TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
1 Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency
when reading aloud grade-level text based on the reading purpose and the nature of the text.Fluency: Phrasing and Expression
Functional Text: How-To Article - Tornado in a
BottleExpository Text: Informative Article
Persuasive Text: Advertisement
Expository Text: Article- Capoeira- Brazilian Art
FormSocial Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?Math - Interpreting Statistics: Fastest Mass Transit
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandLiterary Text - Poetry
Visual Text- Round the World by Bike
Literary Text: King Long Shanks
2 Students understand new vocabulary and use it when reading and writing.
2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes;Short Story: Dragon, Dragon
Short Story: Everyday Use
Short Story: The Lottery
Short Story: The King of Mazy May
Short Story: The Bracelet
Short Story: Eleven
Short Story: The Fun They Had
Autobiography: The Story of My Life
Communication: Visual Analysis
Word Structure
Expository Text: Article- Capoeira- Brazilian Art
Form
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.A determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic
roots and affixes; (Cont'd.)Elective - Health and Environmental Science - MCS:
The New Canary?2.B 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;Excerpt: The Adventures of Tom Sawyer, Chapter 6
Poem: The Sea
Skills Lesson: Figurative Language
Poem: The Sidewalk Racer
Poetry: Steam Shovel and Your Poem, Man…
Poem: John Henry
Poetry: Mean Song, Analysis of Baseball
Essay: Brother from I Know Why the Caged Bird
SingsEssay: Searching for Stories
Speech: On Women's Right to Vote
Teleplay: Words on a Page
Radio Play: The Hitchhiker
Word Analysis
Fluency: Phrasing and Expression
Functional Text: How-To Article - Tornado in a
BottleExpository Text: Informative Article
Persuasive Text: Advertisement
Expository Text: Article- Capoeira- Brazilian Art
FormMath - Interpreting Statistics: Fastest Mass Transit
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandLiterary Text - Poetry
Visual Text- Round the World by Bike
Literary Text: King Long Shanks
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.C complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as
book: _____);Grammar: Analogies
Excerpt: The Adventures of Tom Sawyer, Chapter 6
2.D explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera
sera); andShort Story: Eleven
Grammar: Worldly Words: English as a Multicultural
Language2.E 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.Grammar: Spelling Strategies
Expository Text: Informative Article
Expository Text: Article- Capoeira- Brazilian Art
FormSocial Studies - The Black Death: The Disease that
Won't DieElective - Shrinks Help Alternative Transportation
Expand3 Students analyze, make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support their understanding.3.A infer the implicit theme of a work of fiction, distinguishing theme from the topic;
Speech: Newbery Acceptance Speech
Writing: Essay - Character Sketch
Skills Lesson: Theme
Skills Lesson: Identify Theme
Short Story: The Emperor's New Clothes
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Timeless Themes
Myth: The Twelve Labor of Hercules
Skills Lesson: Style - Comparing Themes
Short Story: The Fun They Had
Short Story: Older Run
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
3.A infer the implicit theme of a work of fiction, distinguishing theme from the topic; (Cont'd.)
Short Story: The Trailor Murder Mystery
Short Story: The Realm of the Unreal
Poetry: Shel Silverstein - Jimmy Jet and His TV Set,
One Inch Tall3.B analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical
literature from various cultures; andSpeech: Newbery Acceptance Speech
Short Story: Dragon, Dragon
Short Story: Everyday Use
Short Story: The Lottery
Short Story: The King of Mazy May
Short Story: The Emperor's New Clothes
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Timeless Themes
Myth: The Twelve Labor of Hercules
Short Story: The Fun They Had
Short Story: An Episode of War
Skills Lesson: Different Genres
Skills Lesson: Adventure/Fantasy
Short Story: Older Run
Skills Lesson: Mystery
Short Story: The Trailor Murder Mystery
Skills Lesson: Science Fiction
Short Story: The Realm of the Unreal
Skills Lesson: Comedy
Poetry: Shel Silverstein - Jimmy Jet and His TV Set,
One Inch TallSkills Lesson: World Literature
Europe: The Cinder Maid
Vietnam: The Story of Tam and Cam
Informational: The Trail of Tears
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
3.C compare and contrast the historical and cultural settings of two literary works.
