ELAR Grade 06 Unit 01 Exemplar Lesson 02: Connecting with Literary Nonfiction

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1 ELAR Grade 06 Unit 01 Exemplar Lesson 02: Connecting with Literary Nonfiction 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 s teacher. (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 use a variety of comprehension strategies to read and analyze literary nonfiction texts, including autobiographies, personal narratives, and/or memoirs. Students compare and contrast the use of literary language and devices in literary nonfiction texts. Students write a personal narrative with a clearly defined focus. Students continue to participate in word study activities built around a Word Wall. Performance Indicators Grade 06 ELAR Unit 01 PI 01 After reading a memoir or a personal narrative and an autobiography, complete a Venn diagram, identifying similarities and differences in the authors use of literary language and devices. Standard(s): 6.7A, 6.8A, 6.17C, 6.Fig19A, 6.Fig19C, 6.Fig19D, 6.Fig19E, 6.Fig19F ELPS ELPS.c.1H, 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 01 PI 03 Using the writing process and effective written conventions, write a one-page personal narrative about a time you made a personal sacrifice to help someone. Standard(s): 6.14A, 6.14B, 6.14C, 6.14D, 6.14E, 6.16A ELPS ELPS.c.5B, ELPS.c.5C, ELPS.c.5D, ELPS.c.5E, ELPS.c.5F, ELPS.c.5G page 1 of 58

2 Grade 06 ELAR Unit 01 PI 04 Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts, poetry, 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 Grade 06 ELAR Unit 01 PI 05 Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 6.2A, 6.2B, 6.2E ELPS ELPS.c.1A, ELPS.c.1C, ELPS.c.1E, ELPS.c.1F, ELPS.c.1H, ELPS.c.5B, ELPS.c.5F, ELPS.c.5G Key Understandings Authors use literary techniques to enrich the reader s experience and understanding. Authors communicate ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. Authors use conventions of written language to communicate clearly and effectively. 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 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 6.2B Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify page 2 of 58

3 the meaning of unfamiliar or multiple meaning words. 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 words. Readiness Standard 6.7 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to: 6.7A Identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography. 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: 6.14A 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. page 3 of 58

4 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 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 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: 6.17C Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding 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.iii 6.19A.v verbs (irregular verbs and active and passive voice). predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most). prepositions and prepositional phrases to convey location, time, direction, or to provide details. page 4 of 58

5 6.19A.vii subordinating conjunctions (e.g., while, because, although, if). 6.19C Use complete simple and compound sentences with correct subject-verb agreement 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 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 6.21B Use spelling patterns and rules and print and electronic resources to determine and check correct spellings. 6.21C Know how to use the spell-check function in word processing while understanding its limitations. 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). 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) page 5 of 58

6 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 Materials TEKS alignment coming soon. Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writers Notebook (1 per student) Teacher Writer s Notebook (1) Dictionary (class set) Note card (20-25) Note card (10 per 2 students) Colored pen or pencil (1 per student) Sticky note (5 per student) Chart paper 5 grade-appropriate autobiographies, personal narratives, and/or memoirs (class set of each) Grade-appropriate personal narrative or memoir for modeling (1) Grade-appropriate personal narrative or memoir (class set) Grade-appropriate autobiography for modeling (1) Grade-appropriate autobiography (class set) Collection of grade-appropriate autobiographies, memoirs, and personal narratives for student selection Collection of grade-appropriate texts for student selection Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for page 6 of 58

7 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. Teacher Resource: Unit 01 Alternate Plan (optional) Teacher Resource: Unit01 Word Study Overview Teacher Resource: Unit 01 Reading Appetizer Teacher Resource: Unit 01 Writing Appetizer Resources and References Possible/Optional Literature Selections None identified None identified page 7 of 58

8 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 11 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2A,E 6.Fig19A,C 6.14A 6.16A Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors communicate ideas and feelings about their own lives and the world around written communication. - What strategies do readers use to help them in order to connect with others and to - How can understanding word parts help them understand what they are reading? clarify their own thinking. you determine the meaning of unknown - How do authors develop narratives that words? communicate important ideas? Vocabulary of Instruction Affix Autobiography Personal narrative Suffix Memoir Personal narrative Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Dictionary (class set) Grade appropriate autobiography, Teacher Writer s Notebook (1) Chart paper (if applicable) personal narrative, or memoir (class set) Chart paper (if applicable) Collection of grade appropriate autobiographies, memoirs, and personal narratives for student selection Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 01 Word Teacher Resource: Unit 01 Study Overview (1) 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. page 8 of 58

