ThinkCERCA Core Curriculum ELAR Scope & Sequence

ThinkCERCA Core CurriculumELAR Scope & Sequence

2019 - 2020

TexasGrade

6

Module 1: A Process for Writing

TEKS Taught and Assessed 3, 5(A), 5(B), 5(C), 5(D), 5(E), 5(H), 5(I), 6(A), 10(A), 10(B)(i), 10(B)(ii), 10(C), 10(D)(i), 10(D)(ii), 10(D)(iii), 10(D)(iv), 10(D)(v), 10(D)(vi), 10(D)(vii), 10(D)(viii), 10(D)(ix), 10(E), 11(C), 12(A), 12(B), 12(C), 12(D)

• What is CERCA?

• Why Do We Make Arguments?

• The Reading Process: Pre-Reading, Active Reading, and Making Connections

• Revising for Clarity, Development and Organization

• Revising for Style and Word Choice

• Reading Strategies

“A Process for Writing” by ThinkCERCA Editors Writing Prompt: Depending on your topic, purpose, and audience, you may write an opinion or argument, an informative or explanatory essay, a narrative or story, or a poem or song.

• Background Building

• What is CERCA?

• The Reading Strategies

• Revise: Clarity & Organization

• Revise: Style & Word Choice

• Review and Revise

• Peer Editing for Sense

Introduction to Writing

What tools help people become strong readers and writers?

Unit 1 Text Genres: Informational

Speaking & Listening Skills:Peer Editing

Writing Genre: Writing Process

Grammar Skills: Sentences

Reading Practice:“The Champion of Chocolate” by Anne Renaud“Digital Savant: Don’t Want a Hands-Free Driving Ticket? Here Are Some Upgrade Options” by Omar L. Gallaga

Essential Question:

End-of-Unit Tasks & Assessments:Writing Project

Skill DevelopmentOnline Online Offline Student Workbook

Reading & Writing Practice

Instructional Activities

Benchmark Assessments:Beginning of Year

Module 1: School Policy

Module 2: Government Role in Healthy Eating

TEKS Taught and Assessed1(A), 1(D), 2(A), 5(F), 6(C), 6(D), 6(I), 8(D)(i), 8(E)(i), 8(E)(ii), 8(E)(iii), 10(D)(i), 10(D)(ii), 10(D)(iii), 10(D)(iv), 10(D)(v), 10(D)(vi), 10(D)(vii), 10(D)(viii), 10(D)(ix), 11(C)

TEKS Taught and Assessed1(A), 1(C), 1(D), 2(A), 2(C), 4, 6(D), 6(E), 8(D)(i), 8(E)(i), 8(E)(ii), 8(E)(iii), 10(D)(i), 10(D)(ii), 10(D)(iii), 10(D)(iv), 10(D)(v), 10(D)(vi), 10(D)(vii), 10(D)(ix), 10(E), 11(C), 11(D), 12(A), 12(B), 12(C), 12(D), 12(H)(i), 12(J)

• Claims

• Evidence

• Supporting a Claim with Reasons and Evidence

• Summarizing

• Vocabulary Strategies

• Counterargument

• Audience

• Reasoning

• Word Meanings with Greek and Latin Roots

• Composing Correspondence

• Sentences: Constructing Interest and Meaning

• Sentences: Using Conjunctions, Prepositions, and Interjections

• Sentence Errors

“Yes to Uniforms: A Student’s View” by Shannon Ford Writing Prompt: Do school uniforms improve student learning?

“Big Drinks: In or Out” by ThinkCERCA Editors Writing Prompt: Should the government ban large, sugary drinks?


• Frayer Model

• Claims/Evidence

• Reasons

• Summarizing a Text


• Class Discussion (Rules of Discussion)


• Word Drawings

• Counterargument

• Audience

• Reasoning in Arguments


• Class Discussion (Rules of Discussion)

Introduction to CERCA

What is the best way to create an effective argument?