Speech: Newbery Acceptance Speech
Skills Lesson: Setting
Short Story: Everyday Use
Skills Lesson: Theme
Skills Lesson: Identify Theme
Short Story: The Emperor's New Clothes
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Timeless Themes
Myth: The Twelve Labor of Hercules
Skills Lesson: Style - Comparing Themes
Short Story: The Fun They Had
Skills Lesson: Historical Fiction
Short Story: An Episode of War
Short Story: Older Run
Short Story: The Trailor Murder Mystery
Short Story: The Realm of the Unreal
Poetry: Shel Silverstein - Jimmy Jet and His TV Set,
One Inch TallEurope: The Cinder Maid
Vietnam: The Story of Tam and Cam
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to explain how figurative
language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
Writing: Essay - Responding to Poetry
Skills Lesson: Poetry
Skills Lesson: Sensory Imagery
Poem: The Sea
Skills Lesson: Figurative Language
Poem: The Sidewalk Racer
Poetry: Steam Shovel and Your Poem, Man…
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
4 Students understand, make inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to explain how figurative
language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
(Cont'd.)Skills Lesson: Sound Devices - Rhyme, Repetition,
and AlliterationPoem: John Henry
Poetry: Mean Song, Analysis of Baseball
Skills Lesson: Poetic Forms
Poem: Haiku by Basho
Literary Text - Poetry
5 Students understand, make inferences and draw conclusions about the structure and elements of drama and
provide evidence from text to support their understanding. Students are expected to explain the similarities
and differences in the setting, characters, and plot of a play and those in a film based upon the same story
line. Lecture: Characteristics of Drama
Skills Lesson: Drama
Teleplay: Words on a Page
Play: The Ugly Duckling
Radio Play: The Hitchhiker
Skills Lesson: Dramatic Characters
Radio Play: The Time Machine
6 Students understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.6.A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,
denouement) in various works of fiction;Skills Lesson: Plot - Simple Structure
Short Story: Dragon, Dragon
Skills Lesson: Setting
Short Story: Everyday Use
Skills Lesson: Plot - Suspense
Short Story: The Lottery
Skills Lesson: Plot - Conflict
Short Story: The King of Mazy May
Short Story: Older Run
Short Story: The Trailor Murder Mystery
Short Story: The Realm of the Unreal
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
6.A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action,
denouement) in various works of fiction; (Cont'd.)Skills Lesson: World Literature
Europe: The Cinder Maid
Teleplay: Words on a Page
Play: The Ugly Duckling
Radio Play: The Hitchhiker
Radio Play: The Time Machine
6.B recognize dialect and conversational voice and explain how authors use dialect to convey character; and
Skill Lesson: Characterization
Skills Lesson: Character - Confronting Conflict
Short Story: The Bracelet
Skills Lesson: Indirect Characterization
Short Story: Eleven
Skills Lesson: Direct Characterization
Excerpt: The Adventures of Tom Sawyer, Chapter 6
Play: The Ugly Duckling
Visual Text- Round the World by Bike
6.C describe different forms of point-of-view, including first- and third-person.
Short Story: The Bracelet
Short Story: Eleven
Excerpt: The Adventures of Tom Sawyer, Chapter 6
Skills Lesson: Narrator and Voice
Short Story: "Lather and Nothing Else" by Hernando
Tellez7 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 identify the literary language and devices used in memoirs and personal narratives and compare
their characteristics with those of an autobiography.
Speech: Newbery Acceptance Speech
Autobiography: Summer Diamond Girl
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Autobiography and Memoir
Autobiography: The Story of My Life
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
7 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 identify the literary language and devices used in memoirs and personal narratives and compare
their characteristics with those of an autobiography. (Cont'd.)
Skills Lesson: Types of Nonfiction
Skills Lesson: Biography
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Skills Lesson: Memoir
Essay: Brother from I Know Why the Caged Bird
SingsSkills Lesson: Personal Essay
Essay: Searching for Stories
Skills Lesson: Speech
Speech: On Women's Right to Vote
Functional Text: How-To Article - Tornado in a
BottlePersuasive Text: Advertisement
8 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 explain how authors create meaning through stylistic elements and figurative language emphasizing the
use of personification, hyperbole, and refrains.
Short Story: Dragon, Dragon
Skills Lesson: Setting
Short Story: Everyday Use
Short Story: The Lottery
Short Story: The King of Mazy May
Autobiography: The Story of My Life
Skills Lesson: Sensory Imagery
Poem: The Sea
Skills Lesson: Figurative Language
Poem: The Sidewalk Racer
Poetry: Steam Shovel and Your Poem, Man…
Skills Lesson: Sound Devices - Rhyme, Repetition,
and Alliteration
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
8 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 explain how authors create meaning through stylistic elements and figurative language emphasizing the
use of personification, hyperbole, and refrains. (Cont'd.)