9 Daily Lesson #: 11 WORD STUDY READING WRITING 2. Select a grade-appropriate suffix to use for instruction and to add to the Word Wall. Possible suffixes could include: ness, ate, ish, age, al, ous, some, ship, etc. 3. Create a list of 5-10 words that include the selected suffix. 4. Refer to Teacher Resource: Unit 01 Word Study Overview. Plan accordingly. 2. Prepare a collection of autobiographies, memoirs, and personal narratives. 3. Choose an autobiography, memoir, or personal narrative for modeling. Be sure to have a copy for each student. 4. Refer to Teacher Resource: Unit 01 Reading Appetizer. Plan accordingly. 2. Write the following prompt on a chart: Write a personal narrative about a time you made a sacrifice to help someone. 3. Prepare to brainstorm ideas for the above prompt in the Teacher Writer s Notebook in front of students. Background Information Literary nonfiction - a type of narrative based on actual persons, places, and things. In literary nonfiction, a writer may construct text in any number of ways and is not limited to the organizational patterns normally associated with nonfiction texts. (e.g., biography, autobiography, memoir) Autobiography - the life story of a person, as told by himself or herself Memoir - a narrative composed from personal experienceand communicated at a high emotional level--contains a fictional quality even though the story is true Personal narrative - an expressive literary piece written in first person that centers on a particular event in the author s life Personal narrative - an expressive literary piece written in first person that centers on a particular event in the author s life and may contain vivid descriptions as well as personal commentary and observations page 9 of 58

10 Daily Lesson #: 11 WORD STUDY READING WRITING and may contain vivid descriptions as well as personal commentary and observations Teacher Notes Reference to the affixes and root words learned during Word Study should not only be seen during Wordy Study. Refer to and tie in the academic vocabulary with affixes as often as possible during Reading and Writing. This Daily Lesson will be repeated in Daily Lesson 13 with a different suffix. Students often confuse memoirs with autobiographies. It is important to note the difference between the two. For example, autobiographies are a life story of a person, while memoirs are composed from a personal experience and communicate at a high emotional level. page 10 of 58

11 Instructional Routines Daily Lesson # 11 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use a suffix to Content Objective: Students establish Content Objective: Students generate ideas determine the meaning of unknown words. purpose for reading and monitor for writing a personal narrative. comprehension in order to understand literary nonfiction text. Mini Lesson 1. Display the selected suffix. Ask: What is a suffix? Discuss responses. 2. Display the list of words that contain the selected suffix. Draw a line dividing the root or base word from the suffix. Ask: What do you think this word means? How do you think the suffix affects the meaning of the word? Discuss responses. Do not correct misunderstandings. 3. Using a dictionary, model looking up the first word on the list. Read the definition(s). Ask: Were we right about the meaning? Discuss responses. 1. Reading Appetizer: 3-5 min. 2. Display and distribute the selected autobiography or diary. 3. Ask: Why do authors write autobiographies, memoirs, and/or personal narratives? Why do readers read autobiographies, memoirs, and/or personal narratives? Discuss responses. 4. After setting a purpose, read the beginning of the selected autobiography, memoir, or personal narrative aloud. 5. Think Aloud and model reflecting on understanding what is being read. Pretend to be confused about a part of what is being read. Demonstrate strategies for getting comprehension back on track. 1. Display the chart with the writing prompt. Discuss the word sacrifice. 2. In the Teacher Writer s Notebook, brainstorm 3-4 ideas that fit the prompt. Think Aloud and briefly describe the event and tell why it fits the prompt. Show students that it does not have to be a major sacrifice. 3. Instruct students to generate 3-4 ideas for the prompt. 6. Ask: After reading the page 11 of 58

