Ela 6th 2017

2016-2017 Scope and Sequence English Language Arts Grade 6
43Days
st
1 Cycle
Unit
Unit 1:
Foundations of
Reading and
Writing
Reading Focus:
Narrative Texts
Writing Focus:
Personal Narrative
Unit 1 establishes the
practices and
routines of a reading
and writing workshop
while exploring who
students are as
readers and writers.
Students examine
narrative texts,
including fiction and
literary nonfiction,
while building their
knowledge of the
reading process and
reading
comprehension
strategies. In the
writing workshop,
students examine
rubrics and the
writing process and
craft a personal
Aug. 22 Oct. 21, 2016

#ofLessons
25 45min.
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
Vocabulary
Master
RELA..6.2B 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.
Course
Lessons
RELA..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 words.
Reading
ELA..6.1A Adjust fluency (rate, accuracy, expression, appropriate phrasing) when reading aloud
grade-level text based on the reading purpose and the nature of the text.
ELA..6.Fig19A Establish purposes for reading selected texts based upon own or others desired
outcome to enhance comprehension.
ELA..6.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
ELA..6.Fig19C Monitor and adjust comprehension (e.g., using background knowledge; visualizing;
rereading a portion aloud; generating questions).RS
ELA..6.Fig19D Make inferences about text and use textual evidence to support understanding.RS
ELA..6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and
logical order within and across texts.
RELA..6.Fig19F Make connections (e.g., thematic links, author analysis) between and across
multiple texts of various genres, and provide textual evidence.
RELA..6.6A Summarize the elements of plot development (e.g., rising action, turning point, climax,
falling action, and denouement) in various works of fiction.
ELA..6.7A Identify the literary language and devices used in memoirs and personal narratives and
compare their characteristics with those of an autobiography.

Writing
ELA..6.14A 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.
narrative, focusing on
the development of
ideas.
ELA..6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of

events, cause-effect, and compare-contrast) and building on ideas to create a focused, organized,
and coherent piece of writing.
ELA..16A Write a personal narrative that has a clearly defined focus and communicates the
importance of or reasons for actions and/or consequences.
ELA..6.17B Write informal letters that convey ideas, include important information, demonstrate a
sense of closure, and use appropriate conventions (e.g., date, salutation, closing).Listening and
Speaking
ELA..6.28A Participate in student-led discussions by eliciting and considering suggestions from
other group members and by identifying points of agreement and disagreement.

st
1 Cycle
Unit
Unit 2: Community
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
19 45min.
Reading Focus:
Master
Informational Texts - Course
Expository and
Lessons
Procedural Texts
1 45-min.
Writing Focus:
Fall
Revising and Editing Writing
a Personal Narrative Sample
Lesson
Prewriting and
Drafting an
Expository Essay Unit
2 explores the theme
of community through
the reading of
expository and
procedural texts. In
the reading
workshop, student
continue to build
comprehension skills
and examine authors
purpose and how
authors communicate
their messages
through the use of
details, facts,
graphical
components, and
organizational
Vocabulary
RELA..6.2A Determine the meaning of grade-level academic English words derived from Latin,
Greek, or other linguistic roots and affixes.
Reading
multiple texts of various genres, and provide textual evidence.S
ELA..6.9A Compare and contrast the stated or implied purposes (e.g., inform, influence, entertain,
express) of different authors writing on the same topic.
RELA..6.10A Summarize the main ideas and supporting details in text, demonstrating an
understanding that a summary does not include opinions.S
ELA..6.10B Explain whether facts included in an argument are used for or against an issue.
RELA..6.10C Explain how different organizational patterns (e.g., proposition-and-support, problemand-solution) develop the main idea and the authors viewpoint.
RELA..6.10D Synthesize and make logical connections between ideas within a text and across two
or three texts representing similar or different genres.
ELA..6.12A Follow multi-tasked instructions to complete a task, solve a problem, or perform
procedures.S
ELA..6.12B Interpret factual, quantitative, or technical information presented in maps, charts,
illustrations, graphs, timelines, tables, and diagrams.S
ELA..6.13A Explain messages conveyed in various forms of media.
Writing
events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and
coherent piece of writing
ELA..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.
ELA..6.14D Edit drafts for grammar, mechanics, and spelling.