Poem: John Henry
Poetry: Mean Song, Analysis of Baseball
Poem: Haiku by Basho
Essay: Searching for Stories
Speech: On Women's Right to Vote
Responding to Literature
Word Analysis
Social Studies - Transportation Legislation
Literary Text - Poetry
9 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,
and contemporary contexts and provide evidence from the text to support their understanding. Students are
expected to compare and contrast the stated or implied purposes of different authors writing on the same
topic.Excerpt: The Adventures of Tom Sawyer, Chapter 6
Personal Essay: All I Really Need to Know I Learned
in KindergartenSpeech: On Women's Right to Vote
Responding to Literature
Skills Lesson: Different Genres
Skills Lesson: Adventure/Fantasy
Short Story: Older Run
Skills Lesson: Mystery
Short Story: The Trailor Murder Mystery
Skills Lesson: Science Fiction
Short Story: The Realm of the Unreal
Skills Lesson: Comedy
Poetry: Shel Silverstein - Jimmy Jet and His TV Set,
One Inch TallInformational: The Politics of Loyalty
Skills Lesson: World Literature
Europe: The Cinder Maid
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
9 Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical,
and contemporary contexts and provide evidence from the text to support their understanding. Students are
expected to compare and contrast the stated or implied purposes of different authors writing on the same
topic. (Cont'd.)Vietnam: The Story of Tam and Cam
Informational: The Trail of Tears
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
Expository Text: Informative Article
10 Students analyze, make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding.10.A summarize the main ideas and supporting details in text, demonstrating an understanding that a summary
does not include opinions;Communication: Analyzing Formal Speech
Personal Essay: All I Really Need to Know I Learned
in KindergartenCommunication: Effective Listening Skills
Communication: Visual Analysis
Speech: On Women's Right to Vote
Skills Lesson: Informational Text
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?10.B explain whether facts included in an argument are used for or against an issue;
Writing: Essay - Persuasive
Skills Lesson: Speech
Speech: On Women's Right to Vote
Persuasive Text: Advertisement
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
10.C explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop
the main idea and the author's viewpoint; andInformational: Plagiarism: Literary Theft
Informational: Rites of Passage
Informational: The Politics of Loyalty
Informational: The Trail of Tears
China: Yeh-Shen, A Cinderella Story
Skills Lesson: Informational Text
The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article
Persuasive Text: Advertisement
Elective - Health and Environmental Science - MCS:
The New Canary?10.D synthesize and make logical connections between ideas within a text and across two or three texts
representing similar or different genres.Informational: Plagiarism: Literary Theft
Skills Lesson: Style - Comparing Themes
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Skills Lesson: Different Genres
Skills Lesson: Adventure/Fantasy
Skills Lesson: Mystery
Skills Lesson: Science Fiction
Skills Lesson: Comedy
China: Yeh-Shen, A Cinderella Story
Communication: Censorship
Informational: Internet Safety and You
Expository Text: Informative Article
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?The Strategy Focus: Inferencing
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
11 Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from
text to support their analysis.11.A compare and contrast the structure and viewpoints of two different authors writing for the same purpose,
noting the stated claim and supporting evidence; andCommunication: Art of Persuasion
Expository Text: Informative Article
Persuasive Text: Advertisement
Personal Accounts: Views from Space
11.B identify simply faulty reasoning used in persuasive texts.
Communication: Art of Persuasion
Persuasive Text: Advertisement
12 Students understand how to glean and use information in procedural texts and documents.
12.A follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and
Skills Lesson: Informational Text
Functional Text: How-To Article - Tornado in a
BottleSkills Lesson: Expository: Procedural Texts
12.B interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs,
timelines, tables, and diagrams.Skills Lesson: Informational Text
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?Math - Interpreting Statistics: Fastest Mass Transit
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandSkills Lesson: Expository: Procedural Texts
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
13 Students use comprehension skills to analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts.13.A explain messages conveyed in various forms of media;
Speech: Newbery Acceptance Speech
Skills Lesson: Theme
Skills Lesson: Identify Theme
Short Story: The Emperor's New Clothes
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Timeless Themes
Myth: The Twelve Labor of Hercules
Skills Lesson: Style - Comparing Themes
Short Story: The Fun They Had
Communication: Visual Analysis
Speech: On Women's Right to Vote
Communication: Censorship
Social Studies - The Black Death: The Disease that
Won't Die13.B recognize how various techniques influence viewers' emotions;
Communication: Visual Analysis
Speech: On Women's Right to Vote
Communication: Art of Persuasion
Communication: Censorship
Persuasive Text: Advertisement
Media Literacy: Defining and Comparing Media
13.C critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and
Communication: Visual Analysis
Speech: On Women's Right to Vote
Communication: Art of Persuasion
The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersPersuasive Text: Advertisement
Media Literacy: Defining and Comparing Media
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
13.D analyze various digital media venues for levels of formality and informality.