12 beginning of this text, do we need to adjust our purpose? Discuss responses. Learning Applications 1. With a partner, students continue to look up the meaning of the rest of the words (or assign 1-2 words per pair if time is short). Students record definitions in their Vocabulary Notebooks. 2. Students discuss how the suffix affects the meaning of the word. 1. With a partner, students finish reading the selected autobiography, memoir, or personal narrative. Students discuss what is happening as they read to monitor comprehension. 2. If time allows, students explore the collection of grade-appropriate autobiographies, memoirs, and personal narratives. Studentscan read with a partner or independently. 1. In their Writer s Notebooks, students generate and record 3-4 ideas for the prompt on the chart. 2. Students discuss their ideas with a partner or small group. Students record additional ideas that come up through discussion. 3. Monitor and provide assistance as necessary. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the meaning of the words on the list. 2. Discuss the meaning of the suffix and if it affects the part of speech (e.g., changes a noun to an adjective). 1. As a class, discuss the selected autobiography, memoir, or personal narrative. 2. Ask: Why do readers need to set a purpose for reading? Discuss responses. 1. Ask 4-5 students to share one of their ideas with the class. 3. Add the suffix to the Word Wall. page 12 of 58

13 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 12 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 6.Fig19B 6.14A 6.16A Key Understandings and Guiding Questions Vocabulary of Instruction Materials Attachments and Resources Advance Preparation Readers use strategies to support interpretation of text. - How can asking questions help you understand text? Literal question Interpretive question Evaluative question Universal question Reader s Notebook (1 per student) Sticky note (5 per student) Grade appropriate autobiography, personal narrative, or memoir (class set) Chart paper (if applicable) Teacher Resource: Unit 01 Reading Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Create an Anchor Chart: Effective Readers Ask Questions. Draw four columns and label them with the following terms: literal, interpretive, Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop narratives that communicate important ideas? Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Teacher Resource: Unit 01 Writing Appetizer (1) 1. Prepare to display visuals as appropriate. 2. Prepare to display a variety of graphic organizers to help students plan their personal narratives. Possible graphic organizers could page 13 of 58

14 Daily Lesson #: 12 READING WRITING Background Information Teacher Notes evaluative, and universal. Write a brief explanation and/ or example under each type of question. Leave the rest of each column blank. (This is where students will post their sticky notes.) 3. Refer to Teacher Resource: Unit 01 Reading Appetizer. Plan accordingly. include, but are not limited to webs, timelines, story maps, outlines, etc. 3. Prepare to display the chart with the writing prompt from Daily esson Refer to Teacher Resource: Unit 01 Writing Appetizer. Plan accordingly. page 14 of 58

15 Instructional Routines Daily Lesson # 12 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students ask questions in order to better comprehend literary nonfiction text. 1. Reading Appetizer: 3-5 minutes 2. Ask: What is literary nonfiction? Discuss responses. 3. Display and distribute the selected text. 4. Explain that effective readers ask questions before, during, and after reading. 5. Continue by introducing the text. Look at the title and any graphics or images that may be on the cover or inside the text. Ask: What do you notice? What questions do you have? Discuss and record responses. 6. Explain that effective readers ask questions before, during, and after reading. Begin to read the text aloud. Stop occasionally to write questions on sticky notes. Explain that when we read a text for the first time, we are usually asking more literal or interpretative questions to help us figure out what is happening. 7. Read the next section of text. Model writing an evaluative and universal question on sticky notes. Explain that these types of questions are usually not answered directly in the text. Suggested Duration: min. Content Objective: Students plan a personal narrative that has a clearly defined focus or controlling idea. 1. Writing Appetizer: 10 minutes 2. Display the chart with the prompt from Daily Lesson 11 Writing. Review the prompt. 3. Reread the ideas generated in the Teacher Writer s Notebook in Daily Lesson 11. Think Aloud about which one of the ideas will make the best personal narrative that will have a clearly defined focus or controlling idea. 4. Display a variety of graphic organizers. Think Aloud and choose one that will be helpful in planning the personal narrative. 5. Draw the selected graphic organizer in the Teacher Writer s Notebook. Think Aloud and answer the following question: What will be the focus or controlling idea for the personal narrative? What message do I want to communicate to my audience? Record the focus or controlling idea above the graphic organizer. 6. Begin to model planning the events in the personal narrative on the selected graphic organizer. Think Aloud about how each event page 15 of 58

