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6th Grade ELA-Reading Curriculum Course Description: 6th grade English Language Arts--Reading is a course that focuses on creating thoughtful readers. The reading portion of this course emphasizes student reading comprehension across literature and informational text while utilizing a variety of strategies. The ultimate goal is to produce life-long readers and writers who can be successful in future endeavors. Scope and Sequence: Timeframe Unit Instructional Topics 1 Quarter Close Reading
with Literature Topic 1: Setting Up a Reader’s Workshop Topic 2: Close Reading—Making Inferences Topic 3: Close Reading—Analyzing Language
1 Quarter Deeper Reading with Informational
Text
Topic 1: Text Features & Structures Topic 2: Determine Central Idea of a Text Topic 3: Summarizing (not-assessed)
1 Quarter Literary Elements in Literature
Topic 1: Plot Elements & Point of View Topic 2: Character’s Response or Change to Conflict Topic 3: Theme/Central Idea Topic 4: Summarizing Literary Text
1 Quarter Analyzing Informational Text for Point of View and
Purpose
Topic 1: Summarizing Informational Text Topic 2: Author’s Purpose & Point of View Topic 3: Compare Across Texts
*This document contains the entire 6th Grade SPED Resource Reading curriculum that is taught in a regular education setting. Items that are highlighted in yellow have been designated as priority information that should be taught in the 6th Grade Resource classroom.
Curriculum Revision Tracking Unit 1:
• Topic 2 was renamed to “Close Reading: Making Inferences” o Experiences 6-11 were moved to a new Topic 3
• Topic 3 was added: “Close Reading—Analyzing Language” o Added experiences 6-11 from Topic 2 to Topic 3
Unit 2:
• Topic 1 was renamed to “Text Features and Structures” o Experiences 1-3 were renamed
• Topic 2 o Experiences 2-3 were combined into Experience 1 and the entire experience was
renamed. Unit 3:
• Topic 1 o Experiences were renamed o Experience 4 was eliminated
• Topic 2 o Experience 1 was renamed
• Topic 3 o Experience 1 was revised
• Topic 4 was renamed o Experience 1 was revised o Experience 2 was eliminated
Unit 4:
• Topics 1 and 2 were renamed
2 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unit 1: Close Reading with Literature
Subject: Reading Grade: 6th Name of Unit: Close Reading with Literature Length of Unit: 1 Quarter Overview of Unit: In this unit, students will learn how textual evidence can be used to support comprehension of material. They will also use close reading skills to analyze what a text says and implies, as well as use context clues to determine figurative and connotative meaning of words and phrases. Finally, they will understand how authors develop meaning and tone in a literary text through word choice. Priority Standards for unit:
● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
● RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
Supporting Standards for unit: ● RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a resolution.
● RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
● RL.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
● ISTE Standard 3—Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
● ISTE Standard 4—Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
● ISTE Standard 5—Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
3 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be able to do)
Bloom’s Taxonomy Levels Webb's DOK
textual evidence cite evaluate 3 analysis of what text says
explicitly support analyze 2 analysis of inferences drawn
from the text support analyze 3 Meaning of Words Determine Analyze 2 Meaning of phrases Determine Analyze 2 Figurative Language Determine Analyze 2
Connotative Meanings Determine Analyze 2 impact of word choice on
meaning Analyze Analyze 3 impact of word choice on
tone Analyze Analyze 3 Essential Questions:
1. Why is textual evidence essential to a reader’s understanding? 2. How do readers use textual evidence to support an analysis of what text says explicitly
and implicitly? 3. How do readers determine the meaning of words and phrases as they are used in a text? 4. How does an author’s word choice affect the meaning and tone of a literary text?
Enduring Understanding/Big Ideas:
1. Readers support their analysis by citing textual evidence. 2. Readers use close reading skills to look back at the text to analyze what the text says and
implies. 3. Readers use context clues to determine figurative and connotative meaning of words and
phrases. 4. Authors develop meaning and tone in a literary text through word choice, considering
literal and figurative meaning.
