Grade 06 ELAR Unit 06 Exemplar Lesson 02: All Together Now

Grade 6 Grade 06 ELAR Unit 06 Exemplar Lesson 02: All Together Now 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 is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Organizer Lesson Synopsis Students finish the school year applying their reading skills in novel studies. Students participate in discussions with their peers about the novel they are reading. In writing, students reflect on their experiences in sixth grade and write a multi-paragraph essay or personal narrative with a strong thesis and supporting ideas. In Word Study, students review what has been learned about vocabulary and create vocabulary games for their classmates to play. Performance Indicators Grade 06 ELAR Unit 06 PI 04 Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. 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 Grade 06 ELAR Unit 06 PI 05 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 6.2A, 6.2B, 6.2C, 6.2D, 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 Understandings Authors choose language and form for audience and purpose.readers use strategies to support interpretation of text. page 1 of 48

Grade 6 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.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 will continue 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.Fig19D Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 6.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive) 6.Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Readiness Standard 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. 6.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: page 2 of 48

6.2A Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard 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. Readiness Standard 6.2C Complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: or pen:ink as book: ). 6.2D Explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera). 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. 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: 6.14A 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. 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. Grade 6 page 3 of 48

6.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences. 6.16 Writing/Personal. Students write about their own experiences. Students are expected to: 6.16A Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences. 6.17 Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: 6.17A Create multi-paragraph essays to convey information about a topic that: Grade 6 6.17A.i 6.17A.ii 6.17A.iii 6.17A.iv present effective introductions and concluding paragraphs. guide and inform the reader's understanding of key ideas and evidence. include specific facts, details, and examples in an appropriately organized structure. use a variety of sentence structures and transitions to link paragraphs. 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding. 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.i 6.19A.ii 6.19A.iii verbs (irregular verbs and active and passive voice). non-count nouns (e.g., rice, paper). predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most). page 4 of 48

6.19A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed). Grade 6 6.19A.v 6.19A.vi 6.19A.vii 6.19A.viii prepositions and prepositional phrases to convey location, time, direction, or to provide details. indefinite pronouns (e.g., all, both, nothing, anything). subordinating conjunctions (e.g., while, because, although, if). transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to). 6.19B Differentiate between the active and passive voice and know how to use them both. 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 6.20A.ii 6.20A.iii abbreviations. initials and acronyms. organizations. 6.20B Recognize and use punctuation marks including: 6.20B.i 6.20B.ii 6.20B.iii commas in compound sentences. proper punctuation and spacing for quotations. parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements). 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. page 5 of 48

Grade 6 6.21C Know how to use the spell-check function in word processing while understanding its limitations. 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 will continue 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 to enhance 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). Materials Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Vocabulary Notebook (1 per student) Dictionary (class set) Chart paper Grade-appropriate novel for modeling (1) Variety of grade-appropriate novel sets (1 set per small group) 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 page 6 of 48

keys are available in the district site and are not accessible on the public website. Handout: Word Wizard (4 per student) Handout: Connector (4 per student) Handout: Discussion Director (4 per student) Handout: Passage Master (4 per student) Handout: Illustrator (optional, 4 per student) Teacher Resource: Grade 6 Unit 06 Reading Appetizer (1) Teacher Resource: Grade 6 Unit 06 Writing Appetizer (1) Teacher Resource: Grade 6 Unit 06 Word Study Overview (1) Teacher Resource: Grade 6 Unit 06 Alternative Plan (1) Grade 6 Resources and References Possible/Optional Literature Selections Grade-appropriate novels The Watsons Go to Birmingham-1963 by Christopher Paul Curtis Time Hackers by Gary Paulsen Heads or Tails: Stories from Sixth Grade by Jack Gantos Seedfolks by Paul Fleischman Point Blank by Anthony Horowitz The Giver by Lois Lowry Touching Spirit Bear by Ben Mikaelsen Freak the Mighty by Rodman Philbrick District-adopted resources page 7 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 14 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Literature circle 6.14A 6.16A 6.17Ai-iv Authors choose language and form for audience and purpose. - How do authors develop focused, organized, and coherent writing for a specific audience? Essay Personal narrative Materials Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling (1) Variety of grade-appropriate novel sets (1 set per small group) Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Handout: Word Wizard (2) Handout: Connector (2) Teacher Resource: Grade 6 Unit 06 Writing Appetizer (1) page 8 of 48