Communication: Visual Analysis
Communication: Censorship
Media Literacy: Defining and Comparing Media
14 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose
text.14.A 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;Writing: Functional - Writing a Letter
Writing: Essay - Personal Narrative
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Writing: Essay - Write a Short Story
Write an Expository Essay
Writing: Essay - Research Paper
The Writing Process
The Six Traits of Writing
14.B 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;
Writing: Functional - Writing a Letter
Writing: Essay - Personal Narrative
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Writing: Essay - Write a Short Story
Write an Expository Essay
Writing: Essay - Research Paper
The Writing Process
The Six Traits of Writing
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
14.C 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;Writing: Functional - Writing a Letter
Writing: Essay - Personal Narrative
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Writing: Essay - Write a Short Story
Write an Expository Essay
Writing: Essay - Research Paper
The Writing Process
The Six Traits of Writing
14.D edit drafts for grammar, mechanics, and spelling; and
Writing: Functional - Writing a Letter
Writing: Essay - Personal Narrative
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Writing: Essay - Write a Short Story
Write an Expository Essay
Writing: Essay - Research Paper
The Writing Process
The Six Traits of Writing
14.E revise final draft in response to feedback from peers and teacher and publish written work for appropriate
audiences.Writing: Functional - Writing a Letter
Writing: Essay - Personal Narrative
The Writing Process
The Six Traits of Writing
15 Students write literary texts to express their ideas and feelings about real or imagined people, events, and
ideas.15.A write imaginative stories that include:
15.A.i a clearly defined focus, plot, and point of view;
Writing: Essay - Personal Narrative
Writing: Essay - Write a Short Story
The Six Traits of Writing
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
15.A.ii a specific, believable setting created through the use of sensory details; and
Writing: Essay - Personal Narrative
Writing: Essay - Write a Short Story
The Six Traits of Writing
15.A.iii dialogue that develops the story; and
Writing: Essay - Write a Short Story
The Six Traits of Writing
15.B write poems using:
15.B.i poetic techniques (e.g., alliteration, onomatopoeia);
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
15.B.ii figurative language (e.g., similes, metaphors); and
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
15.B.iii graphic elements (e.g., capital letters, line length).
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
16 Students write about their own experiences. Students are expected to write a personal narrative that has a
clearly defined focus and communicates the importance of or reasons for actions and/or consequences.Writing: Essay - Personal Narrative
17 Students write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes.17.A create multi-paragraph essays to convey information about a topic that:
17.A.i present effective introductions and concluding paragraphs;
Writing: Functional - Writing a Letter
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Write an Expository Essay
Writing: Essay - Research Paper
The Six Traits of Writing
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
17.A.ii guide and inform the reader's understanding of key ideas and evidence;
Writing: Functional - Writing a Letter
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Write an Expository Essay
Writing: Essay - Research Paper
The Six Traits of Writing
17.A.iii include specific facts, details, and examples in an appropriately organized structure; and
Writing: Functional - Writing a Letter
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Write an Expository Essay
Writing: Essay - Research Paper
The Six Traits of Writing
17.A.iv use a variety of sentence structures and transitions to link paragraphs;
Writing: Functional - Writing a Letter
Writing: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Write an Expository Essay
Writing: Essay - Research Paper
The Six Traits of Writing
Grammar: Transition Words and Phrases
17.B write informal letters that convey ideas, include important information, demonstrate a sense of closure, and
use appropriate conventions (e.g., date, salutation, closing);Writing: Functional - Writing a Letter
17.C write responses to literary or expository texts and provide evidence from the text to demonstrate
understanding; andWriting: Essay - Character Sketch
Writing: Essay - Responding to Poetry
Responding to Literature
17.D produce a multimedia presentation involving text and graphics using available technology.
Communication: Art of Persuasion
Media Literacy: Visual and Design Elements in
Newspapers
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
18 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.
Students are expected to write persuasive essays for appropriate audiences that establish a position and
include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
Writing: Essay - Persuasive
19 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.19.A use and understand the function of the following parts of speech in the context of reading, writing, and
speaking:19.A.i verbs (irregular verbs and active and passive voice);
Grammar: Subject-Verb Agreement
Grammar: Irregular Verbs
Word Analysis
19.A.ii non-count nouns (e.g., rice, paper);
Grammar: Nouns
19.A.iii predicate adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most);
Grammar: Comparing with Adjectives and Adverbs
19.A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed);
Grammar: Comparing with Adjectives and Adverbs
Grammar: Transition Words and Phrases
19.A.v prepositions and prepositional phrases to convey location, time, direction, or to provide details;
Grammar: Conjunctions, Prepositions, and
InterjectionsWord Analysis
19.A.vi indefinite pronouns (e.g., all, both, nothing, anything);
Grammar: Pronouns
19.A.vii subordinating conjunctions (e.g., while, because, although, if); and
Grammar: Conjunctions, Prepositions, and
InterjectionsGrammar: Transition Words and Phrases
19.A.viii 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);The Six Traits of Writing
Grammar: Transition Words and Phrases
19.B differentiate between the active and passive voice and know how to use them both; and
Grammar: Active and Passive Voice
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
19.C use complete simple and compound sentences with correct subject-verb agreement.
Grammar: Subject-Verb Agreement
The Six Traits of Writing
Grammar: Simple Sentences and Compound
Sentences20 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
20.A use capitalization for:
20.A.i abbreviations;
20.A.ii initials and acronyms; and
20.A.iii organizations; Grammar: Capitalization
20.B recognize and use punctuation marks including:
20.B.i commas in compound sentences;
Grammar: Common End-Mark Errors
Grammar: Conjunctions, Prepositions, and
InterjectionsGrammar: Simple Sentences and Compound
Sentences20.B.ii proper punctuation and spacing for quotations; and
Grammar: Punctuating Dialogue
Grammar: Direct and Indirect Quotations
Grammar: Common End-Mark Errors
20.B.iii parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements); and
Grammar: Punctuation
20.C use proper mechanics including italics and underlining for titles of books.
