Unit 1 Pacing Guide Document Testing Our Limits
Unit 1 Pacing Guide | 6th Grade ELAR (Texas)
27-DAY UNIT PLAN
StudySync Texas Integration
Block 1: Reading (43 Min)
Focuses on Unit 1 fiction, memoir, and poetry selections. Includes First Reads for comprehension and Close Reads for deeper analysis of plot, character, and setting.
Block 2: Writing & Grammar (43 Min)
Includes Daily Dose of Grammar (DDG), StudySync Skill Lessons, and the Narrative Extended Writing Project (EWP). Scaffolds from brainstorming to final publishing.
Day Block 1: Reading (43m) Block 2: Writing & Grammar (43m) Week 1: Foundations & The Narrative Spark 1 Intro Blast: Testing Our Limits. Essential Question: Why do we do when life gets hard? DDG Day 1: Intro to Editing. EWP: Unpack Narrative Prompt. Skill: Annotation. 2 SyncStart: Lost Island (First Read). Focus: Narrative arc. DDG Day 2. EWP Planning: Brainstorming conflict. Skill: Context Clues. 3 Anchor Text: Eleven (First Read). TEKS 6.8.A. DDG Day 3. EWP Planning: Character creation. Skill: Character. 4 Eleven (Skill: Reading Comprehension). Focus on stream of consciousness. DDG Day 4. EWP Planning: Mapping the Plot. Skill: Plot. 5 Eleven (Close Read). Literary Analysis: Figurative Language. TEKS 6.9.D. DDG Day 5. EWP Drafting: Hooks and Story Beginnings. Week 2: Historical Context & Building Suspense 6 Novel: The Mighty Miss Malone (First Read). TEKS 6.6.I. DDG Day 6. EWP Drafting: Sensory Details. Skill: Making Connections. 7 The Mighty Miss Malone (Close Read). Focus: Dialogue and Dialect. DDG Day 7. EWP Drafting: Skill: Writing Dialogue. TEKS 6.11.A. 8 Memoir: Red Scarf Girl (First Read). TEKS 6.7.C. DDG Day 8. EWP Drafting: Climax. Skill: Personal Response. 9 Red Scarf Girl (Close Read). Decision making in conflict. DDG Day 9. Skill: Consistent Pronoun Use. TEKS 6.10.D. 10 Novel: Hatchet (First Read). TEKS 6.8.D. DDG Day 10. EWP Drafting: Resolution. Skill: Setting. Week 3: Mystery, Drama, & Peer Support 11 Hatchet (Close Read). Comparing Settings with Red Scarf Girl. DDG Day 11. Skill: Consistent Verb Tenses. TEKS 6.10.D. 12 Drama: The Magic Marker Mystery (First Read). DDG Day 12. EWP Revision: Word Choice. Skill: Dramatic Elements. 13 The Magic Marker Mystery (Close Read). TEKS 6.8.B. DDG Day 13. Skills: Making Predictions. 14 Short Story: Scout’s Honor (First Read). DDG Day 14. EWP: Peer Review Session. Feedback Protocol. 15 Scout’s Honor (Close Read). TEKS 6.6.D. DDG Day 15. Skills: Character and Plot Analysis. Week 4: The Moral Compass & Comparative Study 16 Short Story: The Good Samaritan (First Read). TEKS 6.9.A. DDG Day 16. Skill: Sentence Fragments. TEKS 6.10.D. 17 The Good Samaritan (Close Read). Skill: Author’s Purpose. DDG Day 17. EWP Revision: Implementing peer feedback. 18 Poetry: Jabberwocky (First Read). DDG Day 18. Skills: Poetic Structure. TEKS 6.8.B. 19 Fiction: Gathering Blue (First Read). DDG Day 19. Skill: Run-On Sentences. 20 Fiction: A Wrinkle in Time (First Read). TEKS 6.8.C. DDG Day 20. Skills: Comparative Analysis Prep.
| Week 5: Unit Completion |
| 21 | Comparative Study: Wrinkle vs. Jabberwocky. TEKS 6.6.E. | DDG Day 21.
Unit 1 Comprehensive Review
|
| 26 |
Unit 1 Assessment: Testing Our Limits
|
| 27 |
Post-Assessment Reflection & Narrative Author Showcase
|
TEKS ELAR Alignment (Texas Grade 6)
TEKS 6.7.A
TEKS 6.8.C
TEKS 6.9.A
TEKS 6.11.A
TEKS 6.11.B
TEKS 6.10.D
Day 1 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Grammar & Editing | Day 1
Mission 1: The First Scan
Focus: Capitalization & Sentence Endings
Survival Instructions
Read the sentences below. There are five errors. Mark them with your editing tools, then rewrite the corrected version below.
every mountain climber knows that the wind can be dangerous. brian checked his gear three times before leaving the base camp? he wondered if he was ready for the challenge.
Field Log: Corrected Entry
Error Tracker
Capitalization: Sentence 1
Capitalization: Character Name
Punctuation: Middle Sentence
Capitalization: Pronoun Start
Punctuation: Final Stop
Verification Required
Annotation Scout Tip
Did you circle the errors before rewriting? This is a survival skill called annotation. Marking the text as you read ensures you don't miss hidden dangers in your writing.
ELAR Grade 6 | Testing Our Limits | Lesson 1.01 | Corrected Revision
Annotation Skill Practice Document Student:
Date:
Annotation
Codebook
Skill Builder 1.01
Circle
Identify unfamiliar words or unique vocabulary.
Underline
Mark key instructions or requirements.
Note
Write a question or connection in the margin.
Mission: Unpack the Narrative Prompt
Annotate the text below:
Imagine the very worst possible day. What event or individual makes that day so terrible? How do your characters respond? Your mission is to write a short story in which the main character faces an unexpected challenge on what was supposed to be a normal day.
Requirement Checklist:
A clear introduction that establishes the setting.
Sensory details (sight, sound, smell) to build the mood.
At least one instance of dialogue between two characters.
A resolution where the character shows how they "tested their limits."
Notes: Connections
Notes: Questions
"An annotated text is a map of a thinking mind."
Mastery Checklist:
Circle
Underline
Note
Day 1 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 1
TEKS ELAR Grade 6
6.5.A (Annotation) 6.11.A (Narrative) 6.10.D (Editing)
1
Reading Block: Unit Launch (43m)
Reading Bell Ringer (4m)
"What is your biggest fear? If you had to face it tomorrow, what is ONE step you would take to stay calm?" (Slide 2)
Theme Hook: EQ Blast (35m)
Define Testing Our Limits. Discuss physical, emotional, and social survival. Anchor question: "Why do we do what we do when life gets hard?"
Reading Exit Ticket (4m)
"Explain what 'Testing Our Limits' means. Give one example of a limit someone might test." (Slide 4)
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
"Why do writers edit their work? How does a mistake like a missing period change the reader's experience?" (Slide 5)
DDG Mission 1 (8m)
Distribute DDG Day 1. Focus on end punctuation and character name capitalization (Brian).
Skill: Annotation (27m)
Use Annotation Practice Doc to unpack the Narrative Prompt requirements.
Writing Exit Ticket (4m)
"What is one Mission Requirement you annotated today? Why is it important for your story?" (Slide 7)
Pro Tip
"Model the annotation code on the board before having students work independently to build confidence in the method."
Day 2 EWP Conflict Scout Organizer Bell Ringer Mission
Define "Conflict" and give a real-world example.
Student:
Date:
Conflict Scout
Map
Narrative EWP Planning
1 Exposition: The Status Quo
What does your character think is going to happen today? Describe the "Normal" start.
2 The Inciting Incident
"Where the boat tips over." What is the exact moment the day turns into a challenge?
3 Sensory Scout Check
Show, Don't Tell: List three sensory words to signal the conflict:
1. Sight
2. Sound
3. Feel/Smell
Exit Ticket
Which sense will you focus on most to build suspense?
Lesson 1.02 | EWP Planning Log | Scouting Complete
Day 3 EWP Character Scout Organizer Reading Block Bell Ringer
Childhood objects: What was your favorite toy or item as a kid? Why?
Student:
Date:
The Protagonist
Scout Map
Character Planning | Day 3
Mission: Designing a Hero
Just like Rachel in Eleven, your character needs internal feelings and an external response to their "Worst Day."
Section 1: Basic Identity
Full Name
Age (How many layers?)
Internal Trait
How do they feel on the inside during a challenge?
External Response
What do they do or say when things go wrong?
Section 3: The Survival Obstacle
What is one thing your character is terrified of? How will they test this limit today?