16 Learning Applications 8. Sort the modeled questions on the Anchor Chart: Effective Readers Ask Questions. Discuss why the questions belong in the appropriate category. 1. Students continue to read the selected text individually or with a partner. 2. Students write questions on sticky notes and place them on a designated page in their Reader s Notebook. connects to the controlling idea. 1. Students reread the generated ideas in their Writer s Notebook from Daily Lesson 11. Students select an idea to become a personal narrative with a clearly defined focus or controlling idea. 2. Students think about and record their focus or controlling idea. 3. Students select a graphic organizer and plan the events in their personal narrative. Students consider how each event connects to the controlling idea. Engage in Small Group Instruction as appropriate. Closure 1. Students star or highlight an unanswered question from reading. 2. Students share their questions with the class. Students sort their questions into the correct category on the Anchor Chart: Effective Readers Ask Questions. 3. Ask: How can asking questions help you understand text? Discuss responses. 1. Students share the plans for their personal narrative with a partner. page 16 of 58

17 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 13 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2A,E 6.Fig19C 6.14A,B 6.16A 6.19Ai Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors communicate their ideas and feelings about their own lives and the world written communication -What strategies do readers use to help around them in order to connect with others -How can understanding word parts help them understand what they are reading? and to clarify their own thinking. you determine the meaning of unknown - How do authors develop narratives that words? communicate important ideas? Authors use conventions of written language to communicate clearly and effectively. - Why are conventions important in writing? Vocabulary of Instruction Affix Personal connection Personal narrative Suffix Irregular verb Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Dictionary (class set) Grade appropriate autobiography, Teacher Writer s Notebook (1) Chart paper (if applicable) personal narrative, or memoir (class set) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 01 Word Teacher Resource: Unit 01 Study Overview (1) Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. 1. Prepare to add visuals as appropriate. page 17 of 58

18 Daily Lesson #: 13 WORD STUDY READING WRITING 2. Select a grade-appropriate suffix to use for instruction and to add to the Word Wall. Possible suffixes could include: ness, ate, ish, age, al, ous, some, ship, etc. 3. Create a list of 5-10 words that include the selected suffix. 4. Refer to Teacher Resource: Unit 01 Word Study Overview. Plan accordingly. 2. Create an Anchor Chart: Good Readers Make Connections. Draw three columns titled Personal Connections, Textual Connections, and World Connections. Under the first column, write the followingstems: This part of the story reminds me of... This makes me think of... I have felt the same as...(character) when I... If that happened to me I would... I can relate to. because one time... Something like..happened to me when Prepare an Anchor Chart: Irregular Verbs. Write a definition and give examples. Possible examples: go, come, do, drink, drive, eat, feed, have, hide, read, run, see, leave, make, send, stand, swim, take, tell, wear, win, etc. 3. Refer to Teacher Resource: Unit 01 Reading Appetizer. Prepare accordingly. Background Information Irregular verb - a verb that does not follow the normal rules of conjugation (e.g., go, went, gone as forms of to go) Teacher Notes page 18 of 58

19 Instructional Routines Daily Lesson # 13 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use a suffix to Content Objective: Students monitor their Content Objective: Students develop a determine the meaning of unknown words. comprehension by making meaningful personal narrative that is focused, personal connections. organized, and coherent that communicates the importance of or reasons for actions and/or consequences. Mini Lesson 1. Display the selected suffix. Ask: What is a suffix? Discuss responses. 2. Display the list of words that contain the selected suffix. Draw a line dividing the root or base word from the suffix. Ask: What do you think this word means? How do you think the suffix affects the meaning of the word? Discuss responses. Do not correct misunderstandings. 3. Using a dictionary, model looking up the first word on the list. Read the definition(s). Ask: Were we right about the meaning? Discuss responses. 1. Reading Appetizer: 3-5 min. 2. Display and distribute the selected autobiography, personal narrative, or memoir. 3. Display the Anchor Chart: Good Readers Make Connections and explain to students that they will practice making personal connections. Ask: Why do readers make personal connections while reading? Discuss responses including that it helps the reader with comprehension. 4. Read the title and a section of the selected text aloud. Using one of the sentence stems on the Anchor Chart: Good Readers Make Connections, model making a personal connection. Tell students how that connection helps with 1. Ask: What is a verb? Discuss responses and clear up any misconceptions. 2. Display the Anchor Chart: Irregular Verbs. 3. Explain that there are both regular verbs and irregular verbs. Tell students that regular verbs follow certain rules when changing verb tenses. Give examples of regular verbs and their conjugations. Discuss the rules for conjugating regular verbs. 4. Explain that irregular verbs do not follow the same rule. Model conjugating some of the irregular verbs on the Anchor Chart: Irregular Verbs. Tell students there is not a rule for conjugating these verbs. Tell students to ask themselves if it sounds right when page 19 of 58