Speaking & Listening Skills:Rules of DiscussionEngaging in Positive Discussions

Writing Genre: Argumentative

Grammar Skills: Sentences, Subjects and Predicates

Reading Practice:“CDC Report Details Effectiveness of This Year’s Flu Shot” by Karen Kaplan“Who’s Wearing Seat Belts?” by Judy Treible

Essential Question:

End-of-Unit Tasks & Assessments:Advertise for Change, Take a Stand Composing Correspondence, Write an Argument




Module 1: Sports and Society

Module 2: Video Games

TEKS Taught and Assessed1(D), 2(A), 5(F), 8(D)(i), 8(E)(i), 8(E)(ii), 8(E)(iii), 10(B)(i), 10(B)(ii), 11(C)

TEKS Taught and Assessed1(C), 1(D), 2(A), 4, 5(G), 6(G), 8(D)(i), 8(E)(i), 8(E)(i), 8(E)(ii), 8(E)(iii), 9(A), 9(G), 10(B)(i), 10(B)(ii), 10(D)(i), 10(D)(ii), 10(D)(iii), 10(D)(iv), 10(D)(v), 10(D)(vi), 10(D)(vii), 10(D)(viii), 10(D)ix, 10(E), 11(A), 11(C), 12(A), 12(B), 12(C), 12(D), 12(J)

• Explicit and Inferred Information

• Claims in Arguments

• Supporting Claims with Evidence

• Organizing Your Arguments

• Using Reference Materials

• Central Ideas

• Counterarguments

• Audience

• Reasoning

“Are Sports Really for Everybody?” by ThinkCERCA Editors Writing Prompt: Should children be required to learn and play at least one sport?

“The Violent Side of Video Games” by Emily Sohn Writing Prompt: What is the most dangerous side effect of playing violent video games?


• Frayer Model

• Making Inferences

• Claims/Evidence

• Organizing Your Argument


• Class Discussion (Debate Game)


• Word Web

• Claims/Counterarguments

• Audience

• Reasoning



My Life, My Decisions

How do the decisions people make about what they do reflect their values?


Speaking & Listening Skills:Debate GamePresenting Arguments Effectively


Grammar Skills: Nouns and Pronouns, Plural Nouns

Reading Practice:“21st-Century Olympics” by Jackson Kuhl“Hooliganism: The Dark Side of Soccer” by Christine Graf

Essential Question:

Suggested Novel Pairing:A Wrinkle in Time by Madeleine L’Engle

End-of-Unit Tasks & Assessments:The Consequences of Our Choices, Public Service Message Write an Argument




Who Are You? Who Am I?

How do our actions define us?

Unit 4

End-of-Unit Tasks & Assessments:Shaping Identity, Character Choices and Consequences Write an Argument

Text Genres: Literature and Poetry

Speaking & Listening Skills:Collaborating to Find EvidenceEvaluating EvidenceCiting and Integrating Evidence


Grammar Skills: Verbs, Verb Phrases, Verb Tenses

Reading Practice:“A Poem of the People” by Louise Classon and Camille Floyd“Friendship Secrets” by Meg Moss


Module 1: Acts of Kindness

Module 2: Conflict and Dominance

Module 3: Communities

TEKS Taught and Assessed1(A), 1(D), 2(A), 7(D), 8(E)(ii), 11(C)

Essential Question:

TEKS Taught and Assessed1(D), 2(A), 2(B), 7(B), 7(C), 8(E)(ii), 9(D), 9(F), 11(C)

TEKS Taught and Assessed1(C), 1(D), 2(A), 2(B), 4, 6(D), 8(B), 9(D), 10(D)(i), 10(D)(ii), 10(D)(ix), 10(E), 11(A), 11(C), 12(A), 12(B), 12(C), 12(D), 12(J)

• Characters

• Setting

• Integrating Evidence

• Story Structure

• Plot

• Words and Details in Literature

• Selecting and Arranging Reasons

• Literary Structure

• Metaphor and Simile

• Rhythm and Meter

• Understanding Figurative Language in Context

• Summarizing Literary Texts

Excerpt from The Richer, the Poorer by Dorothy West Writing Prompt: Which outlook on life was most beneficial to the sisters, planning for the future or enjoying moments in the present?

Excerpt from Priscilla and the Wimps by Richard Peck

Writing Prompt: Were Priscilla’s actions at the end of the story justified?

“The Base Stealer” by Robert Francis Writing Prompt: Based on the facts of the poem, all the facts of the poem, and nothing but the facts of the poem, does the poet want us to believe that the base stealer ultimately made it home?