Writing Block Exit Ticket
Identify your protagonist's greatest fear.
Lesson 1.03 | EWP Character Profile | Scout Active
Day 4 Style & Stream Analysis Activity Student:
Date:
Reading Block
Style Analysis | Day 4
Stream of Style
Text: Eleven | Skill: Comprehension
Sandra Cisneros uses Stream of Consciousness to capture Rachel’s messy thoughts. Complete the scan below.
1. The Punctuation Scan
Look at the paragraph: "Only today I wish I didn’t have only eleven years inside me..." Why are there so many commas?
2. Repetition Tracker
Repeated word/phrase:
Effect on the reader:
3. The Voice Split
Internal Thought (The Stream)
External Reality (The Action)
Lesson 1.04 | Reading Activity | Style Scan | Revised
Day 5 Simile Safari Activity Student:
Date:
Reading Block
Close Read | Day 5
Simile Safari
Skill: Analyzing Figurative Language
Find three powerful Similes in *Eleven*. Explain what they help you visualize about Rachel's feelings.
1. Copy the Simile:
What does it reveal?
2. Copy the Simile:
What does it reveal?
Safari Conclusion
Why use everyday objects (onions, pennies) to describe growing up instead of fancy words?
Lesson 1.05 | Reading Activity | Simile Safari | Revised
Day 6 Historical Context Activity Student:
Date:
Reading Block
History & Context | Day 6
The Mighty Miss Malone
Skill: Identifying Historical Context Clues
Identify details in the text that show what life was like during the Great Depression.
Physical Hardship Evidence
Find a detail about hunger, clothing, or housing:
Character Response
How does Deza feel about her family’s situation? Cite evidence.
Defining: "Hooverville"
Based on the text, what was a "Hooverville"? Describe it:
Lesson 1.06 | Reading Activity | Historical Context Scan | Revised
Reading Activity Answer Keys Days 1 to 3 Activity Keys
Reading Block | Days 1-3
Teacher Resource
Day 1
The Survival Shield
Exemplar Components:
• Support: Parent, coach, or best friend.
• Skill: Listening, drawing, or team sports.
• Bravery: Standing up for a friend.
• Place: Library or local park.
Reflection Key:
Students should explain that these internal supports provide a "safety net" that allows them to take risks and keep going during hard times.
Day 2
Lost Island: Plot Arc
Arc Element Exemplar Response Exposition Mariana and Uncle Tico fishing on a normal morning. Inciting Incident A rogue wave hits and flips the small fishing boat. Rising Action Mariana swims to the island and searches for her uncle.
Day 3
Identity Layers
The Conflict Key:
"Rachel feels like a small child when the teacher makes her wear the sweater. Her 'three-year-old' layer cries even though she is eleven. She feels powerless and embarrassed."
Testing Our Limits | Reading Activity Keys Days 1-3
Reading Activity Answer Keys Days 4 to 6 Activity Keys
Reading Block | Days 4-6
Teacher Resource
Day 4
Eleven Style Scan
Punctuation Check:
"The commas create a breathless, urgent pace. It mirrors the feeling of a panic attack or being unable to stop one's emotions."
Repetition Key:
"Word: 'Only'. Effect: Emphasizes Rachel's fixation on her age and how she feels inadequate for the situation."
Day 5
Simile Safari Exemplars
Specimen 1: "like pennies in a tin Band-Aid box"
Reveal: Memories are noisy, unorganized, and can clatter around and cause pain.
Specimen 2: "the way you can't unstick a shoe from a piece of gum"
Reveal: She feels trapped in her identity; shame is sticky and hard to remove.
Day 6
Mighty Miss Malone Scan
Hooverville Definition:
"A collection of shacks or shanties where homeless people lived. Named after President Hoover, who was blamed for the Great Depression. They were symbols of extreme poverty and hardship."
Testing Our Limits | Reading Activity Keys Days 4-6
Day 10 Wilderness Setting Activity Student:
Date:
Reading Block
Setting Analysis | Day 10
The Wilderness Map
Text: Hatchet | Skill: Setting & Conflict
In survival fiction, the Setting is often the character's greatest enemy.
1. Describing the Beast
Find two phrases Gary Paulsen uses to describe the Canadian wilderness. How do these words sound dangerous?
2. The Setting-Conflict Link
Identify one physical obstacle in the environment. How does it test Brian's internal limits (patience or courage)?
Reading Exit Ticket
How is the "loneliness" of the forest different from the classroom loneliness in *Eleven*?
Lesson 1.10 | Reading Activity | Setting Scan
Day 10 EWP Resolution Scout Organizer Writing Bell Ringer
Endings: What makes a "happy ending" feel real instead of fake?
Student:
Date:
Resolution Map
The Lesson Learned
The resolution shows how your character has grown. Today, we map the heart of your message.
1 The Outer Resolution
How does the "Worst Day" situation end? Is the problem fixed?
2 The Heart of the Matter
How has your character changed inside?
Section 3: The Theme
Write one "Big Idea" sentence about testing limits:
Exit Ticket
One-sentence moral of your story:
Lesson 1.10 | EWP Resolution Scout | Single Page Mission Log
Testing Limits Intro Slides Unit 1: ELAR Grade 6
TESTING OUR
LIMITS
Mission Launch
Reading Bell Ringer
"What is your biggest fear? If you had to face it tomorrow, what is one step you would take to stay calm?"
Prepare for the Mission
Unit Blast
Essential Question:
"Why do we do what we do when life gets hard?"
Physical
Emotional
Social
Reading Exit Ticket
"In your own words, explain what Testing Our Limits means. Give one example of a limit someone might test."
Block 1 Logged
Writing Bell Ringer
"Why do writers edit their work? How does a mistake like a missing period change the reader's experience?"
Grammar Block Active
Skill: Annotation
The Code
Circle Unknown Words
Underline Requirements
Note Ideas & Questions
Today's Mission
Annotate the EWP Prompt to ensure you have all the equipment for your narrative journey.
Writing Exit Ticket
"What is one Mission Requirement you annotated today? Why is it important for your story?"
Writing Log Saved
Day 1 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 1
Teacher Resource
Corrected Field Log Entry
Every mountain climber knows that the wind can be dangerous. Brian checked his gear three times before leaving the base camp. He wondered if he was ready for the challenge.
Error Analysis Scan
Error Found Correction Rule / Reason every Every Capitalize the first word of a sentence. brian Brian Capitalize proper nouns (names of people). camp? camp. Use periods for statements. he He Capitalize the word after a period. challenge challenge. Ensure every sentence has proper end punctuation.
Facilitation Tip
When reviewing, ask students why end punctuation matters in survival notes. If a message is confusing (like a question mark where there should be a period), it could lead to dangerous field misunderstandings!
Testing Our Limits | Grammar Key | 1.01
Day 1 Annotation Skill Practice Exemplar Exemplar Answer
Annotation Skill Practice | Day 1
Unit 1 Master File
Teacher Reference Only
Circle
Identify unfamiliar words or unique vocabulary.
Underline
Mark key instructions or requirements.
Note
Write a question or connection in the margin.
Visual Exemplar
Mission: Unpack the Narrative Prompt
Imagine the very worst possible day. What event or individual makes that day so terrible? How do your characters respond? Your mission is to write a short story in which the main character faces an unexpected challenge on what was supposed to be a normal day.
Requirement Checklist:
A clear introduction that establishes the setting.
Sensory details (sight, sound, smell) to build the mood.
At least one instance of dialogue between two characters.
A resolution where the character shows how they "tested their limits."
Notes: Connections
"This reminds me of the time my bike tire popped in the middle of a trail. I had to walk 3 miles in the heat. It felt like the worst day!"
Notes: Questions
"Does the dialogue have to be long, or just a few lines? Can the challenge be something small like a lost key?"
Annotation Depth
Full Coding Applied
Personal Connection
Specific Event Cited
Clarification
Logical Q's Asked
Testing Our Limits | Annotation Exemplar | 1.01
Day 1 Survival Shield Activity Student:
Date:
Reading Block
Theme Discovery | Day 1
The Survival Shield
Identifying Internal Strengths
"Testing our limits" means using your inner strengths when life gets hard. Fill in your Survival Shield below to map out the "equipment" you carry inside.
Support System
A person who helps you
Key Skill
A skill you are proud of
Bravery Note
A memory of courage
Safe Haven
Your "Go-To" happy place
Field Reflection
How would these four things help you "test your limits" during a hard day?