20 comprehending the text. using irregular verbs. 5. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Discuss the plan including talking about how the events develop the controlling idea. 7. In the Teacher Writer s Notebook, begin drafting the personal narrative using the plan from Daily Lesson 12. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. Point out any irregular verbs used in the draft. Learning Applications 1. With a partner, students continue to look up the meaning of the rest of the words (or assign 1-2 words per pair if time is short). Students record definitions in their Vocabulary Notebooks. 2. Students discuss how the suffix 1. With a partner, students continue reading the text. 2. Students record 2-3 personal connections in their Reader s Notebook using the sentence stems on the Anchor Chart: Good Readers Make Connections. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students begin to draft their personal narratives. Students carefully choose their words and phrases in order to communicate page 20 of 58

21 affects the meaning of the word. 3. Students engage in Independent Reading if time allows. the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Students use irregular verbs correctly. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the meaning of the words on the list. 2. Discuss the meaning of the suffix and if it affects the part of speech (e.g., changes a noun to an adjective). 1. As a class, discuss the personal connections made by students. 2. Ask: How will making personal connections to a text help you better understand it? Discuss responses. 1. Students share their drafts with a partner. Partners provide feedback based on focus, coherence, and organization. 3. Add the suffix to the Word Wall. page 21 of 58

22 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 14 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS 6.Fig19C,F 6.14B 6.16A 6.19Aiii Key Understandings and Guiding Questions Vocabulary of Instruction Materials Readers use strategies to support interpretation of text. - What strategies do readers use to help them understand what they are reading? Textual Connection World Connection Reader s Notebook (1 per student) Grade appropriate autobiography, personal narrative, or memoir (class set) Chart paper (if applicable) Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop narratives that communicate important ideas? Authors use conventions of written language to communicate clearly and effectively. - Why are conventions important in writing? Personal narrative Descriptive language Predicate adjective Comparative Superlative Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 01 Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. page 22 of 58

23 Daily Lesson #: 14 READING WRITING 2. Display Anchor Chart: Good Readers Make Connections. Add the following sentence stems to the second column of the chart: This part reminds me of from (name of another text). This character is similar to the character in (name of another text). They both. 2. Prepare an Anchor Chart: Predicate Adjectives. Give a definition and create a 3- column chart with the following titles: adjective, comparative, superlative. Add a list of predicate adjectives in the first column. Possible predicate adjectives could include: big, round, heavy, clean, slender, narrow, clear, happy, cold, etc. 3. Add the following sentence stem to the third column of the Anchor Chart: Good Readers Make Connections: This part reminds me of in the (world, news, community, etc.) 4. Refer to Teacher Resource: Reading Appetizer. Prepare accordingly. Background Information Predicate adjective - an adjective used with a linking verb that describes the subject (e.g., beautiful in Mary is beautiful) Comparative adjective - the form of an adjective used to compare two or more things. Comparatives are formed using er (e.g.,\ taller, faster), -ier (e.g., happier), or the word more (e.g., more traditional). Superlative adjective - an adjective indicating the greatest (or least) degree of something. A superlative is usually formed using -est (e.g., the best and the brightest). page 23 of 58