Daily Lesson #: 14 READING WRITING Handout: Discussion Director (2) Handout: Passage Master (2) Handout: Illustrator (optional, 2) Grade 6 Advance Preparation Background Information Teacher Notes 1. Prepare to display visuals as appropriate. 2. Gather several different grade-appropriate novel titles. Be sure there are enough copies of each title so each student will have their own book to read. Consider the level of readers in the class and choose the titles accordingly. 3. Select a high-interest, grade-appropriate novel that will be used for modeling and practice. Preview the first chapter and complete each of the reading role handouts as a model for students. 4. Duplicate the handouts as needed. Handouts have been created for each of the reading roles. Students could also respond in their Reader s Notebooks rather than on a handout. 1. Prepare to display visuals as appropriate. 2. In Teacher Writer s Notebook, record things that have happened throughout the school year. 3. Refer to the Teacher Resource: Grade 6 Unit 06 Writing Appetizer. Plan accordingly. Students reflect on their sixth grade year to generate a bank of ideas in order to write about their experiences during their sixth grade year. page 9 of 48

Instructional Routines Grade 6 Daily Lesson # 14 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: 50 min. Content Objective: Students respond to literary text and demonstrate understanding through discussions in literature circles. 1. Explain that they will be participating in literature circles. Discuss the purpose of literature circles. 2. Display blank copies of the Handouts: Word Wizard, Connector, Discussion Director, and Passage Master. Include the Handout: Illustrator (optional) if applicable. 3. Discuss each of the different reading roles. 4. Display the selected novel for modeling. Read the first chapter aloud. 5. Display the reading role handouts that were completed in Advanced Preparation. 6. Discuss each of the completed handouts and Think Aloud about the responses included on each handout. 1. Display each of the novels for student selection. Read the title and summary of each. 2. Distribute the novels to the class so that each student has an opportunity to see and study each book. Suggested Duration: 50 min. Content Objective: Students generate ideas for a personal narrative or essay. 1. Writing Appetizer: 3-5 min. 2. Ask: What is an essay? What should be included in an essay? What is a personal narrative? What should be included in a personal narrative? Discuss responses. 3. Tell students that they will be composing a multi-paragraph essay or a personal narrative. 4. Ask: What experiences have you had this year that would be interesting to write about? Discuss and record responses. 5. Model using one or more of the responses to craft a thesis statement (or controlling idea) for an essay or a personal narrative about the school year. 1. In a small group, students discuss ideas for an essay or personal narrative and brainstorm experiences. 2. Individually, students write a thesis statement (or controlling idea) that will be the message of page 10 of 48

3. Encourage students to use their book selection skills, assessing for each book s readability and appropriateness. Grade 6 their essay or personal narrative. 4. Collect the books. Instruct the students to write the numbers 1, 2, and 3 on a piece of paper. 5. Students vote on their top three choices by writing down the book titles in order of priority. Reassure them that efforts will be made to give them their first choice, but that the groups will have to be made with sensitivity to classroom dynamics and other considerations. Engage in Small Group Instruction as appropriate. Closure 1. Ask: Which novel is your favorite? Students discuss with table group or partner. 2. Collect ballots to create book groups (4 5 students in each group). 1. Students read their thesis statement (or controlling idea) to a partner. Partners give feedback about the ideas. page 11 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 15 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2C,D 6.2A,B,E 6.Fig19D,E,F 6.1A 6.Fig19A,B,C 6.2B,E 6.17C 6.28A 6.14A 6.16A 6.17Ai-iii Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and written communication. Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Authors choose language and form for audience and purpose. - How do authors develop focused, - Why is it important for readers and organized, and coherent writing for a writers to improve their knowledge of specific audience? words? Vocabulary of Instruction Literature circle Graphic organizer Materials Vocabulary Notebook (1 per student) Dictionary (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 Reading (1) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) page 12 of 48