21 Students spell correctly.
21.A differentiate between commonly confused terms (e.g., its, it's; affect, effect);
Grammar: Using Good and Well Correctly
Grammar: Pronoun and Contraction Mix-ups
Grammar: Homophones
Grammar: Confused Words - Its, It's and Your,
You're21.B use spelling patterns and rules and print and electronic resources to determine and check correct spellings;
andGrammar: Spelling Strategies
Visual Text- Round the World by Bike
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
21.C know how to use the spell-check function in word processing while understanding its limitations.
Grammar: Spelling Strategies
The Writing Process
22 Students ask open-ended research questions and develop a plan for answering them.
22.A brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the
major research topic; andWriting: Essay - Research Paper
Research Guidelines
22.B generate a research plan for gathering relevant information about the major research question.
Writing: Essay - Research Paper
Research Guidelines
23 Students determine, locate, and explore the full range of relevant sources addressing a research question and
systematically record the information they gather.23.A follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts,
periodicals, web pages, online sources) and data from experts;Writing: Essay - Research Paper
Research Guidelines
The Roots of Research: Topic, Thesis, and Plan
23.B differentiate between primary and secondary sources;
Writing: Essay - Research Paper
Informational: Plagiarism: Literary Theft
Research Guidelines
Research: Finding and Evaluating Sources
23.C record data, utilizing available technology (e.g., word processors) in order to see the relationships between
ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;Writing: Essay - Research Paper
Research Guidelines
Research: Finding and Evaluating Sources
23.D identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning
those sources according to a standard format; andWriting: Essay - Research Paper
Informational: Plagiarism: Literary Theft
Citations: In Others' Words
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
23.E differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable
sources.Informational: Plagiarism: Literary Theft
Citations: In Others' Words
24 Students clarify research questions and evaluate and synthesize collected information.
24.A refine the major research question, if necessary, guided by the answers to a secondary set of questions; and
Writing: Essay - Research Paper
The Roots of Research: Topic, Thesis, and Plan
24.B evaluate the relevance and reliability of sources for the research.
Writing: Essay - Research Paper
Research: Finding and Evaluating Sources
25 Students organize and present their ideas and information according to the purpose of the research and their
audience. Students are expected to synthesize the research into a written or an oral presentation that:25.A compiles important information from multiple sources;
Writing: Essay - Research Paper
Persuasive Text: Advertisement
25.B develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
Writing: Essay - Research Paper
25.C presents the findings in a consistent format; and
Writing: Essay - Research Paper
25.D uses quotations to support ideas and an appropriate form of documentation to acknowledge sources (e.g.,
bibliography, works cited).Writing: Essay - Research Paper
26 Students will use comprehension skills to listen attentively to others in formal and informal settings. Students
will continue to apply earlier standards with greater complexity.26.A listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the
speaker's purpose and perspective;Communication: Formal Presentation
Communication: Analyzing Formal Speech
Communication: Effective Listening Skills
Communication: Visual Analysis
Communication: Art of Persuasion
Persuasive Text: Advertisement
26.B follow and give oral instructions that include multiple action steps; and
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
26.C paraphrase the major ideas and supporting evidence in formal and informal presentations.
Communication: Formal Presentation
Communication: Analyzing Formal Speech
Communication: Effective Listening Skills
27 Students speak clearly and to the point, using the conventions of language. Students will continue to apply
earlier standards with greater complexity. Students are expected to give an organized presentation with a
specific point of view, employing eye contact, speaking rate, volume, enunciation, natural gestures, and
conventions of language to communicate ideas effectively.Communication: Formal Presentation
Nonverbal Communication: Appearance, Gestures,
and ExpressionsNonverbal Communication: Touch, Voice, and
Environment28 Students work productively with others in teams. Students will continue to apply earlier standards with
greater complexity. Students are expected to participate in student-led discussions by eliciting and
considering suggestions from other group members and by identifying points of agreement and
disagreement.Effective Group Work
1 The student uses a variety of word recognition strategies.
1.A apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and
Fluency: Phrasing and Expression
1.B use dictionaries, glossaries, and other sources to confirm pronunciations and meanings of unfamiliar words.
Expository Text: Informative Article
Expository Text: Article- Capoeira- Brazilian Art
FormSocial Studies - The Black Death: The Disease that
Won't DieElective - Shrinks Help Alternative Transportation
Expand
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2 The student acquires vocabulary through reading and systematic word study.