Unit Vocabulary:
4 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Academic Cross-Curricular Words Content/Domain Specific
Connotative language Technical language (denotation) Figurative language Infer Implicit Explicit
1st draft read 2nd draft read Reader’s workshop Reading stamina
Resources for Vocabulary Development: Quality Tools: Lotus Chart - see model at: http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools/LotusDiagram.pdf Frayer Model - explanation and model at:
http://www.readingeducator.com/strategies/frayer.htm Double Bubble - explanation and model at: http://www.portalesschools.com/PDF/Parent%20Vocab%20Help/Double_Bubble.pdf
All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) LOR - unit module/lessons Literature Book
● “Eleven” by Sandra Cisneros ● “Stray” by Cynthia Rylant ● “The Tail” by Joyce Hansen ● “The Drive-In Movies” by Gary Soto ● “Greyling” by Jane Yolen
Short Stories (Google Drive Shared Folder) ● “Thank You, Ma’am,” by Langston Hughes ● “Everything Will Be OK,” by James Howe ● “The Gift of the Magi,” by O’Henry ● “Your Move,” by Eve Bunting ● “Lady or Tiger,” by Stockton ● “The Fun They Had,” by Asimov ● “There Will Come Soft Rains,” by Bradbury ● Tell Tale Heart,” by Edgar Allen Poe ● “The Raven” by Edgar Allen Poe
Online Resources ● Biblionasium.com ● Goodreads.com
5 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 1: Setting Up Reader’s Workshop
Engaging Experience 1 Title: Structures & Routines of Reader’s Workshop Suggested Length of Time: 1 Reader’s workshop (Establish procedures alongside the following engaging experiences. Standards Addressed:
Priority: • RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
Supporting: • RL.6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Mini Lesson: Discussions about students’ job and teacher’s job during Reader’s
Workshop ● Differentiated Work Time: Students will be able to read independently without
disruption. Bloom’s Levels: Understand Webb’s DOK: 1 Rubric: N/A Engaging Experience 2 Title: Finding Reasons to Read Suggested Length of Time: 1 Workshop Standards Addressed:
Priority: • RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
Supporting: • RL.6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Mini Lesson: Promote love of reading and building a positive relationship with reading ● Differentiated Work Time: Students will establish or rekindle a love for reading
Bloom’s Levels: Apply Webb’s DOK: 2
6 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Experience 3 Title: Growth Mindset Suggested Length of Time: 1 Reader’s workshop Standards Addressed:
Priority: • RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
Supporting: • RL.6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Mini Lesson: Mission statements; Goal setting; Tracking reading ● Differentiated Work Time: Students will be able to set a purpose for reading in sixth
grade, and self-monitor reading progress. Bloom’s Levels: Understand Webb’s DOK: 1 Rubric: N/A
7 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 2: Close Reading—Making Inferences
Engaging Experience 1 Title: Pre-Test Suggested Length of Time: ½ Workshop Standards Addressed:
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. Supporting:
• RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: Administer cadre common pre-assessment Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 2 Title: First Draft Read Suggested Length of Time: 1 Reader’s Workshop Standards Addressed:
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. Supporting:
• RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Detailed Description/Instructions: ● Mini Lesson: Introduce and demonstrate the process of first draft reading for key ideas. ● Differentiated Work Time: Students will be able to determine key ideas and details based
on a first draft read. Bloom’s Levels: evaluate Webb’s DOK: 3 Rubric: To be created
8 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Experience 3 Title: Second-Draft Read for Identifying Explicit and Implicit Information in a Literary Text Suggested Length of Time: 1 Workshop Standards Addressed
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. Supporting:
• RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Mini-Lesson: Introduce the difference between explicit and implied information.
Demonstrate the process of second draft reading and marking for distinguishing between what the text says explicitly and what the text implies
● Differentiated Work: Students will closely read and mark a separate text or section (gradual release of skill). Discuss and compare notes on the text/section
Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 4 Title: Second-Draft Read for Citing Text Evidence Suggested Length of Time: 2 ½ Workshops Standards Addressed
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. Supporting:
• RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
• RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
9 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Detailed Description/Instructions:
● Mini-Lesson: Model how to cite text evidence to support inferences, focusing on reading for different purposes with each lesson (setting, character traits/feelings, theme)
● Differentiated Work Time: Students will find textual evidence to support analysis of key ideas based on a second-draft read
Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created Engaging Experience 5 Title: Quiz Suggested Length of Time: ½ Reader’s Workshop Standards Addressed
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. Supporting:
• RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Cite textual evidence to support inferences.
Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created
10 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 3: Close Reading—Analyzing Language
Engaging Experience 1 Title: Using Context Clues Suggested Length of Time: 1 Reader’s Workshop Standards Addressed
Priority: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. • RL. 6.4 Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Mini Lesson: Model close reading to identify context clues for meanings of unknown
words. ● Differentiated Work Time: Students will be able to apply skill from mini lesson.