Daily Lesson #: 15 WORD STUDY READING WRITING Variety of grade-appropriate novel sets from Daily Lesson 14 Reading (1 set per small group) Chart paper (if applicable) Grade 6 Attachments and Resources Teacher Resource: Grade 6 Unit 06 Word Study Overview (1) Handout: Word Wizard (1 per 4-5 students) Handout: Connector (1 per 4-5 students) Handout: Discussion Director (1 per book 4-5 students) Handout: Passage Master (1 per 4-5 students) Handout: Illustrator (optional, 1 per 4-5 students) Teacher Resource: Grade 6 Unit 06 Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Distribute student-created games around classroom. 3. Determine the expectations for students playing the games. 4. Refer to the Teacher Resource: 2. Divide students into literature circles based on book selection. Ideally, Literature circles should consist of four students, but a fifth student may be added by including the reading role of 2. Select graphic organizers for organizing an essay (e.g., outline) and a personal narrative (e.g., timeline). Prepare to model selecting and completing the graphic organizer in front of page 13 of 48

Daily Lesson #: 15 WORD STUDY READING WRITING Background Information Grade 6 Unit 06 Word Study Overview. Plan accordingly. Illustrator, if necessary. 3. Prepare new copies of the reading roles handouts. No two students reading the same novel should be completing the same reading role handout. 4. Select a reading role to model using the selected novel for modeling. 5. Refer to the Teacher Resource: Grade 6 Unit 06 Reading Appetizer. Plan accordingly. Grade 6 students. Teacher Notes Students will be playing each other s vocabulary games during Word Study for the rest of the unit. page 14 of 48

Instructional Routines Grade 6 Daily Lesson # 15 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 20 min. Suggested Duration: 40 min. Suggested Duration: 40 min. Content Objective: Students understand Content Objective: Students respond to Content Objective: Students plan a first and use new vocabulary. literary text and demonstrate understanding draft by organizing ideas around a thesis through discussions in literature circles. statement or controlling idea. Mini Lesson 1. Explain the expectations for playing the students-created games. 1. Reading Appetizer: 3-5 min. 2. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 3. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in a discussion about what has been read. 4. Explain that students in each novel group will be selecting a different role. Tell students they will be reading and completing the handout that corresponds to the roles they choose. Tell them that they will discuss what they collected in their roles in their literature circles in the next Daily Lesson. 1. In the Teacher Writer s Notebook, read the thesis statement (or controlling idea) written in Daily Lesson 14 Writing. 2. Ask: How are ideas in an essay organized? How are ideas in a personal narrative organized? Discuss responses. 3. Remind students that the plan for writing should mirror the organizational structure of the genre. 4. Display the selected graphic organizers. Ask: Which graphic organizers would be helpful in planning an essay? Which graphic organizers would be helpful in planning a personal narrative? 5. Think Aloud and select an appropriate graphic organizer to use to plan the essay or personal narrative in the Teacher Writer s page 15 of 48

Grade 6 Notebook. 6. Think Aloud about ideas and ask: Does this idea support the thesis statement or controlling idea? Discuss responses. 7. Record ideas on the graphic organizer. 8. Think Aloud and write the beginning to the essay or personal narrative. Learning Applications 1. Assign students to a studentcreated vocabulary game (this will be the first in their rotation). 2. Students play vocabulary games. Students may use their Vocabulary Notebooks and dictionaries as a resource if necessary. 1. Students convene in their literature circle groups. 2. Students select the roles they will take in the literature circle group. Distribute reading role handouts accordingly. 3. Students in the group decide to read independently or split up into partners to read. They also decide how much to read. 4. Students read and complete the handout that corresponds with their selected reading roles. 1. Students reread their thesis statement (or controlling idea) from Daily Lesson 14 Writing. 2. Students plan their essays or personal narratives using a graphic organizer. Students record ideas that support their thesis statement (or controlling idea). 3. Students write the beginning of their essay or personal narrative. Engage in Small Group Instruction as appropriate. Closure 1. Ask: What did you like about the game that you played? How 1. Take a status of the class, assessing who needs more time to 1. With a partner, students go through each idea and make sure page 16 of 48