Lesson 1.01 | Reading Block Activity | Revised Version
Reading Activity Answer Keys Days 1 to 3 Answer Keys
Reading Activities | Days 1-3
Teacher File
Day 1: Survival Shield Exemplars
Physical
• Running out of water.
• Climbing a mountain.
• Cold weather/snow.
Emotional
• Embarrassment (sweater).
• Loneliness/Sadness.
• Feeling "small" or 3.
Social
• Teacher not listening.
• Classmates laughing.
• Injustice in a group.
Day 2: Lost Island Plot Key
1. Exposition: Mariana and her uncle are fishing on a calm morning.
Day 3: Eleven Identity Guide
Social Mask
"She says 'It’s not mine' in a little, squeaky voice. She tries to sit still even though she's shaking."
Internal Storm
"She feels like she is three years old. She wants to cry and disappear. The layers of her past are vibrating with shame."
Unit 1 | Reading Keys Block A | Days 1-3
Day 2 Mapping the Journey Slides Unit 1: Exploration
Mapping the
Journey
Grade 6 ELAR | Lesson 1.02
Reading Bell Ringer
"You are suddenly stranded on a deserted island. You can only keep one item from your backpack. What is it, and how does it help you survive?"
4 Minutes on the clock
The First Read
Text: Lost Island
Primary Objective
Identify the Narrative Arc. Where does the "normal" day end and the survival mission begin?
Pacing the Arc
1 Exposition: The Trip
2 Inciting Incident
3 Rising Action
Reading Exit Ticket
"Identify the Inciting Incident in 'Lost Island.' What signaled the change?"
Writing Bell Ringer
"Define Conflict in your own words. Give an example from a book or movie."
Context Clues
Show, Don't Tell
Writers use Context Clues so the reader can feel the danger.
The Mission
Find three sensory clues that signal your inciting incident.
Sight
Clouds, Soggy Gear
Sound
Squelching, Cracking
Feel
Bitter Cold, Damp
Writing Exit Ticket
"What is the specific Conflict of your story? Which sense will you focus on most?"
Data Logged
Day 2 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 2
Mission 2: Proper Equipment
Focus: Proper Nouns & Incomplete Sentences
Instructions
Find the five errors involving proper nouns and fragments. Mark them, then rewrite the log correctly below.
mariana and uncle tico were fishing in the atlantic ocean. when the waves hit. the boat tipped over! they were far from the coast of florida?
Field Log: Corrected Entry
Error Tracker
Proper Noun: Person
Proper Noun: Title
Proper Noun: Location
Sentence Fragment
Punctuation: End Mark
Equipment Check
ELAR Grade 6 | Testing Our Limits | Lesson 1.02 | Grammar Scan
Day 2 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 2
Teacher Key
Corrected Field Entry
Mariana and Uncle Tico were fishing in the Atlantic Ocean. When the waves hit, the boat tipped over! They were far from the coast of Florida.
Type Error Correction Person mariana Mariana Title uncle Uncle Ocean atlantic ocean Atlantic Ocean Fragment when the waves hit. Connect to sentence Punctuation florida? Florida.
Teaching Point: Ensure students understand that "Uncle" is capitalized here because it's used as part of a specific person's name (Uncle Tico). Contrast this with "my uncle" where it remains lowercase.
Day 2 EWP Conflict Scout Organizer Writer:
Phase:
Brainstorming
Conflict Scout
Map
Narrative EWP Planning
Primary Objective
Identify the Inciting Incident (the "Spark") that ruins your character's day. Use Lost Island as your guide.
Section 1: The Normal Start
Describe the character's location and activity BEFORE the trouble hits:
Section 2: The "Worst Day" Spark
What single moment or event turns this into a survival story?
Section 3: Clue Scouting
Use 'Show, Don't Tell' to describe the rising trouble:
1. Sensory Clue
2. Physical Clue
3. Reaction Clue
"Show, don't tell: The first rule of survival writing."
Day 2 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 2
TEKS ELAR Grade 6
6.8.C (Plot Elements) 6.2.B (Context Clues) 6.11.A (Narrative Plan)
1
Reading Block: First Read (43m)
Reading Bell Ringer (4m)
"Stranded on an island: Identify ONE backpack item to keep for survival and explain why." (Slide 2)
Lost Island Discovery (35m)
Read Lost Island. Focus on the Narrative Arc. Identify the shift from Exposition (fishing) to Inciting Incident (overturned boat).
Reading Exit Ticket (4m)
"Which specific word or phrase signaled the mood shift from calm to dangerous?" (Slide 4)
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
"Define 'Conflict' and give an example from a book or movie." (Slide 5)
DDG Mission 2 (8m)
Focus on Proper Nouns (Atlantic Ocean, Florida) and fragments. Ensure students capitalize "Uncle Tico."
EWP Planning (27m)
Distribute Conflict Scout Map. Focus on the sensory shift of the inciting incident.
Writing Exit Ticket (4m)
"What is your story's conflict? Which sense will you focus on most?" (Slide 7)
Teaching Insight
"Emphasize that conflict isn't just 'bad stuff happening'—it's the obstacle that forces the character to act or change."
Day 2 EWP Conflict Scout Exemplar Exemplar Answer
Conflict Scout Map | Day 2
Unit 1 Master File
Teacher reference only
Scout Exemplar
Mission: Scouting the Conflict
Section 1: The Status Quo (Exposition)
"Leo is waking up for his first day of middle school. He has his lucky blue shirt laid out and his breakfast already made. He thinks today is going to be perfect and he will finally fit in."
Section 2: The Inciting Incident
"As Leo walks to the bus stop, a sudden rainstorm begins. A passing car hits a massive puddle, splashing brown, muddy water all over his 'lucky' blue shirt. He realizes his project is also soaked."
Section 3: Context Clues
Sight
"Soggy, grey cardboard"
Sound
"Squelch of wet sneakers"
Feel / Smell
"The cold, damp clinging fabric"
Contrast
Clear 'Normal' vs 'Worst'
Pacing
Specific inciting incident
Sensory
Words evoke mood
Testing Our Limits | Conflict Exemplar | 1.02
Day 2 Lost Island Plot Activity Student:
Date:
Reading Block
Plot Mapping | Day 2
Lost Island: Plot Arc
Skill: Analyzing Narrative Structure
Map Mariana's journey. Identify each part of the arc and provide a short description or evidence from the text.
1. Exposition
The Starting Point: Characters & Setting
2. Inciting Incident (The Hook)
The moment everything changes (The wave hits)
3. Rising Action
The struggle for survival begins
4. Climax
The turning point
5. Falling Action
Conflict resolution
6. Resolution
The final outcome
Lesson 1.02 | Reading Activity | Mapping the Arc
Day 3 The Heart of the Story Slides Day 3: Character Discovery
The Heart of
the Story
Identity Layers & Protagonists
Reading Bell Ringer
"Think of an object you owned as a little kid (a blanket, a toy, a sweater). How did it make you feel? Why was it important?"
Identity Check: Active
Anchor Text
Eleven by Sandra Cisneros
First Read Focus
Analyze Rachel's Internal Response to the red sweater. How does she feel vs. what she says?
Concept: The Onion Identity
11
Reading Exit Ticket
"Why does Rachel say she is 'eleven, ten, nine... and one' all at once?"
Exemplar Points:
• Identity is built in layers like tree rings or onions.
• Experiences from younger years stay with us forever.
• Facing a challenge can make you feel small again.
Writing Bell Ringer
"If your character could only have ONE personality trait, what would it be? Why?"
Character Build: Initializing
The Protagonist
The Main Scout
A protagonist isn't just a name. They need Identity Layers.
The Character Scout Map
Name & Age (The Outside)
Internal Traits (The Heart)
External Response (The Action)
Writing Exit Ticket
"What is the one fear your protagonist will face?"
Exemplar Points:
• Fear of embarrassment (Social Survival).
• Fear of being ignored (Emotional Survival).
• Fear of failure or making a mistake.
Day 3 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 3
Mission 3: Signal Scan
Focus: Capitalization, S-V Agreement & Spelling
Signal Interference
Find the five specific errors below. Correct the grammar and fix any spelling hazards.
rachel feel that today is a terible day. Her classmates laughs at her. she wishes she was elevin years old today so she could be far away.
Field Log: Corrected Entry
Error Tracker
Capitalization: Start
Subject-Verb Error #1
Subject-Verb Error #2
Spelling Error #1
Spelling Error #2
Signal Verified
Testing Our Limits | DDG 1.03 | Grade 6 ELAR | Final Revision
Day 3 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 3
Teacher Key
Corrected Field Entry
Rachel feels that today is a terrible day. Her classmates laugh at her. She wishes she was eleven years old today so she could be far away.