Bloom’s Levels: analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: Analyzing Word Choice-Connotative Suggested Length of Time: 1 Reader’s Workshop Standards Addressed
Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ● RL. 6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Mini Lesson: Introduce connotative meaning of words ● Differentiated Work Time: Students will be able to use context clues and/or make
inferences to accurately understand the meaning of a text. 11 | P a g e
Board Approved: June 23, 2015 Revised: April, 2016
Bloom’s Levels: analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 3 Title: Analyzing Word Choice-Figurative & Literal Suggested Length of Time: 1 ½ Reader’s Workshop Standards Addressed
Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ● RL. 6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Mini Lesson: Discuss differences between figurative and literal meaning: Interpret
similes, metaphors, personification, hyperboles, and idioms ● Differentiated Work Time: Students will be able to apply skills from mini lesson.
Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 4 Title: Context Clues Quiz Suggested Length of Time: ½ Reader’s Workshop Standards Addressed
Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ● RL. 6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions or judgments.
12 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Detailed Description/Instructions: Cite textual evidence to support inferences about the meaning of words and phrases as they are used in a text. Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 5 Title: Tone Suggested Length of Time: 2 Reader’s Workshops Standards Addressed
Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ● RL. 6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.3 Describe how a particular story's or drama's plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a resolution.
• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Detailed Description/Instructions: ● Mini Lesson: Introduce tone as the author’s attitude toward the audience and topic.
Discuss how figurative language and connotation affects the tone of a story. ● Differentiated Work Time: Students will be able to identify the tone and use textual
evidence (including connotation, literal, and figurative language) to support their reasoning.
Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created
13 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Experience 6 Title: Review & Cadre-Created Assessment Suggested Length of Time: 1 Reader’s Workshop Standards Addressed
Priority: ● RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. ● RL. 6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meaning; analyze the impact of a specific word choice on meaning and tone.
Supporting: • RL.6.3 Describe how a particular story's or drama's plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a resolution.
• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
• RL.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
• RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Review and assess inferred language within literary text
Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created
14 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) As a life-long reader, you will read and share the books you have read and your thoughts about them with other readers. Throughout the unit, you will establish a virtual bookshelf through an online platform of your teacher’s choice, such as Biblionasium or GoodReads, where you will log the books you read and your opinions or recommendations about those books. At the end of the unit, you will select one of the books from your shelf to share in a book talk with your teammates. You may present your book talk in a virtual media/format of your choice. Note to teachers: Unlike other engaging scenarios, this scenario will span the entire unit, with the culminating activity of the book talk at the end. TOPICS MODIFICATION: Proceed with the scenario outlined above, with the teacher modeling appropriate entries for the class and making entries as an entire class.
Rubric for Engaging Scenario: See attachment
15 | P a g e
Board Approved: June 23, 2015 Revised: April, 2016
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of Time
Setting-Up Reader’s
Workshop
Structures & Routines of Reader’s
Workshop
Structures and routines of workshop will be taught alongside the following engaging experiences
in this unit.
Mini Lesson: Discussions about student’s job and teacher’s job
during Reader’s Workshop
Differentiated Work: Students will be able to read independently
without disruption.
1 Reader’s Workshop
(Establish procedures
alongside the engaging
experiences below)
Setting-Up Reader’s
Workshop
Finding Reasons to Read
Mini Lesson: Promote love of reading and building positive
relationship with reading,
Differentiated Work: Students will be able to establish or rekindle a
love for reading.
1 Reader’s Workshop
Setting-Up Reader’s
Workshop
Growth Mindset Mini Lessons: Mission Statements; Goal setting; Tracking Reading
Differentiated Work: Students will be able to set a purpose for reading
in sixth grade, and monitor their reading progress.
1 1/2 Reader’s Workshops
Close Reading—
Making Inferences
Pre-test Administer Cadre Common Pre-Test
1/2 Reader’s Workshop
Close Reading—
Making Inferences
First Draft Read Mini-Lesson: Introduce and demonstrate the process of first
draft reading for key ideas.
Differentiated Work: Students will be able to determine key ideas and details based on a first draft read.
1 Reader’s Workshop
16 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Close Reading—
Making Inferences
Second Draft Read for Identifying
Explicit & Implicit Information in a Text
Mini Lesson: Introduce the difference between explicit and
implied information. Demonstrate the process of second draft reading
and marking for distinguishing between what the text says explicitly and what the text
implies.