did it improve your vocabulary? Discuss responses. complete the reading and/or assignment. Adjust pacing accordingly. Grade 6 each idea supports their thesis (or controlling idea). Students also share their beginning. page 17 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 16 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C 6.28A Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Literature circle 6.14B 6.16A 6.17Ai-iv Authors choose language and form for audience and purpose. - How do authors develop focused, organized, and coherent writing for a specific audience? Draft Materials Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 Reading (1) Variety of grade-appropriate novel sets from Daily Lesson 14 Reading (1 set per small group) Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) page 18 of 48

Daily Lesson #: 16 READING WRITING Attachments and Resources Grade 6 Teacher Resource: Grade 6 Unit 06 Writing Appetizer (1) Advance Preparation Background Information Teacher Notes 1. Prepare to display visuals as appropriate. 2. Students will need the handouts they completed for their role in Daily Lesson 15 Reading. Prepare accordingly. 3. Select a reading role to model using the selected novel for modeling. 1. Prepare to display visuals as appropriate. 2. Refer to the Teacher Resource: Grade 6 Unit 06 Writing Appetizer. Plan accordingly. Students have two Daily Lessons to write the rough draft of their essays or personal narratives. page 19 of 48

Instructional Routines Grade 6 Daily Lesson # 16 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: 50 min. Content Objective: Students respond to literary text and demonstrate understanding through discussions in literature circles. 1. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 2. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in discussion about what has been read. 3. Explain that students in each literature circle will be discussing their selected role. Tell students the expectations for group discussions. 1. One at a time, students share the comments on their reading role sheet and respond to others comments. 2. Tell students to use the novel to support their opinions during these conversations. Students need to be encouraged to re-enter the text for clarification and to provide evidence. Suggested Duration: 50 min. Content Objective: Students develop drafts that are focused, organized, and coherent. 1. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 2. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in discussion about what has been read. 3. Explain that students in each literature circle will be discussing their selected role. Tell students the expectations for group discussions. 1. Students use the ideas on their graphic organizer from Daily Lesson 15 Writing to draft their essay or personal narrative. Remind students to be sure that what they are writing supports their thesis or controlling idea. Engage in Small Group Instruction as appropriate. Closure 1. Ask: How has the discussion helped you understand your novel better? Discuss responses. 1. Students share their drafts with a partner. page 20 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 17 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2C,D 6.2A,B,E 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C 6.28A 6.14B 6.16A 6.17Ai-iv Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and written communication. Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Authors choose language and form for audience and purpose. - How do authors develop focused, - Why is it important for readers and organized, and coherent writing for a writers to improve their knowledge of specific audience? words? Vocabulary of Instruction Literature circle Draft Materials Vocabulary Notebook (1 per student) Dictionary (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 (1) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) page 21 of 48

Daily Lesson #: 17 WORD STUDY READING WRITING Variety of grade-appropriate novel sets from Daily Lesson 14 (1 set per small group) Chart paper (if applicable) Grade 6 Attachments and Resources Teacher Resource: Grade 6 Unit 06 Word Study Overview (1) Handout: Word Wizard (1 per book 4-5 students) Handout: Connector (1 per book 4-5 students) Handout: Discussion Director (1 per book 4-5 students) Handout: Passage Master (1 per book 4-5 students) Handout: Illustrator (optional, 1 per book 4-5 students) Teacher Resource: Grade 6 Unit 06 Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Distribute student-created games around classroom. 3. Refer to the Teacher Resource: Grade 6 Unit 06 Word Study Overview. Plan accordingly. 2. Prepare new copies of the reading role handouts. Each student will complete a different role from the one they completed during Daily Lesson 15 Reading. No two students reading the same novel should be completing the same page 22 of 48