Type Error Correction Capitalization rachel / her Rachel / Her Subject-Verb feel feels Subject-Verb laughs laugh Spelling elevin eleven
Teaching Point: Ensure students understand the why: "Rachel" and "Her" start sentences; "feels" matches the singular subject "Rachel"; "laugh" matches the plural "classmates."
Day 3 EWP Character Scout Exemplar Exemplar Answer
Character Scout Map | Day 3
Unit 1 Master File
Teacher reference only
Profile Exemplar
Mission: Designing a Hero
Section 1: Basic Identity
Full Name
Leo "Lucky" Mendoza
Age
11 years old (with 10 layers inside)
Internal Trait
"Deeply sensitive and worries about what others think. He desperately wants to look 'cool' for the first time in his life."
External Response
"He tends to freeze up or look at the ground when he's embarrassed. He tries to laugh it off even when he wants to cry."
Section 3: The Survival Obstacle
"Leo is terrified of being the center of attention for the wrong reasons. His limit will be tested when he has to walk into the school assembly with a soaking wet, muddy shirt."
Depth of Identity
Uses 'layer' concept
Consistency
Traits match conflict
EWP Prep
Ready for Day 4 plotting
Testing Our Limits | Character Exemplar | 1.03
Day 3 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 3
TEKS ELAR Grade 6
6.8.A · 6.7.A · 6.11.A
1
Reading Block: First Read (43m)
Reading Bell Ringer (4m)
Prompt: Favorite childhood object connection.
Text Analysis: Eleven (35m)
Read Eleven. Key Insight: Rachel's ages are like an onion/tree rings—she's still 3, 5, and 10 even at 11.
Reading Exit Ticket (4m)
"Identity layers: We are every age we have ever been."
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: One protagonist trait.
DDG Mission 3 (8m)
Rachel feels / Classmates laugh / elevin -> eleven.
EWP Scout Map (27m)
Focus on the internal/external trait balance.
Writing Exit Ticket (4m)
"Identify protagonist's greatest fear."
Teaching Hook
"Link Rachel's shame about the sweater to the students' character fears. Characters are most compelling when internal shame meets external obstacles."
Day 3 EWP Character Scout Organizer Reading Block Bell Ringer
Favorite object: What was it? Why was it important?
Student:
Date:
Protagonist Map
Designing a Hero
Define your character's Internal Traits (Heart) and External Response (Action).
Section 1: Identity
Character Full Name
Age / Identity Layers
Internal Traits
The Heart: Inside Feelings
External Action
The Action: Words/Deeds
Section 3: The Survival Obstacle
What is one thing your character is terrified of? How will they test this limit?
Writing Exit Ticket
What is your protagonist's greatest fear?
Lesson 1.03 | EWP Character Profile | Final Revision
Day 3 Rachel's Identity Layers Activity Student:
Date:
Reading Block
Character Analysis | Day 3
Identity Layers
Text: Eleven by Sandra Cisneros
Rachel says growing old is like "an onion" or "the rings inside a tree trunk." Even though she is eleven, she still feels like she is all the younger ages too.
Age 11
Older Layers
The "Cry" Age
1
The Conflict
Describe when Rachel's younger self takes over:
Personal Connection
What is one "layer" you keep hidden inside?
Lesson 1.03 | Reading Activity | Identity Layers | Revised
Day 4 The Flow of the Story Slides Day 4: Narrative Flow
Navigating
the Stream
Understanding Style & Sequence
Reading Bell Ringer
"Look at the first paragraph of 'Eleven.' Why are there so many commas? How does this speed up your reading?"
Style Scan: Active
Reading Skill
Stream of Consciousness
What is it?
A narrative style that tries to capture the natural flow of a character's thoughts.
Thoughts are often messy and fast!
Style Markers
Long sentences with many commas.
Sudden shifts in topic.
Repetition of words or phrases.
Reading Exit Ticket
"How does Rachel’s stream of consciousness help us feel her embarrassment more deeply?"
Exemplar Points:
• It makes the reader feel rushed and overwhelmed, like she is.
• We hear her internal panic that she doesn't say out loud.
Writing Bell Ringer
"What are three obstacles that could make a 'Worst Day' even worse? (Ex: Rain, lost phone, late bus)."
Rising Action: Sequencing
Rising Action
Building the Heat
The Rising Action is a series of events that increase tension.
The Plot Scout Mission
Sequence three distinct steps between your incident and your climax.
Writing Exit Ticket
"What is the Climax (turning point) of your story? What is the peak of the tension?"
Exemplar Points:
• The moment of no return.
• The character must make a final choice or face the biggest obstacle.
Day 4 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 4
Mission 4: Gear Repair
Focus: Run-on Sentences & Commas in a Series
Survival Instructions
A gear inventory log is malfunctioning! Find the five errors below. Fix the run-on sentences and ensure commas separate the list items correctly.
brian packed matches a hatchet a warm jacket and some water he knew the journey would be long he hoped he had enough gear.
Field Log: Corrected Inventory
Error Tracker
Error Identified #1
Error Identified #2
Error Identified #3
Error Identified #4
Error Identified #5
Inventory Verified
Testing Our Limits | DDG 1.04 | Grade 6 ELAR
Day 4 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 4
Teacher Key
Corrected Field Entry
Brian packed matches, a hatchet, a warm jacket, and some water. He knew the journey would be long. He hoped he had enough gear.
Type Error Correction Capitalization brian Brian Series Commas matches a hatchet a warm jacket matches, a hatchet, a warm jacket, Run-on Fix water he knew water. He knew Run-on Fix long he hoped long. He hoped
Teaching Point: Focus on the Oxford Comma in the series (jacket, and water). Remind students that run-on sentences happen when two complete thoughts (independent clauses) are smashed together without punctuation or conjunctions.
Day 4 EWP Plot Map Organizer Bell Ringer
List 3 "Worst Day" obstacles:
Student:
Date:
Plot Scout Map
1
The First Complication
2
A New Obstacle
3
Maximum Pressure
The Climax (Turning Point)
What is the peak moment of maximum test?
Exit Ticket
One key sense for your turning point:
Lesson 1.04 | EWP Plot Map Log | Final Single Page Scan
Day 4 EWP Plot Map Exemplar Exemplar Answer
Plot Map Organizer | Day 4
Unit 1 Master File
Teacher reference only
Plot Exemplar
Mission: Building Tension
1
"Leo tries to dry his shirt in the bathroom hand dryer, but it just makes the mud smell like old swamp water."
2
"He tries to hide in the back of the hallway, but the school bully, Marcus, sees him and starts pointing and laughing loudly."
3
"The principal calls Leo's name specifically to come to the front of the stage to lead the school pledge."
The Climax
"Leo stands on the stage in front of 400 students. The lights are bright, everyone is staring at his brown-stained shirt, and Marcus is recording him. Leo has to decide whether to run away or stand tall and speak."
Tension
Events escalate stakes
Logical
Sequence makes sense
Impact
Climax is highest tension
Testing Our Limits | Plot Exemplar | 1.04
Day 4 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 4
TEKS ELAR Grade 6
6.7.A (Plot Interaction) 6.8.B (Style & Style) 6.11.A (Plot Planning)
1
Reading Block: Style & Comprehension (43m)
Reading Bell Ringer (4m)
Prompt: The comma speed-up in the first paragraph.
Concept: Stream of Consciousness (35m)
Analyze *Eleven* paragraph by paragraph. How does the "style" match Rachel's "emotional state"? Focus on the natural flow of thought.
Reading Exit Ticket (4m)
"Why use this style to show embarrassment?"
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: Three story obstacles.
DDG Mission 4 (8m)
Commas & Run-ons:
"jacket, and water. He knew..."
EWP Plot Map (27m)
Distribute Organizer.
Writing Exit Ticket (4m)
"Define your turning point."
Instructional Connection
"Emphasize that the Rising Action must be like a mountain trail—getting steeper (harder) as it goes toward the peak (climax)."
Day 4 Style & Stream Analysis Activity Student:
Date:
Reading Block
Activity 1.04 | Eleven Style Scan
The Stream of Style
In Eleven, Sandra Cisneros uses repetition and punctuation to capture Stream of Consciousness.
Repetition Tracker
Find a repeated word or phrase:
How does this show her feelings?
The Comma Current
Paragraph 1 (the ages): Why so many commas?