• Word Wall

• Characters/Setting

• Integrating Evidence

• Story Structure

• Class Discussion (Collaborating to Find Evidence)


• Frayer Model

• Plot and Details in Literature

• Selecting Reasons

• Literary Structure



• Word Drawings

• Understanding Rhythm/Meter

• Figurative Language

• Summarizing




Module 1: Perseverance

Module 2: Risk-Taking

TEKS Taught and Assessed1(A), 1(D), 2(A), 2(B), 5(F), 6(G), 8(D)(i), 8(D)(ii), 8(D)(iii), 9(A), 9(B), 10(B)(i), 10(B)(ii), 11(B)

TEKS Taught and Assessed1(C), 1(D), 2(A), 2(B), 4, 5(C), 7(D), 8(D)(i), 8(D)(ii), 8(D)(iii), 9(B), 9(C), 10(D)(iii), 10(E), 11(B), 11(D), 12(A), 12(B), 12(C), 12(D), 12(J)

• Author’s Purpose


• Words and Details in Informational Texts

• Informational and Explanatory Writing

• Text Features

• Connections within an Informational Text

• Thesis Statement in Informational Text

• Structure and Organization

• Context Clues

“The Boy Who Harnessed the Wind” by Melissa Shin Writing Prompt: Based on the article, how was William Kamkwamba, a teenager in a small village, able to build a windmill to change his own life and life for his village?

“Aliens? Or Just Wired to Be Weird?” by Ruth Tenzer Feldman Writing Prompt: How does teenage brain development cause physical, behavioral, and emotional changes?


• Word Web


• Informational Text Details

• Informative Writing


• Class Discussion (Socratic Discussion)


• Frayer Model

• Informational Text Features

• Creating a Thesis Statement

• Structure and Organization



Changing the World

What propels people to make big changes in their lives and in the world?


Speaking & Listening Skills:Socratic DiscussionPresenting Arguments Orally

Writing Genre: Informative

Grammar Skills: Adjectives and Adverbs, Comparative Adjectives

Reading Practice:“Don’t Go to Memphis” by Brenda Wilkinson“All Aboard the Underground Railroad” by Spencer R. Crew

Essential Question:

Suggested Novel Pairing:The Giver by Lois Lowry

End-of-Unit Tasks & Assessments:Perseverance, Social Change Write an Informative Essay




Benchmark Assessments:Middle of Year

Module 1: Growing Up

Module 2: Through Their Eyes

TEKS Taught and Assessed1(D), 2(A), 6(F), 9(E), 11(A)

TEKS Taught and Assessed1(D), 2(A), 4, 6(F), 7(A), 7(B), 7(C), 9(B), 9(D), 10(D)(iv), 10(D)(vi), 10(E), 11(A), 12(A), 12(B), 12(C), 12(D)

• Allusion

• Plot and Its Impact on Theme and Setting

• Point of View and Perspective

• Writing Personal Narratives

• Themes

• Analyzing Story Elements in Literary Texts

• Interpreting Personification

• Irony and Suspense

• Time as a Storytelling Tool

“Ice” by Graham Salisbury Writing Prompt: Write a personal narrative about an event that showed you something important about the kind of person you are.

“Red Velvet Dress” by Naomi Shihab Nye Writing Prompt: Write a personal narrative about a time your perspective changed.


• Word Wall

• Plot Development

• Point of View and Perspective

• Writing Personal Narratives


• Class Discussion (Gallery Walk)


• Word Web

• Perspective and Theme

• Personification

• Using Time to Tell Stories


• Class Discussion (Gallery Walk)

Stories About Ourselves

How can people use stories to learn more about themselves?

Unit 6 Text Genres: Literature

Speaking & Listening Skills:Gallery Walk

Writing Genre: Narrative

Grammar Skills: Prepositions and Prepositional Phrases

Reading Practice:“Naomi Shihab Nye and the Power of Stories” by Ruth Tenzer Feldman“From the Land of Fairy Tales” by Kathiann M. Kowalski

Essential Question:

End-of-Unit Tasks & Assessments:I Never Knew, Family Is Write a Narrative




Module 1: Image and Impact

Module 2: Social Responsibility

TEKS Taught and Assessed1(D), 2(A), 2(B), 6(B), 8(D)(i), 9(C), 9(G), 10(B)(i), 10(B)(ii), 11(B), 11(C), 12(E), 12(F)