Daily Lesson #: 17 WORD STUDY READING WRITING Background Information reading role handout. 3. Select a reading role to model using the selected novel for modeling. 4. Refer to the Teacher Resource: Grade 6 Unit 06 Reading Appetizer. Plan accordingly. Grade 6 Teacher Notes Students will be playing each other vocabulary games for the rest of the unit. Students need to complete their drafts in this Daily Lesson. page 23 of 48

Instructional Routines Grade 6 Daily Lesson # 17 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: 40 min. Suggested Duration: 45 min. Content Objective: Students reinforce Content Objective: Students respond to Content Objective: Students develop drafts vocabulary skills by playing student-created literary text and demonstrate understanding that are focused, organized, and coherent. games. through discussions in Literature Circles. Mini Lesson 1. Review expectations in playing the student-created vocabulary games. 1. Reading Appetizer: 3-5 min. 2. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 3. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in a discussion about what has been read. 4. Tell students that they will be selecting a different role in their literature circle. Remind students they will be reading and completing the handout that corresponds to the roles they choose. Tell them that they will discuss what they collected in their roles in their literature circles in the next Daily Lesson. 1. Display the graphic organizer from Daily Lesson 15 Writing representing the ideas for the essay or personal narrative in the Teacher Writer s Notebook. 2. Display the thesis statement (or controlling idea) for the essay or personal narrative in the Teacher Writer s Notebook. 3. Model writing the end of the essay or personal narrative. Think Aloud about how everything needs to support the thesis statement or controlling idea. Learning Applications 1. Assign students to a studentcreated vocabulary game. 1. Students convene in their literature circles. 1. Students use the ideas on their graphic organizer from Daily page 24 of 48

2. Students play vocabulary games. Students may use their Vocabulary Notebooks and dictionaries as a resource if necessary. 2. Students select the roles they will take in the literature circle. Distribute reading role handouts accordingly. 3. Students in the group decide to read independently or split up into partners to read. They also decide how much to read. Grade 6 Lesson 15 Writing to draft their essay or personal narrative including the ending. Remind students to be sure that what they are writing supports their thesis or controlling idea. 4. Students read and complete the handout that corresponds with their selected reading role. Engage in Small Group Instruction as appropriate. Closure 1. Ask: What is one word you learned or found interesting? Students discuss with a partner. 1. Take a status of the class, assessing who needs more time to complete the reading and/or assignment. Adjust pacing accordingly. 1. Students share their drafts with a partner. page 25 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 18 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C 6.28A Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Literature circle 6.14C 6.16A 6.17Ai-Aiv 6.19Ai-viii,B,C Authors choose language and form for audience and purpose. - How do authors develop focused, organized, and coherent writing for a specific audience? Revise Materials Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 (1) Variety of grade-appropriate novel sets from Daily Lesson 14 (1 set per small group) Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Grade 6 Unit 06 page 26 of 48

Grade 6 Daily Lesson #: 18 READING WRITING Writing Appetizer (1) Advance Preparation Background Information Teacher Notes 1. Prepare to display visuals as appropriate. 2. Students will need the handouts they completed for their role in Daily Lesson 17 Reading. Prepare accordingly. 3. Select a reading role to model using the selected novel for modeling. 1. Prepare to display visuals as appropriate. 2. Prepare to display the Anchor Chart: Revision Checklist from Unit 06, Lesson 01, Daily Lesson 12 Writing. 3. Refer to the Teacher Resource: Grade 6 Unit 06 Writing Appetizer. Plan accordingly. page 27 of 48

Instructional Routines Grade 6 Daily Lesson # 18 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: 50 min. Content Objective: Students respond to literary text and demonstrate understanding through discussions in literature circles. 1. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 2. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in discussion about what has been read. 3. Review that students in each literature circle will be discussing their selected role. Tell students the expectations for group discussions. 1. One at a time, students share the comments on their reading role sheet and respond to others comments. 2. Tell students to use the novel to support their Suggested Duration: 50 min. Content Objective: Students revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions while thinking about how purpose, audience, and genre have been addressed. 1. Writing Appetizer: 5-10 min. 2. Display the modeled draft in the Teacher Writer s Notebook. 3. Review the 4 R s of revision: Replace, Remove, Refine, and Reorganize from Unit 05B, Lesson 01, Daily Lesson 8 Writing. 4. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 5. Model revising the essay or personal narrative in the Teacher Writer s Notebook. While modeling, include the following: sentence structure, transitions, style, and clarity of message. Think Aloud about how well purpose, audience, and genre have been addressed. 1. Students read their essays to a partner. The partner gives suggestions for revision. 2. In their Writer s Notebooks, students revise their drafts for sentence structure, transitions, page 28 of 48