Scout Synthesis
How does this style change how you feel while reading?
"Not mine, not mine, not mine..." | Lesson 1.04
Reading Activity Answer Keys Days 4 to 6 Answer Keys
Reading Activities | Days 4-6
Teacher File
Day 4: Eleven Style Scan Key
Repetition Tracker
"Not mine, not mine, not mine." / "Ten, nine, eight..."
Shows her panic and how she is trying to distance herself from the shame.
The Comma Current
"The commas eliminate pauses, forcing the reader to rush through the thoughts. It mimics the breathless, racing heart of a child who is about to cry."
Day 5: Simile Safari Key
1. Penny Box: Growing old is small, noisy, and clatters around inside you.
Day 6: Context Scan Key
Great Depression Indicators
"Reference to Hoovervilles, parents losing jobs, hunger, and traveling by boxcar to find work. These details show the 'dark times' the Malones face."
Unit 1 | Reading Keys Block B | Days 4-6
Day 5 The Spark of the Story Slides Day 5: Deep Dive & Drafting
The Spark of
the Story
Figurative Language & Story Hooks
Reading Bell Ringer
"Rachel says growing old is like
Close Read: Active
The Close Read
Skill: Figurative Language
Why Use Similes?
"They help the reader visualize abstract feelings by using concrete objects."
Cisneros's Imagery
Onions (Layers)
Tree Rings (Growth)
Pennies (Clatter/Noise)
Reading Exit Ticket
"Find one Simile in the final three paragraphs. What does it reveal?"
Exemplar Similes:
• "...rattling inside me like pennies in a tin Band-Aid box."
• "...growing inside me like rings in a tree."
Writing Bell Ringer
"Read these two hooks. Which one makes you want to read more? Why?"
1. It was a normal Tuesday morning. 2. The alarm clock screamed at me like a banshee.
The Lead
Catch the Reader
Hook Types
Action Start
Dialogue Start
Curiosity / Question
Sensory Description
Drafting Mission
Draft three different hooks for your "Worst Day" story on your worksheet.
Writing Exit Ticket
"Which hook type did you choose? Why is it the best fit for your story?"
Hook Logged
Day 5 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 5
Mission 5: The Final Check
Focus: Mixed Review (Capitalization, Punctuation, S-V Agreement)
Quality Control
Correct the survival report below. There are five errors. This is your final scan of the week!
The weather were cold and snowy. rachel want to go inside. she opened her heavy wooden door? but it was stuck. brian come to help her.
Field Log: Corrected Entry
Error Tracker
Error Identified #1
Error Identified #2
Error Identified #3
Error Identified #4
Error Identified #5
Week 1 Certified
Testing Our Limits | DDG 1.05 | Grade 6 ELAR
Day 5 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 5
Teacher Key
Corrected Field Entry
The weather was cold and snowy. Rachel wanted to go inside. She opened her heavy wooden door, but it was stuck. Brian came to help her.
Type Error Correction S-V Agreement weather were weather was Proper Noun rachel Rachel Verb Tense want wanted Punctuation door? door, (comma) Verb Tense come came
Week 1 Debrief: Review the Consistency rule. Since the rest of the paragraph is in past tense ("opened," "was stuck"), all verbs must be past tense ("was," "wanted," "came").
Day 5 EWP Hook Workspace Organizer Writing Bell Ringer
Compare hooks: Which catch your attention better? Why?
Student:
Date:
The Hook Tool
Drafting the Lead
Survival stories need a fast start. Draft three styles for your narrative.
Option 1: The Action Hook
Start mid-action (ex: "The wind slammed the door shut.")
Option 2: The Dialogue Hook
Start with speech (ex: "Watch out for that puddle!" my mom yelled.)
Option 3: The Sensory Hook
Start with a sight, sound, or smell (ex: "The smell of burnt toast...")
Writing Exit Ticket
Which hook is your favorite? Why?
Lesson 1.05 | EWP Hook Workspace | Single Page Draft
Day 5 EWP Hook Workspace Exemplar Exemplar Answer
Hook Workspace | Day 5
Unit 1 Master File
Teacher reference only
Hook Exemplar
Mission: Hooking the Reader
Option 1: The Action Hook
"The mud didn't just splash; it exploded like a slow-motion volcano, coating Leo's lucky blue shirt before he could even blink."
Option 2: The Dialogue Hook
"'Nice shirt, Mendoza. Did you decide to go swimming in a swamp on the way to school?' Marcus sneered, his phone already out and recording."
Option 3: The Sensory Hook
"The smell of damp cotton and rotting leaves was the first thing Leo noticed. Then came the cold, sticky weight of the mud clinging to his chest."
Engagement
Hooks create questions
Clarity
Incident is obvious
Variety
Three distinct styles
Testing Our Limits | Hook Exemplar | 1.05
Day 5 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 5
TEKS ELAR Grade 6
6.9.D (Figurative Language) 6.11.B (Drafting Hooks) 6.10.D (Mixed Editing)
1
Reading Block: Close Read (43m)
Reading Bell Ringer (4m)
Prompt: The "Penny Box" metaphor.
Mastering Similes: *Eleven* (35m)
Reread the "Onion" and "Tree Ring" sections. Discussion: Why doesn't she just say "I'm sad"? Why does she say she's like a "tin can"?
Reading Exit Ticket (4m)
"Final Simile Check: Why a 'tiny bird'?"
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: Hook comparison.
DDG Mission 5 (8m)
Week 1 Recap Key:
weather was / Rachel wanted / opened...door, but / Brian came
Drafting Hooks (27m)
Distribute Organizer.
Writing Exit Ticket (4m)
"Choice of hook: Dialogue vs. Description."
Week 1 Summary
"Celebrate the completion of Week 1! Students have launched the unit, mastered annotation, mapped a conflict, and drafted their first hooks. They are now fully-equipped narrative scouts."
Day 5 Simile Safari Activity Student:
Date:
Reading Block
Activity 1.05 | Simile Safari
Simile Safari
Find Similes (comparisons using like or as) from *Eleven*.
1
The "Penny Box" Simile
"...rattling inside me like pennies in a tin Band-Aid box"
What does this reveal about Rachel's memories?
2
The "Tree Ring" Simile
"...growing inside me like rings in a tree"
Why is a tree ring a good comparison for identity?
The Final Discovery
Find ONE more simile from the end of the story (look for the "tiny bird"). What does it reveal?
Unit 1 | Lesson 1.05 | Close Read Tool
Day 6 A Bright Spirit Slides Day 6: Setting & Senses
Bright Spirit
Dark Times
The Mighty Miss Malone & Sensory Drafting
Reading Bell Ringer
"What do you know about the Great Depression? How would your daily life change if your family had very little money?"
Historical Context: Loading
The First Read
The Mighty Miss Malone
Primary Objective
Monitor your comprehension. How does Deza's strong voice help you understand her world?
Deza's Profile
Top of her class in Gary, Indiana.
Very close with her family (The Malones).
Facing the "Dark" of the Depression.
Reading Exit Ticket
"How is Deza testing her limits in this excerpt? Cite one piece of evidence."
Exemplar Points:
• She pushes herself to be the best student despite hunger.
• She keeps her spirit high even when things look bleak.
Writing Bell Ringer
"Describe a 'bad smell' without using the word STINK. Use three sensory words."
Drafting: Sensory Phase
Sensory Drafting
Feel the Story
Sensory details transform a list of facts into an Experience.
The Mission
Use the Sensory Scout Tool to build the mood of your character's worst day.
Sight
Sound
Smell/Feel
Taste
Writing Exit Ticket
"Which sense is most powerful for building a Suspenseful mood? Why?"
Drafting Progress Logged
Day 6 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 6
Mission 6: Navigation Signal
Focus: Common Usage & Word Choices
Tracking Error
Find the five errors below. Look for words that sound the same but have different meanings (homophones) or common spelling traps.
The malone family was on there way to Flint. they had to carry they're heavy bags across the state. it was two much for some people to handle.
Field Log: Corrected Tracker
Error Tracker (Find 5)
Proper Noun Capitalization
Homophone: Place vs. Possession
Sentence Start Capitalization
Homophone: Possession vs. Contraction
Usage: "too" vs. "two"
Navigation Certified
Testing Our Limits | DDG 1.06 | Grade 6 ELAR
Day 6 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 6
Teacher Key
Corrected Field Entry
The Malone family was on their way to Flint. They had to carry their heavy bags across the state. It was too much for some people to handle.
