Describe in detail what you need	A do now using the Building A thinking Classroom Model for ELA 6th grade using Texas TEK 6.9D
How many pages	1

Do Now Activity: Building a Thinking Classroom Model for ELA (6th Grade)

Objective

The purpose of this Do Now activity is to engage students in critical thinking and collaborative discussions using the Texas TEK 6.9D standard, which emphasizes understanding, analyzing, and creating various forms of written texts across different genres.

Texas TEK 6.9D

• Standard: Students understand how to analyze and create written texts in various genres (e.g., poetry, narrative, expository).
• Focus: Analysis of text structures and the purpose of writing, along with the skill of creating their own texts.

Materials Needed

• Whiteboard and markers
• Notebooks or loose-leaf paper
• Pens or pencils
• Copies of a short narrative or excerpt (can be a passage from a book, short story, or poem relevant to 6th grade)

Instructions

Step 1: Individual Reflection (10 minutes)

1. Distribute the selected short narrative or excerpt to each student.
2. Ask students to read the text silently.
3. After reading, prompt students with the following questions to write their reflections in their notebooks:
   • What is the main idea of the text?
   • Which literary elements (character, setting, plot) stood out to you?
   • How does the structure of the text contribute to its meaning?

Step 2: Pair Share (10 minutes)

1. After the individual reflection, students will pair up with a partner sitting next to them.
2. In their pairs, they will discuss their responses to the reflection questions.
3. Encourage them to support their answers with evidence from the text.
4. Monitor the pairs to ensure each student contributes to the discussion and listens to their partner’s insights.

Step 3: Whole-Class Discussion (10 minutes)

1. Bring the class back together for a whole-group discussion.
2. Call on pairs to share their thoughts about the narrative. Use guiding questions such as:
   • What different interpretations did you and your partner have?
   • Did you notice any literary devices, such as imagery or metaphors, that enhanced the text's meaning?
   • How could the structure of the text change if it were written differently (e.g., a poem instead of a narrative)?

Step 4: Creative Writing Prompt (15 minutes)

1. After the discussion, transition students to a creative writing activity.
2. Prompt them with the following:
   • Imagine a character from the text you read faces a new challenge. Write a short narrative (1-2 paragraphs) about how they would overcome this challenge. Use at least two literary elements you discussed earlier.
3. Students should draft their narratives on their own, emphasizing the use of structure and literary devices to enhance their storytelling.

Step 5: Share and Reflect (10 minutes)

1. Invite students to share their narratives with the class or in small groups.
2. Encourage them to provide constructive feedback to their peers focusing on the story’s structure and use of literary elements.
3. Lastly, ask them to write a brief reflection about what they learned today regarding text analysis and writing, focusing on how discussions helped deepen their understanding.

Closing

This Do Now activity aims to foster critical thinking and writing skills in alignment with the Texas TEK 6.9D standards. Through individual reflection, collaborative discussions, and creative writing, students are not only analyzing text but also applying their learning to create their own narratives.