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