UBD Pacing Grade 6 Quarter 1 2015-16 Draft 3 · · 2015-10-20English(Language(Arts(((((Unit1:(A(Hero(by(Name(or(by(Example(((((Grade(6((1(Long(Beach(Unified(School(District(((((2015F2016

English Language Arts Unit 1: A Hero by Name or by Example Grade 6

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Long Beach Unified School District 2015-‐2016

Stage 1 Unit Goals -‐ 9 Weeks (What is worthy and requiring of understanding?) Unit Description: In this quarter, students are involved in a deep study of heroism, its definition, examples, and qualities. Students will read about a variety of “heroes” in fiction and non-‐fiction to learn about the characteristics of heroes (with examples and non-‐examples) and the archetypal storyline of the hero’s journey which has been repeated through literature. . Students will regularly use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the texts exemplify or do not exemplify a hero through short writings, discussion, research, and possibly a multi-‐media presentation. CCSS Anchor Standards Key Ideas and Details 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5 Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Text Types and Purposes 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Language 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Transfer Goals: SBAC Claims Students will be able to increasingly able to independently use their learning to…

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1) 2. Students can produce effective writing for a range of purposes and audiences. (Claim 2) 3. Students can employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3) 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)

Making Meaning UNDERSTANDINGS Students will understand that… 1. Heroism is universal and timeless; it crosses all genres and cultures. 2. There are incredible people overcoming incredible obstacles. 3. Using informational text about a historical time, place or people enriches our

understanding of a fictional portrayal of the same time period. 4. Individual survival in challenging environments requires both physical and

emotional resources. 5. Character qualities change as a result of conflict. 6. Great literature is intentionally crafted to explore enduring human themes

transferable across time and place. 7. Readers support their conclusions (inferences and interpretations) by citing

appropriate evidence within the text. 8. By comparing texts, readers often gain greater insight into those texts. 9. Audience and purpose influence a writer’s choice of organizational pattern,

language, and literary techniques to elicit an intended response from the reader. 10. Research is the key to understanding and discovering the unknown. 11. Proper use of conventions brings greater clarity and sophistication to writing.

ESSENTIAL QUESTIONS Students will keep considering… 1. How does reading from different texts about the same topic build our understanding? 2. How do individuals survive in challenging environments? 3. How do culture, time, and place influence the development of identity? 4. Why should we study heroism? 5. Why do characters change or evolve? 6. How does a writer effectively craft a text? 7. What makes an author effective? 8. How do I know my reading insights and writing claims are valid? 9. Why should I assume my reading insights and writing claims are valid? 10. How does the writing process shape the writer’s product? 11. How does a researcher evaluate and utilize credible sources? 12. What makes great literature?

Acquisition

KNOWLEDGE Students will know… 1. Characteristics of a hero and a hero’s journey. 2. Themes in literature. 3. Text structures. 4. Parts of an essay. 5. Writer’s style-‐audience, purpose, and literary techniques. 6. Character qualities, motivations and changes because of conflict. 7. How specific word choices shape meaning or tone.

SKILLS Students will be skilled at (Do)… 1. Evaluating connections between texts (i.e. Double Bubble Map which leads to

discussion and/or writing). 2. Identifying and describing the point of view of the narrator as first person or third-‐

person point of view 3. Citing textual evidence 4. Making inferences or drawing conclusions based on information from the text (i.e.

Socratic seminar, quick write, Partial Multi Flow Map). 5. Identifying and explaining stated or implied central ideas and relevant supporting

details from text (i.e. Tree Map which leads to discussion and/or writing). 6. Interpreting, comparing, describing, analyzing, and evaluating the relationships among

character, setting, plot, and theme within fiction and literary nonfiction (i.e. quick writes, journal entries, learning logs, Thinking Maps).

7. Determining the meaning of words and phrases as they are used in a text (i.e. context clues, Bridge Map).


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Grade Level Standards -‐ Stage 1

Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessment.

Reading Writing Speaking & Listening Language Literature

• RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.6.2 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.

• 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.

Informational • RI.6.1 Cite strong and thorough 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 analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

• RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Text Type • W.6.2 Write informative/explanatory texts to

examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (PROCESS PIECE – Teacher models the process and the strategies. This writing goes through the revision and editing process).

• W6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structure event sequences. (Short writings to build content knowledge of the qualities of a hero).

Production and Distribution of Writing • W.6.4 Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience.

Research to Build & Present Knowledge • W.6.7 Conduct short research projects to answer a

question, drawing on several sources and refocusing the inquiry when appropriate.

Comprehension & Collaboration • SL.6.1 Engage effectively in a range of

collaborative discussions (one-‐on-‐one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared,

having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Conventions • L.6.1

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Use intensive pronouns (e.g., myself, ourselves).

• L.6.2 a. Use punctuation (commas) to

set off nonrestrictive/parenthetical elements.

b. Spell correctly. • L.6.3

a. Vary sentence patterns for meaning, reader/listener interest, and style. Maintain consistency in style and tone.