Differentiated Work: Students will closely read and mark a separate
text or section (Gradual release of skill). Discuss and compare notes
on the text/section
1 Reader’s Workshop
(This skill will continue to be
reinforced through the next
engaging experience)
Close Reading—
Making Inferences
Second Draft Read for
Citing Textual Evidence
Mini Lesson: Model citing text evidence to support inferences.
Differentiated Work: Students will be able to find textual evidence to
support analysis of key ideas based on a second draft read.
Note: Focus on a different story element for each lesson (Setting, character traits/feelings, theme)
2 1/2 Reader’s Workshops
Close Reading—
Making Inferences
Quiz Cite textual evidence to support inferences.
½ Reader’s Workshop
Close Reading—Analyzing Language
Using Context Clues Mini Lesson: Model close reading to identify context clues for
meanings of unknown words
Differentiated Work: Students will be able to apply skill from mini
lesson.
1 Workshop
Close Reading—Analyzing Language
Analyzing Word Choice-Connotative
Mini Lesson: Introduce connotative meaning of words
Differentiated Work: Students will be able to use context clues and/or
1 Workshop
17 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
make inferences to accurately understand the meaning of a text.
Close Reading—Analyzing Language
Analyzing Word Choice-Figurative &
Literal
Mini Lesson: Discuss differences between figurative and literal meaning: Interpret similes, metaphors, personification,
hyperboles, and idioms
Differentiated Work: Students will be able to apply skills from mini
lesson
1 1/2 Workshops
Close Reading—Analyzing Language
Quiz Context Clues ½ Workshop
Close Reading—Analyzing Language
Tone Mini Lesson: Introduce tone as the author’s attitude toward the
audience and topic. Discuss how figurative language and
connotation affects the tone of a story.
Differentiated Work: Students will be able to identify the tone and use
textual evidence (including connotation, literal, and figurative
language) to support their reasoning.
2 Workshops
Close Reading—Analyzing Language
Review Review concepts taught for Close Reading
1 Reader’s Workshop
Close Reading—Analyzing Language
Summative Administer Cadre Common Summative Assessment
1 Reader’s Workshop
Engaging Scenario
Book Talks See Engaging Scenario Above/Culminating Activity
2 Workshops (1-development 1-Commenting)
18 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unit 2: Deeper Reading with Informational Text
Subject: Reading Grade: 6th Name of Unit: Deeper Reading with Informational Text: Analysis and Synthesis within a Text Length of Unit: One Quarter Overview of Unit: In this unit, students will analyze informational text to determine the central idea and the overall structure of the text to determine the meaning of the text. Priority Standards for unit:
● RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Supporting Standards for unit: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. ● RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings. ● ISTE Standard 3—Research and information fluency: Students apply digital tools
to gather, evaluate, and use information. ● ISTE Standard 4—Critical thinking, problem solving, and decision making:
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
● ISTE Standard 5—Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
19 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be able to do)
Bloom’s Taxonomy Levels Webb's DOK
how a particular sentence fits into the overall structure of a text and contributes to
the development of the ideas analyze analyze 2 how a particular paragraph
fits into the overall structure of a text and contributes to
the development of the ideas analyze analyze 2 how a particular chapter fits into the overall structure of a text and contributes to the
development of the ideas analyze analyze 2 how a particular section fits into the overall structure of a text and contributes to the
development of the ideas analyze analyze 2 central idea of text determine understand 2 how central idea is
conveyed through particular details determine analyze 2
summary of text distinct from personal opinions or
judgments provide apply 2 Essential Questions:
● Why do writers use text features in a piece of writing? ● How do authors use text structures to convey their message? ● How do readers use textual evidence to support an analysis of what the text says
explicitly and implicitly? ● How do readers determine the central idea of a text to help them develop an effective
summary?