opinions during these conversations. Students need to be encouraged to re-enter the text for clarification and to provide evidence. Grade 6 style, and clarity of message. Students consider how well purpose, audience, and genre have been addressed. Engage in Small Group Instruction as appropriate. Closure 1. Ask: How has the discussion helped you understand your novel better? Discuss responses. 1. Students share their revisions with their original partner. page 29 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 19 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2C,D 6.2A,B,E 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C 6.28A 6.14D 6.19Ai-Aviii,B,C 6.20Ai-Aiii,BI-Biii 6.21A,B,C Key Understandings and Guiding Questions Understanding new words and concepts enhance comprehension and oral and written communication. Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Authors choose language and form for audience and purpose. - How do authors develop focused, - Why is it important for readers and organized, and coherent writing for a writers to improve their knowledge of specific audience? words? Vocabulary of Instruction Literature circle Edit Materials Vocabulary Notebook (1 per student) Dictionary (class set) Chart paper (if applicable) Reader s Notebook (1 per student) Writer s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 (1) Variety of grade-appropriate Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Vocabulary Notebook (1 per student) Dictionary (class set) Colored pen or pencil (1 per page 30 of 48

Daily Lesson #: 19 WORD STUDY READING WRITING novel sets from Daily Lesson 14 (1 set per small group) Chart paper (if applicable) Grade 6 student) Chart paper (if applicable) Attachments and Resources Teacher Resource: Grade 6 Unit 06 Word Study Overview (1) Handout: Word Wizard (1 per book 4-5 students) Handout: Connector (1 per book 4-5 students) Handout: Discussion Director (1 per book 4-5 students) Handout: Passage Master (1 per book 4-5 students) Handout: Illustrator (optional, 1 per book 4-5 students) Teacher Resource: Grade 6 Unit 06 Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 2. Distribute student-created games around classroom. 3. Refer to the Teacher Resource: Grade 6 Unit 06 Word Study Overview. Plan accordingly. 2. Prepare new copies of the reading role handouts. Each student will complete a different role from the one they completed during Daily Lesson 17 Reading. No two students reading the same novel should be completing the same reading role handout. 2. Prepare to display the editing checklist from Unit 06, Lesson 01, Daily Lesson 12 Writing. This could be a teacher-created handout or an Anchor Chart: Editing Checklist. page 31 of 48

Daily Lesson #: 19 WORD STUDY READING WRITING 3. Select a reading role to modeled using the selected novel for modeling. 4. Refer to the Teacher Resource: Grade 6 Unit 06 Reading Appetizer. Plan accordingly. Grade 6 Background Information Teacher Notes This Instructional Routine assesses Performance Indicator, Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Students will be playing each other vocabulary games for the rest of the unit. Students need to finish reading their novels before the discussion in Daily Lesson 20 Reading. page 32 of 48

Instructional Routines Grade 6 Daily Lesson # 19 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 20 min. Suggested Duration: 40 min. Suggested Duration: 40 min. Content Objective: Students reinforce Content Objective: Students respond to Content Objective: Students edit their drafts vocabulary skills by playing student-created literary text and demonstrate understanding for grammar, spelling, punctuation, and games. through discussions in Literature Circles. capitalization. Mini Lesson 1. Review expectations in playing the student-created vocabulary games. 1. Reading Appetizer: 3-5 min. 2. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 3. Read the next chapter aloud and Think Aloud about the role being modeled. Ask students to participate in a discussion about what has been read. 4. Review that students in each novel group will be selecting a different role. Tell students that they need to finish reading their novel and complete the handout that corresponds to the roles they choose. Tell them that they will discuss the end of the novel including what they collected in their roles in their literature circles in the next Daily Lesson. 1. Display the Editing Checklist (either an Anchor Chart or a Handout). Review the rules for capitalization, punctuation, spelling, and grammar. 2. In the Teacher Writer s Notebook, model editing the essay or personal narrative for capitalization, punctuation, spelling, and grammar. Use a colored pen or pencil to make corrections. Model using resources to correct spelling. Learning Applications 1. Assign students to a student- 1. Students convene in their 1. Students use the Editing Checklist page 33 of 48