24 Daily Lesson #: 14 READING WRITING Teacher Notes page 24 of 58

25 Instructional Routines Daily Lesson # 14 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students monitor their comprehension by making textual and world connections. 1. Reading Appetizer: 3-5 min. 2. Display and distribute the selected autobiography, personal narrative, or memoir. 3. Display the Anchor Chart: Good Readers Make Connections and explain to students that they will practice making textual and world connections. Ask: Why do readers make textual and world connections while reading? Discuss responses including that it helps the reader with comprehension. 4. Read the title and a section of the selected text aloud. Using one of the sentence stems on the Anchor Chart: Good Readers Make Connections, model making a textual connection. Tell students how that connection helps with comprehending the text. 5. Read another section and model making a world connection using the sentence stem on the Anchor Chart: Good Readers Make Connections. Suggested Duration: min. Content Objective: Students develop a personal narrative that is focused, organized, and coherent that communicates the importance of or reasons for actions and/or consequences. 1. Ask: What is an adjective? Discuss responses and clear up any misconceptions. 2. Display the Anchor Chart: Predicate Adjectives. Review what a subject is and what a predicate is. Provide examples as necessary. 3. Explain that a predicate adjective occurs in the predicate and describes the subject and is used with a linking verb (is, are, was, were, be, being, been). Use some of the adjectives on the Anchor Chart in a sentence. Ask 1-2 students to use the adjectives in the predicate in a sentence. 4. Explain to students the difference between comparative and superlative. Convert each of the adjectives on the chart into their comparative and superlative forms. Ask students to notice that comparative uses -er and more and that superlative uses est and most. 5. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson 12. page 25 of 58

26 Learning Applications 1. With a partner, students continue reading the text. 2. Students record 2-3 textual and world connections in their Reader s Notebook using the sentence stems on the Anchor Chart: Good Readers Make Connections. 3. Students engage in Independent Reading if time allows. 6. Reread what was drafted in the Teacher Writer s Notebook in Daily Lesson In the Teacher Writer s Notebook, continue drafting the personal narrative using the plan from Daily Lesson 12. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. Use predicate adjectives where applicable. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students continue to draft their personal narratives. Students carefully choose their words and phrases in order to communicate the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Students use predicate adjectives where applicable. Engage in Small Group Instruction as appropriate. Closure 1. As a class, discuss the textual and world connections made by students. 2. Ask: How will making textual and world connections to a text help you better understand it? Discuss responses. Students share their drafts with a partner. Partners provide feedback based on focus, coherence, and organization. page 26 of 58

27 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 15 WORD STUDY READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 6.2B 6.Fig19D 6.14B 6.16A Key Understandings and Guiding Questions Understanding new words and concepts enhances comprehension and oral and Readers use strategies to support interpretation of text. Authors communicate their ideas and feelings about their own lives and the written communication. - What strategies do readers use to help world around them in order to connect with - How do readers figure out the meaning them understand what they are reading? others and to clarify their own thinking. of unknown words? - How do authors develop narratives that communicate important ideas? Vocabulary of Instruction Context clue Inference Materials Vocabulary Notebook (1 per student) Reader s Notebook (1 per student) Writer s Notebook (1 per student) Highlighter (1 per student) Note card (5) Teacher Writer s Notebook (1) Collection of grade appropriate texts for Grade appropriate autobiography, personal Chart paper (if applicable) student selection narrative, or memoir (class set) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Unit 01 Word Study Overview (1) Teacher Resource: Unit 01 Reading Appetizer (1) Advance Preparation 1. Prepare to display visuals as appropriate. 2. Prepare to display the Anchor Chart: Using Context Clues from Daily Lesson 7 Word Study. 1. Prepare to display visuals as appropriate. 2. Prepare note cards for the Who/What Am I? game. Think of five people, animals, or things page 27 of 58

28 Daily Lesson #: 15 WORD STUDY READING WRITING 3. Create an Anchor Chart: Word Collection. Make a three-column chart. Label the first column Unknown Word, label the second column Context Clues, and label the third column What I Think It Means. 4. Provide a collection of texts for student selection or prepare for the students to use a text they re reading for Independent Reading. 5. Refer to Teacher Resource: Unit 01 Word Study Overview. Plan accordingly. and write the name of each one at the top of each card. Write 3-5 clues that will help students identify the person, animal, or thing correctly. (Example: I cry sometimes. I don t have very much hair. I like to be hugged. I can t walk, only crawl- Baby) 3. Create an Anchor Chart: Making an Inference. Make three columns labeled with the following titles: Information from the Text, My Knowledge/Experience, and Inference. 4. Refer to Teacher Resource: Grade 6 Unit 01Reading Appetizer. Prepare accordingly Background Information Refer to Daily Lesson 7 Word Study Inference - a logical guess made by Teacher Notes connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. page 28 of 58