20 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Enduring Understanding/Big Ideas: ● Writers use text features (i.e. pictures/captions, title, graphs, tables, etc.) to give more
information about what is explicitly stated in their text. ● Authors organize information using a variety of text structures that help support their
overall message. ● Readers ensure inferences are rooted in the text to provide a conceptual foundation for
understanding. ● By using supporting details that develop the text, readers can determine the central idea.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Cite analyze (analysis) opinion/judgment
Central idea Text structures (cause/effect, problem/solution, sequencing, description, compare/contrast) Text features
Resources for Vocabulary Development:
Quality Tools: Lotus Chart - see model at: http://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools/LotusDiagram.pdf
Frayer Model - explanation and model at: http://www.readingeducator.com/strategies/frayer.htm Double Bubble - explanation and model at: http://www.portalesschools.com/PDF/Parent%20Vocab%20Help/Double_Bubble.pdf Comparison Matrix - explanation and model at: http://freeology.com/graphicorgs/vocabulary-boxes
21 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 1: Text Features & Structures
Engaging Experience 1 Title: Text Features Suggested Length of Time: 2 Workshops Standards Addressed
Priority: • RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas. Supporting:
● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Detailed Description/Instructions: ● Identify different text features used in informational text ● Analyze author’s use of individual text features
Bloom’s Levels: Analyze Webb’s DOK: 1 Rubric: To be created Engaging Experience 2 Title: Text Structures Suggested Length of Time: 4 Workshops Standards Addressed
Priority: • RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas. Supporting:
● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Detailed Description/Instructions: ● Name 5 text structures (cause/effect, problem/solution, description, sequencing,
compare/contrast) ● Identify 5 text structures in informational text ● Analyze author’s use of text structures
Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created
22 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Experience 3 Title: Quiz Suggested Length of Time: 1 Workshop Standards Addressed
Priority: • RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas. Supporting:
● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Detailed Description/Instructions: ● Quiz – Analyze text structures/features of a given piece
Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created
23 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 2: Determine Central Idea of a Text
Engaging Experience 1 Title: Determine & Support Central Idea of Text Suggested Length of Time: 4 Reader’s Workshops Standards Addressed
Priority: • RI.6.2 Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
Supporting: ● RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings. ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. ● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas. Detailed Description/Instructions:
● Define central idea/main idea (i.e. who, what, where, when) ● Determine central idea (main idea) of a given text ● Use key details to support determined central idea
Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created Engaging Experience 2 Title: Quiz – Central Idea Suggested Length of Time: 1 Reader’s Workshop Standards Addressed
Priority: • RI.6.2 Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
Supporting: ● RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings. ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. ● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas.
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Detailed Description/Instructions:
● Quiz over determining and proving central idea of text (quiz may also include questions about text structures/features to support previous lessons).
Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created
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Topic 3: Summarizing (not assessed until 4th quarter)
Engaging Experience 1 Title: Develop a Summary Suggested Length of Time: 3 Reader’s Workshops Standards Addressed Standards Addressed
Priority: • RI.6.2 Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
Supporting: ● RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings. ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. ● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas. Detailed Description/Instructions:
● Create a summary free of judgments beginning with a central idea and using paraphrased key details as support
Bloom’s Levels: Create Webb’s DOK: 3 Rubric: To be created
26 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Using Scholastic Scope and NewsELA, students will select a current events topic and prepare a multimedia presentation of their choice. Students must demonstrate their knowledge of the topic by citing textual evidence and analyzing the article to infer the central idea.
Rubric for Engaging Scenario: To be created
27 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Summary of Engaging Learning Experiences by Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Text Features & Structures
Text Features Identify different text features used in informational text; Analyze author’s use of individual text features
2 Reader’s Workshop
Text Features & Structures
Text Structures Name 5 text structures (cause/effect, problem/solution, description, sequencing, compare/contrast); Identify 5 text structures in informational text; Analyze author’s use of text structures
4 Reader’s Workshops
Text Features & Structures
Quiz Quiz over text features and structures
1 Reader’s Workshop
Determine Central Idea
of a Text
Determine and support central idea of
text
Define central idea/main idea (i.e. who, what, where, when); Determine central idea (main idea) of a given text; Use key details to support determined central idea
4 Reader’s Workshops
Determine Central Idea
of a Text
Quiz Quiz over central idea (may also choose to include text structures/
features to support previous lessons)
1 Reader’s Workshop
Review and Cadre-Created Common
Assessment
Review and assess learning standards for unit – analyze text structures & determine central idea
2 Reader’s Workshops
Summarizing Develop a Summary Create a summary free of judgements beginning with a central idea and using paraphrased key details as support
3 Reader’s Workshop
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Unit 3: Literary Elements in Literature
Subject: Reading Grade: 6th Name of Unit: Literary Elements in Literature Length of Unit: One Quarter Overview of Unit: In this unit, students will analyze the literary elements of plot, point of view, and characters’ response to conflict to determine the theme or central idea of a story or drama and to develop summaries of stories. Priority Standards for unit:
● RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
● RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Supporting Standards for unit: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text. ● RL.6.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
● RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
● RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
● RL.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
● ISTE Standard 3—Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
● ISTE Standard 4—Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
● ISTE Standard 5—Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
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Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be able to do)
Bloom’s Taxonomy Levels Webb's DOK
theme of a text Determine understand 2 central idea of a text Determine understand 2
how theme is conveyed Determine analyze 3 how central idea is
conveyed Determine analyze 3 summary without personal
opinions Provide analyze 3 story’s plot in a series of
episodes Describe understand 2 drama’s plot in a series of
episodes Describe understand 2 Character’s response or
change Describe evaluate 3 Essential Questions:
● How do authors develop theme or central idea? ● How do readers develop an effective summary? ● How do authors develop the plot of the story or drama? ● Why do authors change characters in a story or drama?