created vocabulary game. 2. Students play vocabulary games. Students may use their Vocabulary Notebooks and dictionaries as a resource if necessary. literature circle groups. 2. Students select the roles they will take in the literature circle group. Distribute reading role handouts accordingly. 3. Students in the group decide to read independently or split up into partners to read. Grade 6 as a resource to edit their drafts for capitalization, punctuation, spelling, and grammar. Students use a colored pen or pencil to show their corrections. Students use resources to correct spelling. 2. Monitor and support students as necessary. 4. Students finish reading the novel and complete the handout that corresponds with their selected reading roles. Engage in Small Group Instruction as appropriate. Closure 1. In their Vocabulary Notebooks, students write reflections of how their vocabulary and spelling skills have grown over the course of the school year. 1. Remind students to finish reading the novel before the discussion in Daily Lesson 20 Reading. 1. Collect Writer s Notebooks to teacher edit students drafts. page 34 of 48

Grade 6 All Together Now Lesson Preparation Daily Lesson #: 20 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions Vocabulary of Instruction 6.Fig19D,E,F 6.1A 6.2B,E 6.Fig19A,B,C 6.17C 6.28A Readers use strategies to support interpretation of text. - What strategies do readers use to interpret text? Literature circle 6.14E Authors choose language and form for audience and purpose. - How do authors develop focused, organized, and coherent writing for a specific audience? Publish Materials Reader s Notebook (1 per student) Teacher Reader s Notebook (1) Grade-appropriate novel for modeling from Daily Lesson 14 (1) Variety of grade-appropriate novel sets from Daily Lesson 14 (1 set per small group) Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Note card (3 per student) Publishing paper (1-3 sheets per student, optional) Chart paper (if applicable) Attachments and Resources Teacher Resource: Grade 6 Unit 06 page 35 of 48

Grade 6 Daily Lesson #: 20 READING WRITING Writing Appetizer (1) Advance Preparation Background Information Teacher Notes 1. Prepare to display visuals as appropriate. 2. Students will need the handouts they completed for their role in Daily Lesson 19 Reading. Prepare accordingly. 3. Select a reading role to model using the selected novel for modeling. Prepare to finish reading the novel in this Daily Lesson. This Instructional Routine assesses Performance Indicator, Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas. 1. Prepare to display visuals as appropriate. 2. Teacher edit students drafts for missed errors. 3. Refer to the Teacher Resource: Grade 6 Unit 06 Writing Appetizer. Plan accordingly. Depending on the resources available, students may use a computer for the final copy or write the final copy by hand. Students complete the final copy of their personal narratives. page 36 of 48

Instructional Routines Grade 6 Daily Lesson # 20 READING WRITING Duration and Objective Mini Lesson Learning Applications Suggested Duration: 50 min. Content Objective: Students respond to literary text and demonstrate understanding through discussions in literature circles. 1. Display the handout that corresponds with the selected role that will be modeled. Review the role and responsibilities. 2. Finish reading the novel and Think Aloud about the role being modeled. Ask students to participate in discussion about what has been read. 3. Review that students in each literature circle will be discussing their selected role. Tell students the expectations for group discussions. 1. One at a time, students share the comments on their reading role sheet and respond to others comments. 2. Tell students to use the novel to support their opinions during these conversations. Students need to be encouraged to re-enter the text for clarification and to provide evidence. Suggested Duration: 50 min. Content Objective: Students publish their essays or personal narratives for an audience. 1. Writing Appetizer: 5-10 min. 2. Ask: What do we need to remember when publishing? Discuss responses. 3. Model both incorrect and correct publishing from the essay or personal narrative in the Teacher Writer s Notebook. 1. Students publish their essays or personal narratives. Engage in Small Group Instruction as appropriate. Closure 1. Collect literature circle materials to assess students responses to their novel. 1. In small groups of 3-4, students share their essay. 2. After each student shares, the other students page 37 of 48