2.A expand vocabulary by reading, viewing, listening, and discussing;
Word Analysis
Word Structure
Expository Text: Informative Article
Elective - Shrinks Help Alternative Transportation
ExpandVisual Text- Round the World by Bike
2.B determine word meaning by using context;
Word Analysis
Fluency: Phrasing and Expression
Functional Text: How-To Article - Tornado in a
BottleExpository Text: Informative Article
Persuasive Text: Advertisement
Expository Text: Article- Capoeira- Brazilian Art
FormMath - Interpreting Statistics: Fastest Mass Transit
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandLiterary Text - Poetry
Visual Text- Round the World by Bike
Literary Text: King Long Shanks
2.C use spelling, prefixes and suffixes, roots, and word origins to understand meanings;
Word Structure
Expository Text: Article- Capoeira- Brazilian Art
FormElective - Health and Environmental Science - MCS:
The New Canary?
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
2.D use reference aids such as a glossary, dictionary, thesaurus, and available technology to determine meanings
and pronunciations; andExpository Text: Informative Article
Expository Text: Article- Capoeira- Brazilian Art
FormSocial Studies - The Black Death: The Disease that
Won't DieElective - Shrinks Help Alternative Transportation
Expand2.E identify analogies, homonyms, synonyms/antonyms, and connotation/denotation.
3 The student reads with fluency and understanding in increasingly demanding texts.
3.A read silently for a variety of purposes with comprehension for sustained periods of time;
3.B adjust reading rate based on purposes for reading; and
3.C read orally at a rate that enables comprehension.
4 The student comprehends selections using a variety of strategies.
4.A use prior knowledge and experience to comprehend;
4.B determine purpose for reading;
Expository Text: Article- Capoeira- Brazilian Art
Form4.C self-monitor reading and adjust when confusion occurs by rereading, using resources, and questioning;
The Strategy Focus: Metacognition
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
4.D summarize texts by identifying main ideas and relevant details;
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?4.E make inferences such as drawing conclusions and making generalizations or predictions, supporting them
with prior experiences and textual evidence;The Strategy Focus: Inferencing
Visual Text- Round the World by Bike
Literary Text: King Long Shanks
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
4.F analyze and use both narrative and expository text structures: sequence, description, problem/solution,
compare/contrast, and cause/effect;The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article
Persuasive Text: Advertisement
4.G make connections and find patterns, similarities, and differences across texts;
Expository Text: Informative Article
4.H construct visual images based on text descriptions;
4.I determine important ideas from texts and oral presentations;
The Strategy Focus: Summarizing
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?4.J manage text by using practices such as previewing, highlighting, making marginal notes, note-taking,
outlining, and journaling; andExpository Text: Informative Article
4.K use questioning to enhance comprehension before, during, and after reading.
The Strategy Focus: Questioning
Expository Text: Article- Capoeira- Brazilian Art
FormScience - Bikes as Serious Business
5 The student reads texts to find information on self-selected and assigned topics.
5.A generate relevant, interesting, and researchable questions;
5.B locate appropriate print and non-print information using text and technical resources;
5.C organize and record new information in systematic ways to develop notes, charts, and graphic organizers;
5.D communicate information gained from reading;
5.E use compiled information and knowledge to raise additional unanswered questions; and
5.F use text organizers such as overviews, headings, and graphic features to locate and categorize information.
Social Studies - The Black Death: The Disease that
Won't DieElective - Health and Environmental Science - MCS:
The New Canary?
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
6 The student reads for different purposes in varied sources, both narrative and expository.
6.A read to enjoy, to complete a task, to gather information, to be informed, to solve problems, to answer
questions, to analyze, to interpret, and to evaluate;Science - Bikes as Serious Business
Elective - Shrinks Help Alternative Transportation
ExpandLiterary Text: King Long Shanks
6.B read sources such as literature, diaries, journals, textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and technical documents; andExpository Text: Informative Article
Literary Text - Poetry
6.C understand and interpret visual representations.
Social Studies - The Black Death: The Disease that
Won't DieScience - Bikes as Serious Business
Visual Text- Round the World by Bike
7 The student formulates and supports responses to various types of texts.
7.A respond actively to texts in both aesthetic and critical ways;
7.B respond to text through discussion, journal writing, performance, and visual representation; and
7.C support responses by using prior knowledge and experience and/or citing textual evidence which may consist
of a direct quotation, paraphrase, or specific synopsis.8 The student reads critically to evaluate texts in order to determine the credibility of sources.
8.A evaluate the credibility of informational sources and their relevance for assigned and self-selected topics;
8.B evaluate how a writer's motivation, stance, or position may affect text credibility, structure, or tone;
8.C analyze aspects of text, such as patterns of organization and choice of language, for persuasive effect;
Persuasive Text: Advertisement
8.D recognize modes of reasoning, such as induction and deduction; and
8.E recognize logical and illogical arguments in text.
9 The student reads to increase knowledge of own culture, the culture of others, and the common elements of
cultures.9.A compare text events with personal and other readers' experiences; and
9.B recognize and discuss literary themes and connections that cross cultures.