Enduring Understanding/Big Ideas:
● Authors use point of view, character’s response or change, and the plot elements of conflict and resolution to construct theme or central idea.
● Effective summaries of literature include a brief and paraphrased retelling of the story’s conflict and resolution as well as character’s response to the conflict within the text without adding personal opinions or judgment.
● Authors use a series of episodes of conflict, rising action, climax, falling action, and resolution to develop the plot of a story.
● Authors use the plot to change the characters so that the theme can be conveyed.
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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Protagonist Antagonist Character response Conflict Rising action Resolution to conflict (climax) Resolution to story Plot Theme (central idea) Summary of fiction text
Resources for Vocabulary Development: Quality Tools: Lotus Chart Frayer Model Double Bubble Comparison Matrix All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) LOR - unit module/lessons Short Stories
● “The True Story of the Three Little Pigs,” By Jon Sciezka ● “Henry and the Kite Dragon” by Bruce Edward Hall
These are the stories for Calkins’ Grade 6 Argument Writing Unit - Literary Essay Writing
● “Thank You, Ma’am,” by Langston Hughes ● “Eleven” by Sandra Cisneros ● “Stray” by Cynthia Rylant ● “Everything Will Be OK,” by James Howe ● “The Gift of the Magi,” by O’Henry
These are additional short stories that could be used for practice or the engaging scenario
● “Your Move,” by Eve Bunting ● “Lady or Tiger,” by Stockton ● “The Fun They Had,” by Asimov ● “There Will Come Soft Rains,” by Bradbury ● Tell Tale Heart,” by Edgar Allen Poe ● “The Raven” by Edgar Allen Poe
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Topic 1: Plot Elements & Point-of-View
Engaging Experience 1 Title: Plot Elements Suggested Length of Time: 4 Reader’s Workshops Standards Addressed
Priority: RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Supporting: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. • RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits
into the overall structure of a text and contributes to the development of the theme, setting, or plot.
• RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Class-completed notes over plot vocabulary – practice with short story of film
Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: Pont-of-view Suggested Length of Time: 2 Reader’s Workshops Standards Addressed
Priority: • RL.6.3 Describe how a particular story's or drama's plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a resolution.
• RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text
Supporting: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. • RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
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• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
• RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● POV notes (1st, 2nd, 3rd limited/omniscient POV) and understanding who is telling the
story (narrator) – apply notes to short text ● Explain how an author developed POV – consider what the author had to establish about
character in order to tell the story from this narrator’s POV (ex: How did Hughes show that the boy was scared in Thank You Ma’am? What did the author do to show Luella Bates was not going to turn the boy in to the police?)
Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created Engaging Experience 3: Title: Review/Quiz (Plot Elements & POV) Suggested Length of Time: 1 Reader’s Workshop Standards Addressed:
Priority: • RL.6.3 Describe how a particular story's or drama's plot unfolds in a series
of episodes as well as how the characters respond or change as the plot moves toward a resolution.
• RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text
Supporting: • RL. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. • RL.6.4 Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
• RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
• RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: Given a short story (dry read), identify plot elements and point of view
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Bloom’s Levels: Understand Webb’s DOK: 2 Rubric: To be created
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Topic 2: Character’s Response or Change to Conflict
Engaging Experience 1: Title: Describe Character response or Change in a story Suggested Length of Time: 2 Reader’s Workshops Standards Addressed
Priority: RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Supporting: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. ● RL.6.6 Explain how an author develops the point of view of the narrator or
speaker in a text. ● RL.6.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Model how story elements and POV lead to a character’s response to the conflict
Bloom’s Levels: Evaluate Webb’s DOK: 3 Rubric: To be created
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Topic 3: Theme/Central Idea
Engaging Experience 1 Title: Determine the theme of a story Suggested Length of Time: 3 Reader’s Workshops Standards Addressed
Priority: ● RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions or judgments.
● RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Supporting: ● RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text. ● RL.6.6 Explain how an author develops the point of view of the narrator or
speaker in a text ● RL.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
● RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Define theme – lesson learned ● Practice identifying theme in short stories, videos, or other text ● Model how author conveys theme by looking at POV and plot elements
Bloom’s Levels: Analyze Webb’s DOK: 3 Rubric: To be created
36 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 4: Summarizing Literary Text
Engaging Experience 1 Title: Summarizing Literary Text Suggested Length of Time: 3 Reader’s Workshops Standards Addressed
Priority: ● RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal opinions or judgments.
Supporting: ● RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a resolution.
● RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: ● Determine elements of a literary summary (plot) ● Read literary summaries and identify essential, non-essential, and/or missing key events ● Practice writing literary summaries (if time allows)
Blooms Levels: Analyze Webb’s DOK: 3 Rubric: To be created
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Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) You are a publishing agent for Penguin Books. One of your aspiring writers has submitted a short story. You need to create an elevator pitch/synopsis that identifies the key story elements. Your presentation must be no more than one minute and include the conflict, resolution, central idea or theme, and the character’s response or change throughout the story. You will present your synopsis to the publisher for consideration. Possible resource: http://savvybookwriters.wordpress.com/2013/04/30/whats-an-elevator-pitch-for-your-book/
Rubric for Engaging Scenario: See attachment Literary Elements Engaging Scenario Rubric
38 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Plot Elements & Point-of-
View
Plot Elements Class-completed notes over plot vocabulary – practice with short story of film
4 Reader’s Workshops
Plot Elements & Point-of-
View
Point-of-View Review: POV notes (1st, 2nd, 3rd limited/omniscient POV) and understanding who is telling the story (narrator) – apply notes to short text; Explain how an author developed POV – consider what the author had to establish about character in order to tell the story from this narrator’s POV
2 Reader’s Workshops
Plot Elements & Point-of-
View
Quiz Plot elements & POV 1 Reader’s Workshop
Character Response or Change to Conflict
Describe character response to conflict in
story
Model & practice how story elements and POV lead to a character’s response to the conflict
2 Reader’s Workshops
Theme/Central Idea
Determine theme of a story
Define theme – lesson learned; Practice identifying theme in short stories, videos, or other text; Model how author conveys theme by looking at POV and plot elements
3 Reader’s Workshops
Summarizing Literary Text
Summarizing literary text
Determine elements of a literary summary (plot); Read literary summaries and identify essential, non-essential, and/or missing key events; Practice writing literary summaries (if time allows)
3 Reader’s Workshops
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Review & Assess Cadre-created common assessment 2 Reader’s Workshops
Engaging Scenario - Work time
1 Reader’s Workshop
Engaging Scenario -
Presentations
1 Reader’s Workshop
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Unit 4: Analyzing Informational Text for Point of View and Purpose
Subject: Reading Grade: 6th Name of Unit: Analyzing Informational Text for Point of View and Purpose Length of Unit: 1 Quarter Overview of Unit: In this unit, students will learn how authors use connotative, figurative, and technical language to convey meaning and tone. Additionally, they will learn how multiple authors convey their purpose and point of view through their presentation of events. Priority Standards for unit:
● RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.
● RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
● RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Supporting Standards for unit: ● RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. ● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings. ● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas. ● RI.6.7 Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
● RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
● ISTE Standard 3—Research and information fluency: Students apply digital tools to gather, evaluate, and use information.
● ISTE Standard 4—Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
● ISTE Standard 5—Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
41 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be able to do)
Bloom’s Taxonomy Levels Webb's DOK
Central idea of a text and how it is conveyed through
particular details Determine analyze 2 Summary of the text distinct
from personal opinions or judgments Provide evaluate 3
author’s point of view or purpose in a text Determine analyze 2
how author’s point of view or purpose is conveyed in a
text Explain evaluate 3 one author's presentation of events with that of another Compare evaluate 4 one author's presentation of events with that of another Contrast evaluate 4
Essential Questions:
1. How do authors use language to convey meaning and tone? 2. How do multiple authors demonstrate their point of view of a specific topic in a text?
Enduring Understanding/Big Ideas:
1. Authors use connotative, figurative, and technical language to convey meaning and tone. 2. The author’s purpose and point of view determines the author’s presentation of events.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Compare contrast
point-of-view (informational) author’s purpose informational summary
Resources for Vocabulary Development: Quality Tools: Lotus Chart Frayer Model Double Bubble
42 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Topic 1: Summarizing Informational Text
Engaging Experience 1 Title: Summarize Informational Text Suggested Length of Time: 2 Reader’s Workshops Priority Standards for unit:
● RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.