TEKS Taught and Assessed1(D), 2(A), 2(B), 3, 4, 5(B), 5(C), 5(E), 5(H), 6(B), 6(D), 6(E), 7(A), 8(A), 8(D)(i), 8(D)(ii), 8(D)(iii), 8(E)(i), 8(E)(ii), 8(E)(iii), 10(E), 11(A), 11(B), 12(A), 12(B), 12(C), 12(D), 12(F), 12(G), 12(H)(i), 12(H)(ii), 12(I)

• Multiple Perspectives in Informational Text

• Determining and Tracing a Central Idea Through Details

• Rhetorical Devices

• Developing Effective Paragraphs

• Common Ideas Across Texts

• Understanding a Topic through Multiple Texts

• Comparing and Contrasting Representations of Events

• Organizational Patterns in Informative Writing

• Word Parts

• Research Skills

• Citing and Documenting Sources

• Reference Materials

69 Years Ago, A Relatively Unknown Photographer Captured The Most Iconic Photo Of WWII” by Jeremy Bender Writing Prompt: How does the iconic image of the flag raising at Iwo Jima add to the reader’s understanding of a powerful moment of World War II?

John F. Kennedy and the Space Race by The White House Historical Association

50 Years Ago Today, JFK Explained Why “We Choose to Go to the Moon” by Karen Kaplan

Writing Prompt: How do the details in the first article about how Kennedy made his decision to send U.S. astronauts to the moon affect a reader’s understanding of his speech quoted in the second article?


• Frayer Model

• Multiple Perspectives

• Author’s Purpose

• Develop Effective Paragraphs


• Class Discussion (World Cafe)


• Word Wall

• Compare and Contrast

• Reading Multiple Texts

• Organizing Paragraphs


• Class Discussion (World Cafe)

Self and Society

What is the best way to bring about change in a society?


Speaking & Listening Skills:Collaborating to Find Evidence

Writing Genre: Informative

Grammar Skills: Review

Reading Practice:“It’s the Nanorevolution!” by Faith Hickman Brynie“Self-driving Cars Inch Closer to Mainstream Availability” by Jerry Hirsch

Essential Question:

Suggested Novel Pairing:Sylvia & Aki by Winifred Conkling

End-of-Unit Tasks & Assessments:Ordinary Heroes, History, A Single Perspective Research Project, Write an Informative Essay




Helping Each Other

What compels us to help each other?

Unit 8

Suggested Novel Pairing:Holes by Louis Sachar

End-of-Unit Tasks & Assessments:Helping Others, Character Study Oral Presentation, Write an Argument

Text Genres: Informational and Literature

Speaking & Listening Skills:Giving and Following Oral InstructionsWorkshopping an Oral PresentationHow to Deliver an Oral Presentation


Grammar Skills: Clauses and Phrases, Noun Clauses, Verbals, Gerunds

Reading Practice:“A Legacy for the Future” by Shari Lyn Zuber“The Doll Experiment” by Anna Meyer


Module 1: Family History

Module 2: Group Decision Making

Module 3: Conflict & Character

TEKS Taught and Assessed1(B), 1(D), 2(A), 2(B), 8(D)(i), 8(D)(ii), 10(B)(i), 10(B)(ii), 11(B), 11(C)

Essential Question:

TEKS Taught and Assessed1(C), 1(D), 2(A), 2(B), 6(C), 6(G), 8(D)(i), 8(E)(i), 8(E)(ii), 8(E)(iii), 9(A), 9(B), 9(E), 9(F), 11(B), 11(C)

TEKS Taught and Assessed1(C), 1(D), 2(A), 2(B), 4, 6(H), 9(E), 10(E), 11(A), 11(C), 12(A), 12(B), 12(C), 12(D), 12(J)

• Author’s Bias

• Supporting a Topic with Evidence

• Selecting and Evaluating Evidence

• Introductions and Conclusions

• Evaluating Sound Arguments

• The Impact of Author’s Choices: Selecting and Arranging Details

• Impact of Word Choice in Literary Texts

• Transitions in Arguments

• Determining Theme

• Characters

• Impact of Point of View on Audience

• Introductions in Arguments

• Conclusions in Opinion Pieces

• Oral Presentation

“The New Middle Class Family” by Dedrick Muhammad Writing Prompt: Is the author convincing in his argument that living in a multigenerational family is a good response to the post-recession economy?