The Strategy Focus: Inferencing
1 The student demonstrates a knowledge of communication.
1.A recognize and explain the importance of communication in social, academic, civic, and professional roles;
1.B identify the related components of the communication process;
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
1.C identify standards of making communication choices considering appropriateness for self, listener, occasion,
and task;1.D identify characteristics of oral language and analyze standards for using oral language appropriately;
1.E identify the importance of using appropriate nonverbal communication;
Nonverbal Communication: Appearance, Gestures,
and Expressions1.F identify and explain the components of listening process;
1.G identify the kinds of listening and analyze skills related to each type;
1.H analyze how perception of self and others affects communication;
1.I analyze and develop techniques and strategies for building self-confidence and reducing communication
apprehension;1.J identify and explain factors that influence communication decisions such as knowledge, attitudes, and
culture; and1.K explain the importance of assuming responsibility for communication decisions.
2 The student develops skills for expressing and responding appropriately in a variety of situations.
2.A use appropriate verbal and nonverbal communication skills in interpersonal situations;
2.B use reflective empathic listening skills to respond appropriately in interpersonal situations;
2.C explain the importance of using tact, courtesy, and assertiveness appropriately in interpersonal situations;
2.D identify kinds of groups and analyze basic principles of group dynamics;
2.E use appropriate communication skills in groups to make plans or accomplish goals;
Effective Group Work
2.F use appropriate strategies for agreeing or disagreeing in interpersonal and group situations; and
2.G prepare and present an oral statement on a topic of interest or concern.
3 The student develops an understanding of social traditions.
3.A identify the importance of social traditions and ceremonies in various contexts and cultures;
3.B communicate appropriately in a variety of interpersonal social traditions, including making and
acknowledging introductions and giving and accepting praise and criticism;3.C employ parliamentary procedure in a group meeting;
3.D use effective techniques to prepare, organize, and present a speech for a special occasion; and
3.E use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or
media.4 The student expresses and responds appropriately to informative messages.
4.A research ideas and topics to acquire accurate information from a variety of primary, secondary, and
technological sources;4.B use appropriate communication skills to request, provide, and respond to information in interpersonal
conversations;4.C use appropriate verbal, nonverbal, and listening skills in interviews;
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
4.D use appropriate information and effective critical-thinking skills in group decision-making and problem-solving
processes;Effective Group Work
4.E plan and present an informative group discussion for an audience;
4.F plan, research, organize, prepare, and present an informative speech;
4.G rehearse speeches to gain command of ideas and information, reduce communication apprehension, develop
confidence, and practice presentation skills;4.H use notes, manuscripts, rostrum, and visual and auditory aids appropriately in speeches;
4.I use effective verbal and nonverbal communication in presenting informative speeches;
4.J apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions
and speeches; and4.K develop and use communication skills needed for academic achievement such as participating appropriately
in class discussions, using active and critical-listening skills, and taking accurate notes.5 The student expresses and responds appropriately to persuasive messages.
5.A recognize and develop skills for analyzing persuasive strategies such as propaganda devices and emotional
appeals;5.B respond appropriately to persuasive messages in situations such as accepting or rejecting peer pressure and
making or responding to requests;5.C plan, research, organize, prepare, and present a persuasive speech;
5.D demonstrate persuasive skills in informal or formal argumentation, discussions, or debates; and
5.E develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or
media presentations.6 The student uses imagination and creativity to prepare and perform various types of literature.
6.A use imagination to plan, organize, and tell stories;
6.B use appropriate verbal and nonverbal skills to share stories;
6.C select, analyze, adapt, interpret, and rehearse a variety of literary selections;
6.D use effective group decision-making skills in group performances;
Effective Group Work
6.E use appropriate verbal and nonverbal skills in individual or group interpretations of literature; and
6.F use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.
©Edgenuity Inc. Confidential Page 28 of 34
TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC 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.