Type Error Correction Proper Noun malone Malone Homophone there their (possession) Capitalization they They Homophone they're their (possession) Usage two too (amount)
Teaching Point: Homophone review! Their = ownership; There = location; They're = they are. Use the mnemonic: "t-HEIR" for families that own things.
Day 6 EWP Sensory Scout Organizer Writing Bell Ringer
Describe a "bad smell" without saying STINK. Use 3 senses.
Student:
Date:
Sensory Scout
Tool
Mission: Show, Don't Tell
Draft the scene where your challenge begins. Use at least four senses.
What do they SEE?
What do they HEAR?
What do they FEEL/SMELL?
The Resulting Mood
How do these combine to create a feeling?
Exit Ticket
Which sense builds the most suspense?
Lesson 1.06 | Sensory Drafting Log | Scout Active
Day 6 EWP Sensory Scout Exemplar Exemplar Answer
Sensory Scout Tool | Day 6
Unit 1 Master File
Teacher reference only
Sensory Exemplar
Mission: Show, Don't Tell
What do they SEE?
"Brown, muddy water arcing through the air like a heavy curtain. The bus's yellow paint looked dull through the gray curtain of rain."
What do they HEAR?
"The rhythmic 'thwack-thwack' of the windshield wipers. The deep, heavy splash as the car tire hit the hidden puddle."
What do they FEEL/SMELL?
"The smell of wet asphalt and iron. The shocking, icy coldness of the water soaking through his lucky blue shirt."
The Resulting Mood
"Shock and shame. The contrast between his dry, warm hopes and the wet, cold reality makes Leo feel exposed and small."
Specific Senses
Avoided generic words
Show vs Tell
Focus on imagery
Emotional Impact
Mood is established
Testing Our Limits | Sensory Exemplar | 1.06
Day 6 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 6
TEKS Grade 6
6.6.I · 6.7.C · 6.11.B
1
Reading Block: First Read (43m)
Reading Bell Ringer (4m)
Prompt: The Great Depression & Personal Change.
The Mighty Miss Malone (35m)
Read the excerpt. Comprehension Strategy: Map Deza's "Mighty" traits vs. the "Dark" setting of Gary, Indiana.
Reading Exit Ticket (4m)
Exemplar: Testing hunger or emotional separation from family.
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: Describe a bad smell without saying 'stink'.
DDG Mission 6 Key:
their / They / their / too / Malone
EWP Drafting (27m)
Focus on sensory details and mood.
Writing Exit Ticket (4m)
"Choose your most powerful sense."
Teaching Insight
"Link Deza's sensory descriptions of poverty to students' drafting. Encourage details that imply internal character feelings."
Day 6 Historical Context Activity Student:
Date:
Reading Block
Activity 1.06 | Context Scan
Dark Times Scan
In The Mighty Miss Malone, Deza faces the Great Depression. Hunt for details that show the "dark times" of the 1930s.
Evidence Item #1: Poverty
Find a detail that shows poverty or lack of money:
Evidence Item #2: Setting
Find a detail about Gary, Indiana or the family's journey:
Analysis: The Bright Spirit
How does Deza's character act as a "bright spirit" in these "dark times"?
Mighty Malone Context Scan | Lesson 1.06
Day 7 The Power of Voice Slides Day 7: Dialogue & Dialect
The Power
of Voice
Mastering Authentic Speech
Reading Bell Ringer
"Write one sentence the way you talk to your best friend. Then, write the same sentence the way you would talk to a principal."
Voice Switch: Active
The Close Read
The Mighty Miss Malone
What is Dialect?
"A version of language that belongs to a specific group, region, or time."
Why Use It?
Adds Realism
Shows Culture
Builds "Mighty" Spirit
Reading Exit Ticket
"Pick one character from the Malones. How does their unique dialect show they are part of a close family?"
Writing Bell Ringer
"Fix this dialogue punctuation:
Dialogue Rules
The Speaker's Gear
The Punctuation Kit
Use Quotation Marks " "
Comma before the tag
New Speaker = New Paragraph
Writing Mission
Draft the First Scene of your story. Focus on making the characters sound real through dialogue.
Writing Exit Ticket
"What was the hardest part about writing Realistic Dialogue today?"
Scene Draft Logged
Day 7 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 7
Mission 7: Voice Signal
Focus: Apostrophes & Capitalization
Transmission Errors
Find the five errors below. Look for missing apostrophes in contractions and incorrect capitalization.
"I cant believe were stranded," mariana yelled. she looked at the boat. "dont worry, everything will be alright," her uncle replied.
Field Log: Corrected Transmission
Error Tracker (Find 5)
Contraction Error #1
Contraction Error #2
Proper Noun Error
Sentence Start Error
Contraction Error #3
Signal Verified
Testing Our Limits | DDG 1.07 | Grade 6 ELAR
Day 7 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 7
TEKS Grade 6
6.8.B (Analyze Dialect) 6.11.A (Narrative Dialogue) 6.10.D (Apostrophes)
1
Reading Block: Close Read (43m)
Reading Bell Ringer (4m)
Prompt: Dialect/Voice switching with family vs. friends.
The Power of Dialect (35m)
Reread Jimmie's lines in *The Mighty Miss Malone*. Activity: Students "translate" one line into formal English. Discuss: What is lost in the translation? Why does the original sound more like a real 1930s Gary resident?
Reading Exit Ticket (4m)
"How does Jimmie’s dialect change our view of him?"
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: Anger without the word 'angry'.
DDG Mission 7 Key:
can't / we're / Mariana / don't
Drafting Dialogue (27m)
Focus on punctuation: "Speech goes in quotes," he said.
Writing Exit Ticket (4m)
"Draft climax dialogue."
Voice Strategy
"Challenge students to read their dialogue aloud. If they stumble over the words, the dialogue isn't natural enough yet."
Day 7 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 7
Teacher Key
Corrected Dialogue Transmission
"I can't believe we're stranded," Mariana yelled. She looked at the boat. "Don't worry, everything will be alright," her uncle replied.
Type Error Correction Contraction cant can't Contraction were we're Proper Noun mariana Mariana Capitalization she She Contraction dont Don't
Teaching Point: Differentiate between were (past tense verb) and we're (contraction of 'we are'). In dialogue, characters often speak in contractions, making the apostrophe a vital marker for clear reading.
Day 7 Dialect Decoder Activity Student:
Date:
Reading Block
Close Read | Day 7
The Dialect Decoder
Text: The Mighty Miss Malone | Skill: Dialogue & Voice
Analyze how Christopher Paul Curtis uses Dialect to make the Malone family sound real and resilient.
Sample 1: "I'MNOTAFRAIDOFGIRLS!"
How does the lack of spaces change the way you hear this voice?
Sample 2: Voice Rhythm
Find a line where a character uses slang or a unique rhythm. Copy it and explain what it reveals about them.
The Line:
The Reveal:
Decoding Conclusion
Why is authentic voice better than "perfect" English in this story?
Lesson 1.07 | Reading Activity | Dialect Decoder | Revised
Day 7 Dialect Decoder Answer Key Activity Key
Reading Block | Day 7
Teacher Resource
Dialect Decoder
The Mighty Miss Malone Analysis
Sample 1: Lack of Spaces
Exemplar: "The lack of spaces forces the reader to read the words quickly and without pause. It makes the voice sound urgent, loud, and panicked. It shows the character's desperation to be heard."
Sample 2: Jimmie's Rhythm
Exemplar: "Jimmie's use of phrases like 'deed-a-deed' or his jazzy rhythms tell us he is creative and resilient. He uses music and voice as a shield against the darkness of the Depression."
Why Authentic Voice Matters:
"Authentic voice makes characters feel human rather than just ink on a page. It provides immersion into the time period (1930s) and region, helping the reader respect the characters' unique cultural identity and 'mightiness'."
Testing Our Limits | Day 7 Reading Key | Close Read
Day 8 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 8
Mission 8: Intercepted Message
Focus: Apostrophes & Proper Nouns
Quality Control
Find the five errors in these notes about Ji-li. Correct the capitalization and fix the apostrophe hazards.
ji-li dont want to betray her family. she knows her fathers' reputation is at stake. the Red Guards search the girls house.
Field Log: Corrected Scan
Error Tracker (Find 5)
Proper Noun Capitalization
Contraction: dont
Singular Possession: father
Sentence Start Error
Singular Possession: girl
Signal Verified
Testing Our Limits | DDG 1.08 | Grade 6 ELAR
Day 8 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 8
Teacher Key
Corrected Field Entry
Ji-li doesn't want to betray her family. She knows her father's reputation is at stake. The Red Guards search the girl's house, but they hope to find evidence.