Supporting Standards for unit: ● RI.6.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings. ● RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas. Detailed Description/Instructions:
● Create an informational summary free of judgments that begins with a central idea that is supported by paraphrased key details from the text
Bloom’s Levels: Apply Webb’s DOK: 2 Rubric: To be created
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Topic 2: Author’s Purpose & Point-of-View
Engaging Experience 1 Title: Identify Author’s Purpose & POV Suggested Length of Time: 1 Reader’s Workshop Standards Addressed
Priority: RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. Supporting:
• RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI. 6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.
• RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: Identify author’s purpose or POV in a nonfiction text; prove this purpose using textual evidence Bloom’s Levels: Analyze Webb’s DOK: 2 Rubric: To be created Engaging Experience 2 Title: Explain Author’s Purpose & POV Suggested Length of Time: 2 Writer’s Workshop Standards Addressed
Priority: RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. Supporting:
• RI. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI. 6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions of judgments.
• RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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• RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: Using same text as above, students identify strategies used by the writer to convey purpose/POV (technique, statistics, facts, graphics, personal connections, narrative, connotative/figurative/technical language etc.) Bloom’s Levels: Analyze & Evaluate Webb’s DOK: 2 & 3 Rubric: To be created
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Topic 3: Compare Across Texts Engaging Experience 1 Title: Compare & Contrast Authors’ Presentation of Events Suggested Length of Time: 5 Writer’s Workshops Standards Addressed Priority:
• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
• RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
• RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Supporting: • RI. 6.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. • RI. 6.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions of judgments.
• RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
• RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
• RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Detailed Description/Instructions: • Compare author’s purpose or POV, writer strategies, and language across texts; charts
from spiral reading book; question stems for classroom responses; use text and media Bloom’s Levels: Apply, Analyze, & Evaluate Webb’s DOK: 2, 3, & 4 Rubric: To be created
46 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The Truman Library is looking for a new WWII exhibit featuring the United States’ victory in the Pacific. Students need to determine the point of view which the exhibit will take. Your role is to read two conflicting articles on the bombing of Nagasaki and Hiroshima to determine which author’s point of view is more valid than the other. You will need to determine how each author introduces, illustrates, and elaborates on the topic using only textual evidence to support your claim. Your final project will consist of a multi-media presentation of your choice to convey your argument for the author’s point of view with which you agree. Additionally, you will support your point of view by demonstrating your position to a representative of the Truman Library. RESOURCE MODIFICATION: Consider a different topic of text that is a more current event that has two conflicting opinions. Students can still complete the expectations outlined above.
Rubric for Engaging Scenario: To be created All Resources needed for Unit: (include everything you would need for unit: supplies, books, manipulatives, etc.) Argumentative Writing, Lucy Calkins Prentice Hall Literature Scholastic Scope NewsELA.com NBCLearn ReadWriteThink.org ReadWorks.org
47 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Summarizing Informational
Text
Summarizing informational text
Create an informational summary free of judgements that begins with a central idea that is supported by paraphrased key details from the text
2 Reader’s Workshops
Author’s Purpose &
POV
Identify author’s purpose & POV
Identify author’s purpose or POV in a nonfiction text; prove this purpose using textual evidence
1 Reader’s Workshop
Author’s Purpose &
POV
Explain author’s purpose & POV
Using same text as above, students identify strategies used by the writer to convey purpose/POV (technique, statistics, facts, graphics, personal connections, narrative, connotative/figurative/technical language etc.)
2 Reader’s Workshops
Author’s Purpose &
POV
Quiz – Author’s purpose &/or POV (add summarizing?)
1 Reader’s Workshop
Compare Across Texts
Compare and contrast author’s presentation
of events
Compare author’s purpose or POV, writer strategies, and language across texts; charts from spiral reading book; question stems for classroom responses; use text and media
5 Reader’s Workshops
Compare Across Texts
Quiz – comparing presentation of events
1 Reader’s Workshop
Review & assess using cadre-created common assessment
2 Reader’s Workshops
48 | P a g e Board Approved: June 23, 2015 Revised: April, 2016
Unit of Study Terminology
Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.
49 | P a g e Board Approved: June 23, 2015 Revised: April, 2016