RC.A establish purposes for reading selected texts based upon own or others' desired outcome to enhance
comprehension;Short Story: Dragon, Dragon
Informational: Plagiarism: Literary Theft
Informational: Rites of Passage
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Historical Fiction
Short Story: An Episode of War
Skills Lesson: Different Genres
Skills Lesson: Adventure/Fantasy
Skills Lesson: Mystery
Skills Lesson: Science Fiction
Informational: The Politics of Loyalty
Europe: The Cinder Maid
Vietnam: The Story of Tam and Cam
Informational: The Trail of Tears
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
Play: The Ugly Duckling
Radio Play: The Hitchhiker
Radio Play: The Time Machine
The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article
The Strategy Focus: Metacognition
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.B ask literal, interpretive, evaluative, and universal questions of text;
Short Story: Dragon, Dragon
Skills Lesson: Character Motivation
Short Story: An Episode of War
Poem: The Sea
Poem: The Sidewalk Racer
Poetry: Steam Shovel and Your Poem, Man…
Poem: John Henry
Poetry: Mean Song, Analysis of Baseball
Poem: Haiku by Basho
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Essay: Brother from I Know Why the Caged Bird
SingsShort Story: The Trailor Murder Mystery
Europe: The Cinder Maid
Vietnam: The Story of Tam and Cam
Radio Play: The Hitchhiker
Radio Play: The Time Machine
The Strategy Focus: Questioning
Expository Text: Article- Capoeira- Brazilian Art
FormThe Strategy Focus: Metacognition
Math - Interpreting Statistics: Fastest Mass Transit
Visual Text- Round the World by Bike
Reading Strategy Lesson: Monitoring Understanding
RC.C monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions);Short Story: Dragon, Dragon
Skill Lesson: Characterization
Skills Lesson: Character - Confronting Conflict
Short Story: The Bracelet
Skills Lesson: Indirect Characterization
Short Story: Eleven
Skills Lesson: Direct Characterization
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.C monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a
portion aloud; generating questions); (Cont'd.)Excerpt: The Adventures of Tom Sawyer, Chapter 6
Autobiography: Summer Diamond Girl
Communication: Analyzing Formal Speech
Short Story: An Episode of War
Poem: The Sea
Poem: The Sidewalk Racer
Poetry: Steam Shovel and Your Poem, Man…
Poem: John Henry
Poetry: Mean Song, Analysis of Baseball
Poem: Haiku by Basho
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Essay: Brother from I Know Why the Caged Bird
SingsShort Story: The Trailor Murder Mystery
Europe: The Cinder Maid
Vietnam: The Story of Tam and Cam
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
Play: The Ugly Duckling
Radio Play: The Hitchhiker
Radio Play: The Time Machine
The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article
The Strategy Focus: Metacognition
Science - Bikes as Serious Business
Literary Text - Poetry
Visual Text- Round the World by Bike
Reading Strategy Lesson: Monitoring Understanding
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.D make inferences about text and use textual evidence to support understanding;
Speech: Newbery Acceptance Speech
Short Story: Everyday Use
Short Story: The Bracelet
Short Story: Eleven
Skills Lesson: Direct Characterization
Excerpt: The Adventures of Tom Sawyer, Chapter 6
Informational: Rites of Passage
Skills Lesson: Character Motivation
Autobiography: Summer Diamond Girl
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenShort Story: An Episode of War
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Essay: Brother from I Know Why the Caged Bird
SingsSkills Lesson: Personal Essay
Essay: Searching for Stories
Skills Lesson: Mystery
Europe: The Cinder Maid
Vietnam: The Story of Tam and Cam
China: Yeh-Shen, A Cinderella Story
Native American: The Rough-Faced Girl
Play: The Ugly Duckling
Radio Play: The Hitchhiker
Radio Play: The Time Machine
The Strategy Focus: Inferencing
The Strategy Focus: Metacognition
Social Studies - Transportation Legislation
Literary Text - Poetry
Visual Text- Round the World by Bike
Literary Text: King Long Shanks
Reading Strategy Lesson: Monitoring Understanding
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TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.E summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text
and across texts; andSpeech: Newbery Acceptance Speech
Informational: Plagiarism: Literary Theft
Informational: Rites of Passage
Skills Lesson: Theme - Author's Message
Personal Essay: All I Really Need to Know I Learned
in KindergartenSkills Lesson: Personal Essay
Essay: Searching for Stories
Responding to Literature
Short Story: The Realm of the Unreal
Informational: The Politics of Loyalty
Informational: The Trail of Tears
The Strategy Focus: Summarizing
The Strategy Focus: Metacognition
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandReading Strategy Lesson: Monitoring Understanding
The Raven and the First Men: The Beginnings of the
HaidaRC.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,
and provide textual evidence.Skills Lesson: Plot - Suspense
Skills Lesson: Timeless Themes
Skills Lesson: Style - Comparing Themes
Poetry: Steam Shovel and Your Poem, Man…
Biography: The Calling to Find a Cure
Interview: The Calling to Find a Cure
Skills Lesson: Different Genres
Skills Lesson: Adventure/Fantasy
Short Story: Older Run
Skills Lesson: Science Fiction
Short Story: The Realm of the Unreal
Skills Lesson: World Literature
©Edgenuity Inc. Confidential Page 33 of 34
TX-English Language Arts 6 TX Essential Knowledge and Skills 2008
Standard ID Standard Text Edgenuity Lesson Name
RC.F make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres,
and provide textual evidence. (Cont'd.)The Strategy Focus: Text Structure- One Foot, Two
Foot, Barbed Foot, Goo Foot: Structure MattersExpository Text: Informative Article
Math - Interpreting Statistics: Fastest Mass Transit
Science - Bikes as Serious Business
Social Studies - Transportation Legislation
Elective - Shrinks Help Alternative Transportation
ExpandVisual Text- Round the World by Bike
©Edgenuity Inc. Confidential Page 34 of 34