---

Overview

Grade: 6
Subject: English Language Arts (ELA)
Unit: Savvas MyPerspectives Unit 3
Duration: 5 Days (45 minutes each)
Class Size: 30 students

---

Standards Alignment

This 5-day lesson plan aligns with the following Common Core State Standards (CCSS) for Grade 6 English Language Arts:

• Reading Literature (RL.6.1, RL.6.2, RL.6.3, RL.6.5)
• Reading Informational Text (RI.6.1, RI.6.2, RI.6.3, RI.6.4)
• Writing (W.6.2, W.6.3, W.6.4)
• Speaking & Listening (SL.6.1, SL.6.4)
• Language (L.6.4, L.6.5)

---

Day 1: Introduction to Themes & Close Reading

Standards

• RL.6.1: Cite textual evidence to support analysis
• RL.6.2: Determine a theme or central idea

Learning Objectives

• I can identify and explain the theme of a text using evidence.
• I can annotate a text to support my understanding of the theme.

Success Criteria

• Highlight key sentences that relate to the theme.
• Write two sentences explaining the theme using evidence from the text.

Materials

• Savvas MyPerspectives Unit 3 anchor text (teacher selects an accessible excerpt)
• Highlighters
• Dyslexia-friendly fonts and formatting versions of the text

Instructional Plan

1. Activate Background Knowledge (5 minutes):
Ask students to briefly discuss in pairs what a "theme" means in stories they like. Share examples.

2. Mini-Lesson on Theme and Evidence (10 minutes):
Define “theme” and model identifying it using a short paragraph from the anchor text. Demonstrate close reading by highlighting and annotating.

3. Guided Practice (20 minutes):
Students will work in pairs to read a dyslexia-friendly version of a short story excerpt. They highlight evidence that supports the theme and write notes in the margins.

4. Share Out (7 minutes):
Pairs share theme evidence; teacher records ideas on the board, emphasizing text support.

5. Exit Ticket (3 minutes):
Write one “I can” statement and one piece of evidence supporting the theme.

Differentiation Strategies

• Provide audio recordings of the text for struggling readers.
• Allow advanced learners to identify secondary themes or symbols in the text.

Extension

Students write a brief journal entry connecting the theme to a personal experience or current event.

---

Day 2: Character Analysis & Perspective

Standards

• RL.6.3: Describe how a character's actions influence the plot
• RL.6.6: Explain how the point of view influences the story

Learning Objectives

• I can analyze how a character's decisions affect the story.
• I can explain how the point of view shapes my understanding.

Success Criteria

• Complete a character map showing traits and motivations.
• Identify and explain the narrative point of view.

Materials

• Selected passages from Unit 3 narratives
• Graphic organizer for character mapping
• Audio of passages for dyslexia-friendly options

Instructional Plan

1. Warm-Up: Perspective Talk (5 minutes):
Discuss the difference between first- and third-person points of view with examples.

2. Model Character Analysis (10 minutes):
Read a passage aloud, pause to think aloud about the character’s traits, motivations, and impact on the plot.

3. Independent Practice (20 minutes):
Students complete a graphic organizer on a main character from the text, noting their traits, actions, and how these move the story forward.

4. Partner Discussion (6 minutes):
Discuss how the narrator’s point of view affects what the reader knows.

5. Quick Write (4 minutes):
Write two sentences answering: How does the point of view help me understand the character?

Differentiation Strategies

• Provide sentence starters for writing tasks to support learners.
• Challenge advanced learners to analyze how multiple characters’ perspectives vary.

Extension

Create a diary entry from the character’s point of view, imagining thoughts not in the text.

---

Day 3: Vocabulary & Language Structure

Standards

• L.6.4: Determine meaning of unknown words
• L.6.5: Figurative language and word relationships

Learning Objectives

• I can use context clues to determine word meanings.
• I can identify and explain figurative language in texts.