Grade 6 write the main point of the essay on a note card. Students discuss whether the essay achieved that point. Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency page 38 of 48

Word Wizard Sixth Grade Name: Date: Title of Book: Pages Read: Word Wizard: Your job is to be on the look-out for interesting words. Use a sticky note to mark pages in your book where you find new or unfamiliar words. On this sheet, write down the word, the page on which you found the word, clues that helped you determine the meaning of the word, and what you think the word means. Be prepared to share these words with your group and see if they agree with your definitions! Word Page # Clues What You Think It Means 2012, TESCCC 11/28/12 page 1 of 1

Connector Sixth Grade Name: Date: Title of Book: Pages Read: Connector: Your job is to make connections between what you have read in your group novel and with your own life, with other books, and/or with the world. Try to make at least three connections and explain whether those connections are text-to-self, text-to-text, or text-to-world. Be prepared to share these connections with your group and see if they made similar or different connections! Connection #1 Circle the type of connection: Text- to-self Text-to-Text Text-to-World Connection #2 Circle the type of connection: Text- to-self Text-to-Text Text-to-World Connection #3 Circle the type of connection: Text- to-self Text-to-Text Text-to-World 2012, TESCCC 11/28/12 page 1 of 1

Discussion Director Sixth Grade Name: Date: Title of Book: Pages Read: Discussion Director: Your job is to get your group members talking about the big ideas in the book. As you read, think of questions that will get your group communicating. Ask questions like, What do you think will happen when?, When (the character) did, did you think it was right or wrong? Why?, Do you understand why? Be sure to ask questions that cannot be answered with a simple yes or no. You want to inspire your group members to share their thoughts! Questions: 1. 2. 3. 4. 5. 2012, TESCCC Editable Resource Document (ERD) Content may be modified (DULA terms and conditions still apply)

Sixth Grade 2012, TESCCC Editable Resource Document (ERD) Content may be modified (DULA terms and conditions still apply)

Passage Master Sixth Grade Name: Date: Title of Book: Pages Read: Passage Master: Your job is to focus on interesting or well-written sentences, paragraphs, or passages in the novel. Select text that stands out for its descriptiveness, attention to detail, or its ability to make you feel a certain way. You might indicate passages that are beautifully written, confusing, interesting, or exciting. Write down whatever jumps out at you, and be able to explain why it caught your attention to your group members. 1. The sentence, paragraph, or passage that I chose is: I chose this part of the book because: I found this text on page(s): 2. The sentence, paragraph, or passage that I chose is: I chose this part of the book because: I found this text on page(s): 2012, TESCCC 11/28/12 page 1 of 1

Illustrator Sixth Grade Name: Date: Title of Book: Pages Read: Illustrator: Your job is to draw (and color) a scene from the text. Try to pick a scene that is important to a character or the plot. Use this (or another sheet of paper) to draw your picture. See if your group members can tell which the scene your picture represents! 2012, TESCCC 11/28/12 page 1 of 1

Sixth Grade Sixth Grade: Unit 06 Reading Appetizer Purpose: Time: Description: Preparation: Expose students to a variety of texts including a variety of multi-media products to encourage independent reading in all genres. 3 5 minutes At the beginning of each class period, share an interesting text or excerpt with students. This may connect to the genre and/or theme that students are studying in class, or could be something that generates interest to the students. The text can come from a range of sources including, but not limited to, newspapers, magazines, science or history textbooks, or historical documents. Search for high interest reading materials on a daily basis. Specific examples may include an article you find on the Internet, an article you read at the doctor s office, a great recipe from a friend, a letter received from a family member, an excerpt from a current novel, a brochure, poetry, etc. 2012, TESCCC 11/28/12 page 1 of 1