select a traditional or classical story

from the collection. Student read the story

independently.

3. Students record the stylistic elements in the first

column of their tri-fold display. Students record

the function of the stylistic elements in the

second column. Students record how the

stylistic elements affect the story in the third

column.

2. Students publish their stories, by either

handwriting or using a word processor.

3. As students work on their final drafts, conduct

Teacher-Student Conferences with individual

students or small groups on specific trouble

areas, such as craft, grammar, and mechanics.


Closure 1. Students present their tri-fold display to a small

group.

2. Collect students tri-fold displays for

assessment.

1. Students share their imaginative story with a

small group. Group members discuss the theme

of the story.

Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas

Education Agency

Grade 6


Unit: 02

Lesson: 03



Sixth Grade English Language Arts and Reading

Unit: 02

©2011, TESCCC 07/24/12 page 1 of 1

IR Book Page

Directions: Choose one of the prompts below. All responses should discuss your Independent

Reading book as a whole and should use text evidence to support your ideas. This is not just a

summary, rather an original interpretation of the book based on your perspective. Include only

enough of a summary to explain your interpretation.

Present a universal question related to your book. Write a response to your question.

Write a response discussing a strong personal connection you made while reading your book.

Write a response analyzing the effect of figurative language in your book. Use textual evidence to support your understanding.

Write a response inferring the theme of the text and connecting the theme to your life.


Unit: 02

©2011, TESCCC 07/24/12 page 1 of 1

6th Grade Word Study Overview

Possible Word Wall Organization:

Activities

Day 1: Students determine the meaning of words with a common root. (TEKS 6.2A) Day 3: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A) Day 5: Students use context clues to determine the meaning of unfamiliar words. (TEKS 6.2B) Day 7: Students use context clues to determine the meaning of unfamiliar words. (TEKS 6.2B) Day 9: Students use a dictionary to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. (TEKS 6.2E) Day 11: Students use a suffix to determine the meaning of unknown words. (TEKS 6.2A,E) Day 13: Students differentiate between commonly confused words. (TEKS 6.2A,B; 6.21A) Day 15: Students use dictionaries and context clues to determine the meaning of multiple meaning words. (TEKS 6.2B,E) Day 17: Students apply knowledge of roots and affixes to determine the meaning of unknown words in order to support their reading and writing. (TEKS 6.2A) Day 19: Students use dictionaries a resource to edit for spelling. (TEKS 6.2E; 6.21B)

At the completion of Unit 01, remove the words from the Word Wall. Use new words for the Word Wall in Units 02 and 03.

You may choose to return some or all of the previously learned words to the Word Wall when you get to the review

activities for Units 02 and 03.

Note: Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the Word Wall,

watching for Word Wall words in texts, and using Word Wall words in writing. Model for students how to use the Word

Wall. Encourage students to use the Word Wall and their Personal Word Walls.

Word Wall

Prefixes Root Words Suffixes

Prefix #1

Words that use the prefix

Prefix #2


Prefix #3


Root Word #1

Words that use the root

Root Word #2


Root Word #3


Suffix #1

Words that use the suffix

Suffix #2


Suffix #3



Unit: 02

©2011, TESCCC 07/24/12 page 1 of 1

Grade 6 Unit 02: Reading Appetizer

Purpose: Expose students to the vast variety of reading materials in the world in order to encourage study in picking a variety of independent reading genres.

Time: 3-5 minutes Description: At the beginning of each class period, share an interesting text or excerpt

with students, or have students find and share an interesting text. This text may connect to the genre and/or theme that students are studying in class, or could be something that peaks the interest of the students in the class. The piece can come from a range of sources including but not limited to novels, short stories, newspapers, magazines, textbooks, or anthologies.

Encourage students to keep a log of “Texts I’d Like to Read’ in their Reader’s Notebooks. If a text peaks their interest, students record the title and author, topic or genre, for future independent reading.

Preparation: Search for interesting reading materials on a daily basis. Specific examples for this Unit may include fiction and drama. You may also include an article you find on the Internet, an article you read, a great recipe someone shared with you, a poem written for a friend, a chapter from a novel, the first few paragraphs of a short story, a newspaper article, a manual for an electronic device, a brochure, etc. Find texts that will connect with your students and inspire them to want to read more.


Unit: 02

©2011, TESCCC 07/24/12 page 1 of 1

Grade 6: Unit 02

Writing Appetizer

Purpose: Writing Appetizers serve to help students develop writing fluency while generating

ideas for future writing.

Description: The Writing Appetizer is a short 5-10 minute exercise set at the beginning of class to

provide multiple opportunities for writing and creative expression. Students use

prewriting strategies to generate their own topics for writing and Free Write their

ideas in their Writer’s Notebook. After the allotted time, students share their work with

a partner or with the class. This time for sharing is an important part of growing

student writers.

Preparation: Writing Appetizers are used throughout the unit so that students have the opportunity

to expand upon ideas and build on their style and craft of writing. Students may use

their own ideas for writing;however, the teacher may want to have a bag of writing

prompts ready in case a student struggles with finding a topic for writing. The Writing

Appetizer entries in the Writer’s Notebooks will then be used to practice strategies for

writing improvement and application of conventions skills. Unit 02 focuses on writing

fiction so it is recommended that students engage in fiction writing activities in order

to prepare them for the writing of imaginative stories.

Establish expectations for the Writing Appetizers and allow no more than 10 minutes to ensure time

for the Instructional Routine.


Unit: 02

©2011, TESCCC 07/24/12 page 1 of 1

6th Grade Exemplar Lessons

Unit 02 Alternative Plan Instructional

Day Component

Exemplar Lesson Day

1 Reading 1

2 Reading 2

3 Reading 3

4 Reading 4

5 Reading 9

6 Reading 10

7 Writing 1

8 Writing 2

9 Writing 6

10 Writing combine 7/8

11 Writing 9


13 Writing 12

14 Writing 13

15 Writing 14

16 Writing 15

17 Writing 16

18 Writing 17


20 Writing 20

21 Reading 11

22 Reading 12

23 Reading 13

24 Reading 14

25 Reading 15

26 Reading 16

27 Reading 17

28 Reading 18

29 Reading 19

30 Reading 20

grade 6 english language arts and reading unit: 02 lesson ...6.3b analyze the function of stylistic...

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