st
1 Cycle
Unit
patterns. In the
writing workshop,
students revise and
edit the personal
narratives begun in
Unit 1, and apply
their understanding
of expository texts
to begin crafting an
expository essay
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
ELA..6.14E Revise final draft in response to feedback from peers and teacher and publish written
work for appropriate audiences.
ELA..6.17A.i Create multi-paragraph essays to convey information about a topic that present
effective introductions and concluding paragraphs.
ELA..6.17A.ii Create multi-paragraph essays to convey information about a topic that guide and
inform the readers understanding of key ideas and evidence.
ELA..6.17A.iii Create multi-paragraph essays to convey information about a topic that include
specific facts, details, and examples in an appropriately organized structure.
ELA..6.17A.iv Create multi-paragraph essays to convey information about a topic that use a variety
of sentence structures and transitions to link paragraphs.
ELA..6.17C Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
ELA..6.19A.vii Identify, use and understand the function of subordinating conjunctions (e.g., while,
because, although, if) in the context of reading, writing, and speaking.
ELA..6.19A.viii Identify, use and understand the function of transitional words and phrases that
demonstrate an understanding of the function of the transition r
ELA.ted to the organization of the writing (e.g., on the contrary, in addition to) in the context of
reading, writing, and speaking.
ELA..6.19C Identify, use and understand the function of complete simple and compound sentences
with correct subject-verb agreement.
ELA..6.20A.i Use conventions of capitalization (e.g. abbreviations) correctly and consistently.
ELA..6.20A.ii Use conventions of capitalization (e.g. initials and acronyms) correctly and consistently.
ELA..6.20A.iii Use conventions of capitalization (e.g. organizations) correctly and consistently.
ELA..6.20B.i Recognize and use punctuation marks including commas in compound sentences.
ELA..6.20B.iii Recognize and use punctuation marks including parentheses, brackets, and ellipses
(to indicate omissions and interruptions or incomplete statements).
ELA..6.21B Use spelling patterns/rules and print/electronic resources to determine and check correct
spellings.
Listening and Speaking
ELA..6.28A Participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
Unit 3: Adversity
Reading Focus:
Fiction
#ofLessons
22 45min.
Master
Course
Lessons
Writing Focus:
Revising and Editing

an Expository Essay
Prewriting and
Drafting a Short Story
Unit 3 explores the
theme of adversity
through the reading
of fiction. In the
reading workshop,
students continue to
strengthen their
and analyze how
authors connect to
their audiences and
convey theme
through narrative and
stylistic elements. In
the writing workshop,
students revise and
edit the expository
essays begun in
Vocabulary
RELA..6.2B Use context (e.g., cause-and-effect or compare-and-contrast organizational text
ELA..6.2D Explain the meaning of foreign words and phrases commonly used in written English
(e.g., RSVP, que sera sera).
Reading
ELA..6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic (subject),
and support using textual evidence.S
ELA..6.3B Analyze the function of stylistic elements (e.g., magic helper, rule of three, _______) in
traditional and classical literature from various cultures.

falling action, denouement) in various works of fiction.S
ELA..6.6B Recognize dialect and conversational voice (dialogue) and explain how authors use
dialect to convey character.S
ELA..6.6C Describe different forms of point of view, including first-person, third-person omniscient
and third-person limited.
RELA..6.8A Analyze and explain how authors create meaning through stylistic elements and
figurative language emphasizing the use of personification, hyperbole, and refrains.
Writing
coherent piece of writing.
addressed.

37Days
nd
2 Cycle
Oct. 24 Dec. 16, 2016
Unit
Unit 2, and apply

their understanding
of fiction to craft an
imaginative short
story.
#ofLessons

ELA..6.14E Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
ELA..6.15A.i Write imaginative (fictional) stories that include a clearly defined focus, plot, and point of
view.
ELA..6.15A.ii Write imaginative (fictional) stories that include a specific, believable setting created
through the use of sensory details.
ELA..6.15A.iii Write imaginative (fictional) stories that include interesting characters with dialogue that
develops the story.
ELA..6.19A.i Identify, use and understand the function of verbs (irregular verbs and active and passive
voice) in the context of reading, writing, and speaking.
ELA..6.19A.iii Identify, use and understand the function of predicate adjectives (She is intelligent.) and
their comparative and superlative forms (e.g., many, more, most) in the context of reading, writing, and
speaking.
ELA..6.19A.v Identify, use and understand the function of prepositions and prepositional phrases to
convey location, time, direction, or to provide details in the context of reading, writing, and speaking.
ELA..6.19B Differentiate between the active and passive voice and know how to use them both in
complete sentences.
ELA..6.20B.ii Recognize and use punctuation marks including proper punctuation and indention and
paragraphing for quotations.