Type Error Correction Proper Noun ji-li Ji-li Contraction dont doesn't (does not) Possession fathers' father's (one father) Possession girls girl's (one girl) Punctuation house? house, (comma)
Teaching Point: Focus on Singular Possession. "Father's" and "girl's" only use an apostrophe before the 's' because there is only one of each. Contrast this with "The Malones' house" if referring to the whole family.
Day 8 Facing the Dilemma Slides Day 8: Moral Survival
Facing the
Dilemma
Red Scarf Girl & The Narrative Peak
Reading Bell Ringer
"What does it mean to betray someone? Is it ever okay to choose yourself over your family?"
Internal Conflict: Active
The First Read
Red Scarf Girl
Primary Objective
Analyze the Internal Conflict. Ji-li Jiang must choose between her future and her family's safety.
The Cultural Revolution
Set in China, 1966.
A time of extreme political pressure.
"Loyalty" is tested every single day.
Reading Exit Ticket
"Describe the Choice Ji-li is forced to make. How does it test her limits?"
Exemplar Points:
• Choosing between political status and family loyalty.
• The pressure of the interrogation room.
Writing Bell Ringer
"Think of the SCARIEST moment in a movie. What made it so tense? Was it a sound? A silence? A choice?"
The Climax
Maximum Tension
The turning point of your story. This is where the character's limits are pushed to the Edge.
Drafting Mission
Write the Turning Point of your "Worst Day" story. Focus on the character's response.
Writing Exit Ticket
"What is the Single Word that describes your character's feeling at the Climax?"
Peak Logged
Day 8 Moral Dilemma Activity Reading Bell Ringer
Betrayal: Is it ever okay to choose yourself over your family?
4 Minutes
Student:
Date:
Loyalty Dilemma
Mission: Moral Survival
Ji-li is in an interrogation room. She must choose between her future and her family's honor.
1 The External Pressure
What is the "Red Guard" or the interrogator trying to make Ji-li do? Cite a specific line.
2 The Internal Response
"My heart felt as if it were being squeezed by a giant hand."
Why does she feel this way? What is she afraid will happen?
Reading Exit Ticket
How does this "moral challenge" compare to a "physical challenge"?
Lesson 1.08 | Reading Activity | Red Scarf Girl Scan
Day 8 Moral Dilemma Answer Key Activity Key
Reading Block | Day 8
Teacher Key
Moral Dilemma
Red Scarf Girl Key
The External Pressure:
Exemplar: "The interrogator is pressuring Ji-li to testify against her father. He wants her to break with her family to prove her loyalty to the Cultural Revolution. He uses her future as a 'threat' or an incentive."
The Internal Response:
Exemplar: "Ji-li is torn because she loves her father but also wants to be a successful 'red successor.' She is afraid of being cast out of society, but even more afraid of losing the love and trust of her family."
Moral vs. Physical Comparison:
"While characters like Brian (Hatchet) fight for physical life, Ji-li is fighting for her soul and identity. Physical challenges require tools; moral challenges require courage and values."
Testing Our Limits | Day 8 Reading Key | Close Read
Day 8 EWP Climax Drafting Organizer Writing Bell Ringer
Scary Moments: What makes a scene tense? Sound, silence, or a choice?
Student:
Date:
Climax Log
Mission: The Turning Point
The climax is the peak of the tension. Draft the moment your character faces their biggest challenge.
Drafting Area: Maximum Tension
Use your sensory details and "show" the character's choice...
Exit Ticket
One word for your character's feeling:
Lesson 1.08 | EWP Climax Draft | Single Page Scout Log
Day 8 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 8
TEKS Grade 6
6.7.C (History/Culture) 6.11.B (Narrative Draft) 6.10.D (Editing)
1
Reading Block: First Read (43m)
Reading Bell Ringer (4m)
Prompt: Betrayal & Family. (See Slide 2)
Red Scarf Girl (35m)
Read the excerpt. Strategy: Monitor for internal conflict. Compare the "Red Guard" to the bullies in previous texts. Focus on the emotional survival Ji-li must practice.
Reading Exit Ticket (4m)
"Describe Ji-li's choice." (See Slide 4)
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: What makes a scary moment tense? (See Slide 5)
DDG Day 8 Key:
doesn't / father's / girl's / house, but / Ji-li
EWP Drafting (27m)
Drafting the Climax / Turning Point.
Writing Exit Ticket (4m)
"One word for Climax feeling." (See Slide 7)
Scaffolding Dilemma
"Ji-li's choice is a 'lose-lose' situation. Use this to help students draft their climax: the character should face a moment where no answer is easy."
Day 9 Moral Crossroad Slides Day 9: Moral Limits
The Moral
Crossroad
Decision Making & Pronoun Power
Reading Bell Ringer
"Would you rather be famous and lonely, or unknown and surrounded by family? Explain your choice."
Dilemma Check: Active
The Close Read
Red Scarf Girl
The Turning Point
Ji-li faces the Interrogator. He offers her a "bright future" if she betrays her past.
Moral Stakes
Truth vs. Survival
Individual vs. Family
Guilt vs. Ambition
Reading Exit Ticket
"What does Ji-li's final decision reveal about her Core Values?"
Exemplar Points:
• Loyalty to her father outweighs personal gain.
• She values her integrity over "political safety."
Writing Bell Ringer
"Fix the mismatched signal:
(Hint: Who does the notebook belong to?)
Signal Sync
Grammar Calibration
Writers must keep their Signals Sync'd.
The Mission
Ensure pronouns match their antecedents in number and person.
Mismatched:
"The hiker lost your map."
Sync'd:
"The hiker lost his/her map."
"Hikers lost their map."
*Note: In formal editing tasks, singular words like "Student" or "Everyone" often require singular pronouns.
Writing Exit Ticket
"Rewrite this signal correctly:
Signal Calibration Complete
Day 9 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 9
Mission 9: Pronoun Signal Sync
Focus: Consistent Pronoun Use (TEKS 6.10.D)
Sync Instructions
The signal is mismatched! Find five errors where pronouns don't match their targets in number or person. Correct them below.
The hiker lost your map in the storm. ji-li must decide if they will join the Red Guards. Each student should bring their own supplies. The interrogator wants the girl to forget your family. If someone wants to lead, they must be brave.
Field Log: Corrected Signals
Rewrite the sentences with matching pronouns:
Error Tracker
Hiker / Your mismatch
Ji-li / They mismatch
Student / Their mismatch
Girl / Your mismatch
Someone / They mismatch
Signal Sync Verified
Testing Our Limits | DDG 1.09 | Grade 6 ELAR
Day 9 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 9
Teacher Key
Corrected Field Entry
The hiker lost his or her map in the storm. Ji-li must decide if she will join the Red Guards. Each student should bring his or her own supplies. The interrogator wants the girl to forget her family. If someone wants to lead, he or she must be brave.
Antecedent Error Correction The hiker (3rd person) your his or her Ji-li (singular female) they she student (singular) their his or her girl (3rd person) your her someone (singular) they he or she
Teaching Point: This mission focuses on Signal Matching. While conversational English often uses "they" for singular people, formal academic writing (TEKS 6.10.D) expects students to match singular antecedents with singular pronouns like "he or she."
Testing Our Limits | Day 9 Grammar Key | 1.09
Day 9 Moral Dilemma Analysis Activity Student:
Date:
Reading Block
Close Read | Day 9
The Interrogation Crossroad
Text: Red Scarf Girl | Skill: Decision Making
Ji-li Jiang is pushed to her limit. Analyze the choices she faces and the values that drive her final response.
1. The "Bright Future" Offer
What does the interrogator promise Ji-li if she betrays her family? Why is this so tempting for an 11-year-old?
2. The Breaking Point
Look at the final paragraphs. Ji-li decides she cannot do it. What specific thought or memory stops her?
The Moral Verdict
In your own words, how does Ji-li's "moral survival" differ from the "physical survival" in earlier texts?
Lesson 1.09 | Reading Activity | Crossroad Scan
Day 9 Moral Dilemma Analysis Answer Key Activity Key
Reading Block | Day 9
Teacher Resource
Moral Crossroad
Red Scarf Girl Analysis Key
1. The "Bright Future" Key:
Exemplar: "The interrogator promises her she can be an 'educable child' and have a successful career in the party. It's tempting because it's her dream to be successful, and her family's background makes that almost impossible otherwise."