29 Instructional Routines Daily Lesson # 15 WORD STUDY READING WRITING Duration and Objective Suggested Duration: 15 min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use context Content Objective: Students make Content Objective: Students develop a clues to determine the meaning of inferences and provide textual evidence to personal narrative that is focused, unfamiliar words. support their thinking. organized, and coherent that communicates the importance of or reasons for actions and/or consequences. Mini Lesson 1. Ask: What do readers do when they come to a word they do not know? Discuss responses. 2. Display the Anchor Chart: Using Context Clues. Review the different types of clues that authors use to help readers understand possible unfamiliar words. 3. Display the Anchor Chart: Word Collection. 4. Using a text from the collection, read aloud until there is an unfamiliar word. Record the word in the first column of the Anchor Chart: Word Collection. 5. Think Aloud about the context clues that help with determining the meaning of the word. Write the 1. Reading Appetizer: 3-5 min. 2. Introduce students to the concept of inference with the Who/What Am I? game. Take out the prepared note cards and share one clue at a time. Allow time for students to infer the person, animal, or thing based on the information you have shared. Continue to give clues until a student has inferred correctly. Once a student answers correctly, ask the student to share his/her thinking process that led him/her to that conclusion. 3. Explain that inferences are made when they take the information they are reading and connect it to their previous own knowledge and experiences. 1. Display the personal narrative plan developed in the Teacher Writer s Notebook in Daily Lesson Reread what was drafted in the Teacher Writer s Notebook in Daily Lessons 13 and In the Teacher Writer s Notebook, finish drafting the personal narrative using the plan from Daily Lesson 12. Be very explicit in selecting words and phrases that communicate the importance of or reasons for actions and/or consequences in the personal narrative. Include personal thoughts and feeling to communicate the message more clearly. page 29 of 58

30 clues in the second column of the Anchor Chart: Word Collection. 6. Record the inferred meaning of the word in the third column of the Anchor Chart: Word Collection. 7. Repeat with other words from the text if necessary. 4. Explain that authors do not always tell the reader everything. They give the reader clues, like in the Who/What Am I? game so that the reader can figure out what they are trying to say. This process is called making inferences. 5. Display the Anchor Chart: Making an Inference. Explain the three columns. 6. Display and distribute the selected autobiography, personal narrative, or memoir. 7. Read the title and a portion of the text aloud. Think Aloud and connect the text to background knowledge to form an inference. Write the text evidence on the left column, personal knowledge/experience in the middle column, and the inference in the right column. Repeat 2-3 times. Learning Applications 1. Students create the same chart as the Anchor Chart: Word Collection in their Vocabulary Notebooks. 1. Students create the same 3- column chart in their Reader s Notebook. 1. Students review their plan created in their Writer s Notebook in Daily Lesson Students choose a text from the collection or use a text they are 2. With a partner, students continue reading the text. 2. Students finish drafting their personal narratives. Students page 30 of 58

31 reading for Independent Reading. 3. Students read until they come to a word they do not know. They record the word on their word collection chart. 4. Students record context clues and the inferred meaning of the word. 5. Students continue to read and record words on their word collection chart. 3. Students make inferences and record the text evidence, their personal knowledge/experience, and their inference on the 3- column chart. carefully choose their words and phrases in order to communicate the importance of or reasons for actions and/or consequences in the personal narrative. They include personal thoughts and feeling to communicate the message more clearly. Engage in Small Group Instruction as appropriate. Closure 1. Students share their charts with a partner. 2. Display the Anchor Chart: Using Context Clues. Ask for examples of the different types of clues. 1. As a class, discuss the inferences students made about the text. 2. Ask: What do readers do to understand text? Discuss responses. 1. Students share their drafts with a partner. Partners provide feedback based on focus, coherence, and organization. page 31 of 58