47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
Unit 4: Heroism
Reading Focus:
Literary Analysis
(Novel, Drama,
Poetry)
Writing Focus:
Expository Essay
Response to
Literature Unit 4
explores the theme of
heroism through the
reading of multiple
fictional genres,
including a novel,
examples of poetry,
and drama
selections. In the
reading workshop,
students continue to
strengthen their
and analyze how
authors develop
cultural and historical
relevance and convey
theme through the
use of figurative
langue, dramatic
conventions, and
fictional
#ofLessons
22 45min.
Master
Course
Lessons
Vocabulary
Reading
ELA..6.3A Infer the implicit theme of a work of fiction, distinguishing theme from the topic (subject),
and support using textual evidence.S
ELA..6.3C Compare and contrast the historical and cultural settings of several literary works.S
ELA..6.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole)
contributes to the meaning of a poem, and analyze the importance of graphical elements (e.g.,
capital letters, line length, word position, figurative language, syntax) on the meaning of a poem.S
ELA..6.5A Explain the similarities and differences in the setting, characters, and plot of a play and
those in a film based upon the same story line (plot).
falling action, denouement) in various works of fiction.S
ELA..6.13B Recognize how various visual and sound techniques influence viewers emotions.
Writing
ELA..6.15B.i Write poems using poetic techniques (e.g., alliteration, onomatopoeia).
ELA..6.15B.ii Write poems using figurative language (e.g., similes, metaphors).
ELA..6.15B.iii Write poems using graphic elements (e.g., capital letters, line length).

rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017

#ofLessons
ELA..6.17A.ii Create multi-paragraph essays to convey information about a topic that guide and inform
the readers understanding of key ideas and evidence.
ELA..6.17A.iii Create multi-paragraph essays to convey information about a topic that include specific
facts, details, and examples in an appropriately organized structure.
ELA..6.17A.iv Create multi-paragraph essays to convey information about a topic that use a variety of
sentence structures and transitions to link paragraphs.
elements. In the
writing workshop,
students craft
original poems and
formulate an
expository essay in
the form of a
literary response.
ELA..6.19A.ii Identify, use and understand the function of non-count nouns (e.g., rice, paper) in the
context of reading, writing, and speaking.
ELA..6.19A.iv Identify, use and understand the function of conjunctive adverbs (e.g., consequently,
furthermore, indeed) in the context of reading, writing, and speaking
ELA..6.20C Use proper mechanics including italics and underlining for titles of books.
ELA..6.21A Differentiate between commonly confused terms and homophones (e.g., its, its, affect,
effect).

47Days
rd
3 Cycle
Unit
Unit 5:
Transformation
Jan. 4 Mar. 10, 2017

#ofLessons
24 45-min. Vocabulary
Master
Course
Lessons
Reading Focus:
Informationa l Texts
Persuasive and
1 45-min.
Expository T exts
Spring
Writing
Writing Focus:
Sample
Persuasive EssayUnit Lesson
5 explores the theme
of transformation
through the reading
of persuasive and
expository texts. In
the reading
workshop, students
continue to
strengthen their
and examine various
mediums to analyze
the effects of
evidence and
persuasive
techniques on an
authors message. In
the writing workshop,
students synthesize
their learning and
develop a persuasive
essay.

ELA..6.2C Complete analogies that describe part to whole or whole to part (e.g., ink: pen as page:
____ or pen: ink as book: ____).
Reading
ELA..6.9A Compare and contrast the stated or implied purposes (e.g., inform, influence, entertain,
express) of different authors writing on the same topic.

ELA..6.10B Explain whether facts included in an argument are used for or against an issue.S
ELA..6.11A Compare and contrast the structure and viewpoints (positions) of two different authors
writing for the same purpose, noting the stated claim and supporting evidence.S
ELA..6.11B Identify and analyze faulty reasoning used in persuasive texts.S
ELA..6.13C Evaluate persuasive techniques (e.g., testimonials, bandwagon appeal) used in media
messages.
Writing
ELA..6.14A 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,
sentences, and improve transitions by adding, deleting, combining, and

47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
rearranging sentences or larger units of text after rethinking how well questions of purpose, audience,
and genre have been addressed.
ELA..6.17A.ii Create multi-paragraph essays to convey information about a topic that guide and
inform the readers understanding of key ideas and evidence.
ELA..6.17A.iii Create multi-paragraph essays to convey information about a topic that include
specific facts, details, and examples in an appropriately organized structure.
ELA..6.17A.iv Create multi-paragraph essays to convey information about a topic that use a variety
of sentence structures and transitions to link paragraphs.
ELA..6.18A Write persuasive essays for appropriate audiences that establish a position and include
sound reasoning, detailed and relevant evidence, and consideration of alternatives.
ELA..6.19A.vi Identify, use and understand the function of indefinite pronouns (e.g., all, both, nothing,
anything) in the context of reading, writing, and speaking.
ELA..6.26A Listen to and interpret a speakers messages (both verbal and nonverbal) and ask
questions to clarify the speakers purpose and perspective.