2. The Breaking Point Key:
Exemplar: "Ji-li is stopped by the memory of her father's kindness and the realization that her life would be empty without her family's love. She chooses to face a 'dark future' with her family rather than a 'bright' one built on a lie."
The Moral Verdict:
"Physical survival is about the body (food, water); moral survival is about the soul (loyalty, truth). Ji-li learns that she would rather 'die' socially than 'live' as a traitor."
Testing Our Limits | Day 9 Reading Key | Close Read
Day 9 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 9
TEKS ELAR Grade 6
6.9.A (Author's Message) 6.10.D (Pronoun Use)
1
Reading Block: Close Read (43m)
Reading Bell Ringer (4m)
Prompt: Fame & Loneliness vs. Family & Unknown. (See Slide 2)
Ji-li's Decision: *Red Scarf Girl* (35m)
Analyze the interrogation. Strategy: Map the "Moral Crossroad." What makes the interrogator so dangerous? He uses Ji-li's own dreams against her family.
Reading Exit Ticket (4m)
"What do her values reveal?" (See Slide 4)
2
Writing & Grammar Block (43m)
Grammar Bell Ringer (4m)
Prompt: Correcting the singular "person/they" mismatch. (See Slide 5)
DDG Day 9 Key:
join (he/she) / loves (her) / forgets (her)
Skill: Pronoun Sync (27m)
Focus on singular indefinite pronouns (Everyone, Someone).
Writing Exit Ticket (4m)
"Ji-li singular pronoun practice." (See Slide 7)
Pedagogical Insight
"Ji-li's interrogation is the ultimate test of internal limits. While she fails to achieve her party goals, she succeeds in surviving as herself. Use this to teach 'theme' vs 'plot'."
Day 10 The Survival Edge Slides Day 10: The Wilderness Test
The Survival
Edge
Hatchet & Narrative Resolution
Reading Bell Ringer
"Imagine you are alone in a forest with NO technology. What is the scariest sound you might hear? Why?"
Wilderness Check: Active
The First Read
Hatchet by Gary Paulsen
Setting as a Conflict
In Hatchet, the environment isn't just the background—it is the antagonist.
Brian's Dilemma
Survival after a plane crash.
No pilot, no maps, no radio.
Only tool: A small hatchet.
Reading Exit Ticket
"How does the Setting of the wilderness test Brian's limits?"
Exemplar Points:
• Isolation pushes his emotional endurance.
• Physical environment creates immediate conflict.
Writing Bell Ringer
"What is the difference between an Ending and a Resolution?"
Final Drafting Phase
The Resolution
The Lesson Learned
The Resolution shows how the character has changed.
The Mission
"What did your character learn about their limits?"
Theme
The core message of your journey.
Writing Exit Ticket
"In one sentence, what is the Main Message of your story?"
Mission Accomplished
Day 10 Daily Dose Grammar Worksheet Student:
Date:
Daily Dose
Editing | Day 10
Mission 10: Final Forest Scan
Focus: Mixed Review (Apostrophes & Proper Nouns)
Quality Assurance
Brian Robeson is stranded! Correct the summary below. There are five errors. This is your end-of-week certification.
brian looked at the plane. it was sinking into the lake's cold water. He realized that the pilots' seat was empty. the forest's silence was scary. he needed his hatchet.
Field Log: Corrected Summary
Error Checklist
Capitalization: Name
Capitalization: Sentence 2
Singular Possession: Pilot
Capitalization: Sentence 4
Capitalization: Sentence 5
Week 2 Certified
Testing Our Limits | DDG 1.10 | Week 2 Conclusion
Day 10 Daily Dose Grammar Answer Key Answer Key
Daily Dose of Grammar | Day 10
Teacher Key
Corrected Field Entry
Brian looked at the plane. It was sinking into the lake's cold water. He realized that the pilot's seat was empty. The forest's silence was scary. He needed his hatchet.
Type Error Correction Proper Noun brian Brian Sentence Start it / he It / He Possession pilots' pilot's (singular) Punctuation scary? scary.
Week 2 Wrap-Up: Review the Singular vs. Plural Apostrophe. "Pilots'" implies multiple pilots, while "pilot's" means one. Since Brian is in a small bush plane with one pilot, we use 's.
Testing Our Limits | Day 10 Grammar Key | 1.10
Day 10 Wilderness Setting Activity Student:
Date:
Reading Block
Setting Analysis | Day 10
The Wilderness Map
Text: Hatchet | Skill: Setting & Conflict
In survival fiction, the Setting is often the character's greatest enemy.
1. Describing the Beast
Find two phrases Gary Paulsen uses to describe the Canadian wilderness. How do these words sound dangerous?
2. The Setting-Conflict Link
Identify one physical obstacle in the environment. How does it test Brian's internal limits (patience, courage)?
Reading Exit Ticket
How is the "loneliness" of the forest different from the "loneliness" Rachel feels in the classroom?
Lesson 1.10 | Reading Activity | Setting Scan
Day 10 Wilderness Setting Answer Key Activity Key
Reading Block | Day 10
Teacher Key
Setting Scan
Hatchet Analysis Key
1. Describing the Beast Key:
Exemplar: "Phrases like 'green death' or the description of the 'infinite trees.' These words sound dangerous because they imply that the forest is alive and trying to swallow him whole. It creates a mood of overwhelming power vs. Brian's smallness."
2. The Setting-Conflict Link Key:
Exemplar: "Obstacle: The lake. Brian needs to find a way to get out of the plane and to shore. This tests his physical courage and his internal limit of panic. He has to choose to act instead of freezing in fear."
Loneliness Comparison:
"Rachel's loneliness is social—she is surrounded by people but feels ignored. Brian's loneliness is literal—there is NO one for hundreds of miles. Both types of loneliness test a person's identity and will to keep going."
Testing Our Limits | Day 10 Reading Key | Hatchet Scan
Day 10 EWP Resolution Scout Organizer Writing Bell Ringer
Endings: What makes a "happy ending" feel real instead of fake?
Student:
Date:
Resolution
Scout Map
Narrative EWP | Day 10
Mission: The Lesson Learned
The resolution isn't just "the end." It's where the character shows us how they've grown.
1 The Outer Resolution
How does the "Worst Day" situation end? Is the problem fixed or just finished?
2 The Heart of the Matter
How has your character changed? What do they know now that they didn't know on Page 1?
Section 3: The Theme
Write one "Big Idea" sentence about survival or testing limits based on your story:
Writing Exit Ticket
What is the "moral" of your story?
Lesson 1.10 | EWP Resolution Scout | Mapping the End
Day 10 EWP Resolution Scout Exemplar Exemplar Answer
Resolution Scout | Day 10
Unit 1 Master File
Teacher reference only
Resolution Exemplar
Mission: The Lesson Learned
Section 1: The Outer Resolution
"Leo stands his ground on the stage. He finishes the pledge without running away. Marcus keeps recording, but when the principal starts clapping for Leo's bravery, other students join in. The mud is still there, but the laughter has stopped."
Section 2: The Heart of the Matter
"Leo realizes that he doesn't need a 'lucky' shirt to be brave. He knows that testing his limits was more about facing the embarrassment than avoiding the puddle. He feels ten feet tall even while dripping wet."
Section 3: The Theme
"Theme: True grit isn't about being perfect; it's about standing tall when things go wrong."
Character Arch
Shows clear growth
Message
Theme is universal
Planning Quality
Ready for drafting
Testing Our Limits | Resolution Exemplar | 1.10
Day 10 Teacher Facilitation Guide Teacher Facilitation Guide
Unit 1: Testing Our Limits | Day 10
TEKS ELAR Grade 6
6.8.D (Setting Impact) 6.11.A (Narrative Structure)
1
Reading Block: First Read (43m)
Reading Bell Ringer (4m)
Prompt: Scariest sound in the woods. (See Slide 2)
Hatchet Intro: setting as enemy (35m)
Read the first three chapters. Strategy: Setting/Character interaction. How does the forest force Brian to face his internal limits?
Reading Exit Ticket (4m)
"How does setting test Brian's limits?" (See Slide 4)
2
Writing & Grammar Block (43m)
Writing Bell Ringer (4m)
Prompt: Ending vs. Resolution. (See Slide 5)
DDG Day 10 Key:
Brian / It / pilot's / He / scary.
EWP Planning (27m)
Finalizing the Resolution and Theme.
Writing Exit Ticket (4m)
"What is your story's main message?" (See Slide 7)
Pedagogical Insight
"As Brian learns to use his hatchet, remind students that their characters must find their own 'internal hatchets'—the strengths that help them resolve their conflict."