32 Connecting with Literary Nonfiction Lesson Preparation Daily Lesson #: 16 READING WRITING TEKS Ongoing TEKS TEKS Ongoing TEKS Key Understandings and Guiding Questions 6.Fig19C,E 6.17C Readers use strategies to support interpretation of text. - What strategies do readers use to help them understand what they are reading? 6.14C 6.16A 6.19Avii Authors communicate their ideas and feelings about their own lives and the world around them in order to connect with others and to clarify their own thinking. - How do authors develop narratives that communicate important ideas? Authors use conventions of written language to communicate clearly and effectively. - Why are conventions important in writing? Vocabulary of Instruction Summarize Personal narrative Revise Subordinating conjunction Materials Attachments and Resources Reader s Notebook (1 per student) Grade appropriate previously read autobiography, personal narrative, or memoir for modeling (1) Grade appropriate previously read autobiography, personal narrative, or memoir (class set) Chart paper (if applicable) Teacher Resource: Unit 01 Reading Appetizer (1) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) Advance Preparation 1. Prepare to display visuals as appropriate. 1. Prepare to display visuals as appropriate. page 32 of 58

33 Daily Lesson #: 16 READING WRITING 2. Create an Anchor Chart: Good Readers Summarize their Reading. Record the following criteria on the chart: Brief, coherent sentences that communicate the key information (short paragraph) A main idea (the central meaning) Main character(s) in fiction Important details that come before, during, and after the conflict in fiction Important details from the beginning, middle, and end Must remain true to the author s interpretation and emphasis Focus on what the author is saying 3. Refer to Teacher Resource: Unit 01 Reading Appetizer.Plan accordingly. 2. Create an Anchor Chart: Subordinating Conjunctions. Write a definition and give examples in isolation and in context. Refer to Background Information. 3. Create an Anchor Chart: Revision Checklist. Record the definition of revise (refer to Background Information) on the chart. Write the following list on the chart: Clarify meaning Enhance style Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece Improve transitions and sentence-tosentence connections to enhance the flow of the piece Include varied structure/word order Check coherence Review and adjust organization Include sensory details to enhance the message Incorporate precise words that create visual images 4. Decide which of the points on the Anchor Chart: Revision Checklist will be the focus of the lesson. Read students drafts to see what the students need to focus on. page 33 of 58

34 Daily Lesson #: 16 READING WRITING Background Information Teacher Notes Summarize: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. This Instructional Routine partially assesses the Performance Indicator 04. When writing a summary, it is important to consider the structure of the text you are summarizing. In this case, students are learning how to summarize a literary nonfiction text, which follows a narrative structure with a clear beginning, middle, and end. Revise - changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Coherent - logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Word choice - the author s thoughtful use of precise vocabulary to fully convey meaning to the reader Subordinating conjunction introduces a dependent clause and connects it to an independent clause (e.g., because, when, unless) Example of usage: Both students and teachers were at the assembly because there was a special guest. Independent clause -a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause page 34 of 58

35 Instructional Routines Daily Lesson # 16 READING WRITING Duration and Objective Mini Lesson Suggested Duration: min. Content Objective: Students summarize texts in ways that maintain meaning and logical order. 1. Reading Appetizer: 3-5 min. 2. Display the previously read autobiography, personal narrative, or memoir for modeling. Review what the text was about and reread parts as necessary. 3. Refer to the Anchor Chart: Good Readers Summarize their Reading. Discuss what makes an effective summary. 4. Think Aloud and write a short summary of the text using the criteria on the Anchor Chart: Good Readers Summarize their Reading. Suggested Duration: min. Content Objective: Students revise their drafts and understand the function of subordinating conjunctions. 1. Display the Anchor Chart: Subordinating Conjunctions. Discuss the definition and provide examples in isolation and in context. 2. Ask: What is revision? Why do authors revise? Discuss responses. 3. Introduce the four R s of revision: Replace, Remove, Refine, and Reorganize. 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 t working Refine: refine your ideas by adding more details or explanation Reorganize: reorganize or move around words, sentences, or ideas so the writing makes more sense 4. Display the Anchor Chart: Revision Checklist. Highlight or place a sticker next to the areas for revision focus. 5. In the Teacher Writer s Notebook, model page 35 of 58