Success Criteria

• Define 5 new vocabulary words from the text correctly.
• Identify at least 2 examples of figurative language and explain their meaning.

Materials

• Vocabulary list from Unit 3 text
• Context clue quiz (individual)
• Figurative language chart
• Dyslexia-friendly vocabulary sheets

Instructional Plan

1. Review (5 minutes):
Discuss strategies to determine meanings using context.

2. Vocabulary Exploration (10 minutes):
Use words from the text; brainstorm synonyms, antonyms, and examples using a word map.

3. Figurative Language Mini-Lesson (10 minutes):
Define similes, metaphors, personification using examples from the text.

4. Practice (15 minutes):
In pairs, find vocabulary and figurative language phrases in dyslexia-friendly text excerpts and explain their meaning.

5. Wrap-Up (5 minutes):
Quiz: Students write a sentence using one new vocabulary word and identify one figurative phrase.

Differentiation Strategies

• Provide vocabulary word cards with pictures for visual support.
• Advanced learners create original figurative language examples.

Extension

Research the origin of one figurative language phrase and present findings.

---

Day 4: Writing: Text-Based Argument

Standards

• W.6.1 & W.6.2: Write arguments to support claims with clear reasons and evidence
• W.6.4: Produce clear, coherent writing

Learning Objectives

• I can write an argument that uses text evidence to support my opinion.

Success Criteria

• Write an introduction with claim.
• Include at least two pieces of text evidence with explanation.
• Use transition words for cohesion.

Materials

• Writing prompts based on Unit 3 texts
• Graphic organizer for argument writing
• Sentence starters
• Dyslexia-friendly printouts with key phrases

Instructional Plan

1. Review argumentative writing structure (5 minutes):
Discuss claim, reasons, evidence, and conclusion.

2. Model Writing (10 minutes):
Teacher writes a short argument on the board, showing use of evidence and transitions.

3. Planning (10 minutes):
Students fill out graphic organizer choosing a prompt related to Unit 3 texts.

4. Drafting (15 minutes):
Students write a first draft using their organizer and sentence starters.

5. Peer Feedback (5 minutes):
In pairs, exchange drafts and provide feedback using a checklist.

Differentiation Strategies

• Provide writing frames and sentence starters for those who need support.
• Advanced learners write a counterargument paragraph.

Extension

Rewrite the argument as a speech to deliver to the class.

---

Day 5: Speaking & Reflecting

Standards

• SL.6.4: Present claims and findings clearly
• SL.6.1: Engage effectively in collaborative discussions

Learning Objectives

• I can clearly present my argument using evidence.
• I can listen and respond respectfully to others’ ideas.

Success Criteria

• Present argument within 2-3 minutes confidently.
• Ask at least one clarifying question during discussion.

Materials

• Students’ written arguments
• Timer
• Constructive feedback checklist

Instructional Plan

1. Warm-Up (5 minutes):
Review public speaking and respectful discussions.

2. Student Presentations (25 minutes):
Each student presents their argument to small groups (5 groups of 6). Timer used for pacing.

3. Group Discussion (10 minutes):
Peers ask questions and provide positive feedback using the checklist.

4. Personal Reflection (5 minutes):
Students write one strength and one area to improve about their speaking.

Differentiation Strategies

• Allow students to present in pairs if nervous.
• Provide sentence frames to help formulate questions.

Extension

Students record their presentations to analyze intonation and clarity.

---

Overall Differentiation & Supports

• Use dyslexia-friendly fonts and colored overlays for all printed materials.
• Incorporate audiobooks or read-aloud technology to scaffold reading.
• Flexible grouping with peer supports.
• Visuals and graphic organizers to clarify concepts.
• Opportunities for oral responses to reduce writing pressure.

---

This detailed, standards-aligned, and engaging 5-day plan from Savvas MyPerspectives Unit 3 develops critical reading, analytical, vocabulary, writing, and speaking skills with relevant scaffolds for all learners and opportunities for challenge and creativity.