th
4 Cycle
Unit
48Days
Mar. 20 May 25, 2017
#ofLessons
Unit 6: Inquiry
30 45-min.
Vocabulary
Master Course
Reading Focus:
Lessons
Informationa l Texts
Writing Focus:
Multimedia
Presentation Unit 6
explores inquiry
through the
research process.
Utilizing the
components of
project-based
learning, students
formulate an
essential questions
and conduct
research to
produce and
present a multimedia
presentation.
Reading
ELA..6.Fig19C Monitor and adjust comprehension (e.g., using background knowledge;
visualizing; rereading a portion aloud; generating questions).RS
ELA..6.13A Explain messages conveyed in various forms of media.
ELA..6.13D Analyze various digital media venues (types) for levels of formality and informality.
Writing
ELA..6.14A 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,
addressed.
ELA..6.17D Produce a multimedia presentation involving text and graphics using available
technology.

48Days
th
4 Cycle
Mar. 20 May 25, 2017
Unit
#ofLessons
ELA..6.20B.iii Recognize and use punctuation marks including parentheses, brackets, and
ellipses (to indicate omissions and interruptions or incomplete statements).
Research
ELA..6.21C Know how to use the spell-check function in word processing while understanding its
limitations.
ELA..6.22A Brainstorm, consult with others, decide upon a topic, and formulate open- ended
questions to address the major research topic.
ELA..6.22B Generate a research plan for gathering relevant information about the major research
question.
ELA..6.23A 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.
ELA..6.23B Differentiate between primary and secondary sources.
ELA..6.23C Record data, utilizing available technology (e.g., word processors) in order to see the
r
ELA.tionships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines)
into written notes.
ELA..6.23D Identify the source of notes (e.g., author, title, page number) and record bibliographic
information concerning those sources according to a standard format (MLA).
ELA..6.23E Differentiate between paraphrasing and plagiarism and identify the importance of
citing valid and reliable sources.
ELA..6.24A Refine the major research question, if necessary, guided by the answers to a
secondary set of questions.

ELA..6.24B Evaluate the relevance, validity, and reliability of sources (e.g., publication date,
coverage, language, point of view) for the research.
ELA..6.25A Compiles important information from multiple sources.
ELA..6.25B Develops a topic sentence, summarizes findings, and uses evidence to support
conclusions.
ELA..6.25C Presents the findings in a consistent format.
ELA..6.25D Uses quotations to support ideas and an appropriate form of documentation to
acknowledge sources (e.g., bibliography, works cited, MLA).
ELA..6.26A Listen to and interpret a speakers messages (both verbal and nonverbal) and ask
questions to clarify the speakers purpose and perspective.
ELA..6.26B Follow and give oral instructions that include multiple action steps.
ELA..6.26C Paraphrase the major ideas and supporting evidence in formal and informal
presentations.
ELA..6.27A 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.
ELA..6.28A Participate in student-led discussions by eliciting and considering suggestions from
other group members and by identifying points of agreement and disagreement.

Ela 6th 2017

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ela 6th 2017

Uploaded by

Copyright:

Available Formats

2016-2017 Scope and Sequence English Language Arts Grade 6

Aug. 22 Oct. 21, 2016

RELA..6.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the

compare their characteristics with those of an autobiography.

ELA..6.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of

2016-2017 Scope and Sequence English Language Arts Grade 6

2016-2017 Scope and Sequence English Language Arts Grade 6

2016-2017 Scope and Sequence English Language Arts Grade 6

Oct. 24 Dec. 16, 2016

Revising and Editing

traditional and classical literature from various cultures.

2016-2017 Scope and Sequence English Language Arts Grade 6

Oct. 24 Dec. 16, 2016

Unit 2, and apply

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

paragraphing for quotations.

2016-2017 Scope and Sequence English Language Arts Grade 6

Jan. 4 Mar. 10, 2017

2016-2017 Scope and Sequence English Language Arts Grade 6

Jan. 4 Mar. 10, 2017

2016-2017 Scope and Sequence English Language Arts Grade 6

Jan. 4 Mar. 10, 2017

RELA..6.2B Use context (e.g., cause-and-effect or compare-and-contrast organizational text

understanding that a summary does not include opinions.S

2016-2017 Scope and Sequence English Language Arts Grade 6

Jan. 4 Mar. 10, 2017

2016-2017 Scope and Sequence English Language Arts Grade 6

2016-2017 Scope and Sequence English Language Arts Grade 6

Mar. 20 May 25, 2017

secondary set of questions.

You might also like