“The Human Hive” by Dan Risch

Writing Prompt: Does the use of animal examples effectively illustrate how groupthink improves human decision making?

“Rikki-Tikki-Tavi” by Rudyard Kipling Writing Prompt: Write a personal narrative about someone you know who acted in a heroic or brave way.


• Word Web

• Author’s Bias

• Evidence

• Introductions & Conclusions



• Word Web

• Impact of Author’s Choices

• Author’s Bias: Word Choices

• Using Transitions



• Word Drawings

• Character and Point of View

• Point of View

• Introductions & Conclusions




Module 1: Nature

Module 2: Technology and Art

TEKS Taught and Assessed1(D), 2(A), 2(B), 6(G), 9(A), 9(F), 11(A), 11(C)

TEKS Taught and Assessed1D), 2(A), 2(B), 4, 5(D), 8(F), 9(F), 10(D)(vii), 10(D)(viii), 10(E), 11(A), 11(B), 11(C), 12(A), 12(B), 12(C), 12(D)

• Connotation and Denotation

• Description and Details in Narrative Writing

• Determining Meanings of Words and Phrases in Literary Texts

• Summarizing Literary Texts

• Poetic Forms

• Literature in Different Formats

• Compare and Contrast Literature in Different Mediums

• Organizing Arguments

• Capitalization and Punctuation: Quotations and Sources

• Punctuation

“When I Heard the Learn’d Astronomer” by Walt Whitman Writing Prompt: How do you interpret Whitman’s poem exploring whether it is better to experience nature with our heads or with our hearts?

“The Charge of the Light Brigade” by Alfred Tennyson Writing Prompt: What is the greatest difference between what you could “see” and “hear” while listening to the recording of the poem versus reading it?


• Frayer Model

• Figurative Language

• Sensory Details

• Summarizing Poems




• Word Web

• Repetition and Rhythm

• Compare/Contrast Mediums

• Organizing Arguments



Painting Images Through Words

How can language be used to create vivid images?

Unit 9 Text Genres: Literature and Poetry

Speaking & Listening Skills:Socratic Discussions


Grammar Skills: Punctuation, Commas, Semicolons

Reading Practice:“A Date with an Archaeologist” by Emily Abbink“Artificial Muscle Made of Fishing Line Is 100 Times Stronger Than Yours” by Amina Khan

Essential Question:

End-of-Unit Tasks & Assessments:Side-by-Side Sonnets, The Poetic Image Write an Informative Essay




Module 1: Character and Risk

Module 2: Life Lessons

TEKS Taught and Assessed1(D), 2(A), 4, 6(B), 8(A), 8(C), 9(E), 11(A), 11(B), 11(C)

TEKS Taught and Assessed1(C), 1(D), 2(A), 4, 6(G), 7(C), 9(A), 9(E), 10(D)(ix), 10(E), 11(A), 11(C), 12(A), 12(B), 12(C), 12(D), 12(H)(i), 12(J)

• Comparing Ideas Across Genres

• Types of Narrative Writing

• Developing Characters in Drama

• Structural Development Across Literary Genres

• Organizing Narrative Writing

• How Details Develop Into Themes

• Developing Point of View in Literary Texts

• Commonly Confused Words

• Spelling

“Mattias’s Crossing” by Eva Apelqvist

“The Inca Chasqui” by Wendi Silvano Writing Prompt: Examine the situations of the protagonists in these stories and then decide: when is risking your own safety worth it?

“Ice” by Graham Salisbury Writing Prompt: What valuable lesson does the author learn from his step-father?


• Word Wall

• Characters and Risk

• Literary Elements

• Impact of Text Structure




• Word Drawings

• Details Develop into Themes

• Point of View

• Organizing Writing



Choices and Consequences

How can we best learn to consider the outcomes of our decisions in emotionally intense situations?

Unit 10 Text Genres: Literature

Speaking & Listening Skills:Debate Game

Writing Genre: Argumentative and Informative

Grammar Skills: Usage, Homophones, Using the Right Word

Reading Practice:“Early Women Soldiers” by U.S. Army“RoboRoach Teaches Dangerous Lessons” by Christina Matthies

Essential Question:

End-of-Unit Tasks & Assessments:Common Ground, Brave at Home Write an Argument




Benchmark Assessments:End of Year

ThinkCERCA Core Curriculum ELAR Scope & Sequence

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