Vocabulary Acquisition & Use • L.6.4

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

• L.6.5 a. Interpret figures of speech

(e.g., personification) in context.

• L.6.6 Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS Standards Link: http://www.lbschools.net/M ain_Offices/Curriculum/Areas/English_Language_Arts/content_standards.cfm


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Evidence of Learning -‐ Stage 2 (What is evidence of understanding?) Evaluative Criteria Assessment Evidence Student performance will be evaluated in terms of…

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Draws evidence from literary and informational text • Utilizes relevant information from multiple sources

PERFORMANCE TASK: The purpose of the performance task is for students to apply knowledge and skills to a new situation to show evidence of understanding. It should:

• Demand thoughtful application of knowledge and skills, not just recall. • Establish authentic context for performance. • Be open-‐ended; they do not have a BEST answer or RIGHT way to complete the task. • Yields a tangible product and performance as evidence of understanding.

Possible Options: Personal Heroes To help students recognize heroes among the familiar people in their own lives, ask them to think about family members, friends, neighbors, teachers, coaches, and so on. Do they have special admiration for any of these people? What qualities do they admire? Why? Write a letter to that person sharing your admiration for him/her. Hero Hallway of Fame Students can honor their own living and historical heroes with portraits in a class "hallway" of fame. Lead students in naming some living heroes, such as a president or other public figure such as John F. Kennedy or Nelson Mandella; or seasonal historical heroes such as the Mayflower pilgrims who set sail in September 1620 or Christopher Columbus. As the discussion evolves, challenge children to think of other living and historical heroes they might know. They can also gain inspiration from www.rolemodel.net; www.myhero.com or http://historysheroes.e2bn.org/heroes/suggested.) Students could write their own biographical poem of their hero…or trace their hero’s journey in a Flow Map using illustrations and text. The Hero in Me Give students an opportunity to think about times in their own lives when they faced a challenge in order to help someone. Then ask them to write a narrative explaining this incident. They should describe what qualities they attained through this event.

TEACHER DESIGNS A WRITING TASK TO SHOW UNDERSTANDING OF UNIT GOALS (Stage 1)

ALIGNMENT CHECK: TG1-4; U1-10; Q1-9; K1-7; S1-7 See CCSS-Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Informative/Explanatory Process Paper Your task is to examine the topic of “What makes a True Hero?" You are a bookstore owner and need to explore the qualities a true hero to showcase for Hero Month. You will create an article to feature in your monthly newsletter. To compose this article successfully, you will have to discuss the qualities of a hero and who embodies those elements from your readings and discussions. Unit 1 process paper, which assesses whether students met the expectations of the informative/explanatory text type of the CCSS while demonstrating understanding of the unit focus.

ALIGNMENT CHECK: TG1-4; U1-5,7,8-10; Q1,4,5,7; K1-3,5-7; S2-5,7 See CCSS-Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

On-Demand Reading and Writing Assessment The On-‐Demand Reading and Writing Assessment assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

ALIGNMENT CHECK: TG1-3; U3,6-8,10; Q2-9; K2-7; S1,3-7


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• Draws evidence from literary and informational text • Utilizes relevant information from multiple sources • Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language

Research Task (Optional) Individually, students will conduct a short research assignment on a hero. Include what lasting impact your hero left on society? NOTE: Teacher should model the use of text evidence and citations. (Optional)

ALIGNMENT CHECK: TG1-4; U1-8-10; Q1-9; K1-3,5-7; S1,3-7

Evaluative Criteria Other Evidence – may also be used formatively See CCSS-Aligned WftB & B Rubric

• Organizes and maintains focus to support purpose • Uses elaboration strategies to aid comprehension • Uses appropriate transitions and precise language • Uses textual evidence to support assertions

AAP Culminating Writing Tasks Teachers will model the process, teaching a strategy (intro, Flee Map, conclusion, text evidence, etc.) OR students will write independently if they are ready.

• Uses elaboration strategies to aid comprehension • Uses precise language • Uses textual evidence to support assertions

Short Constructed Responses Students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

• Comes to discussions prepared referring to evidence on the topic and building on others’ ideas

• Poses and responds to specific questions with elaboration and detail

Collaborative Discussions Students are demonstrating accurate knowledge and speaking effectively about the topic. The teacher is actively participating in the discussions, observing, redirecting, and collecting evidence of students’ understanding of what is being discussed.


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Learning Plan -‐ Stage 3 (What learning experiences and teaching promote understanding, interest, and excellence?)

Approximate Number of Days Text Sequence WftB&B Strategies Language

5-‐6 Days “The Scribe” (Short Story) p. 653

( RL6.1, RL6.3, RL6.4)

WftB & Beyond – Quality Reasons o Strategy #1 pgs. 152-‐157, 224-‐225 WFTB &

Beyond Manual o Activity #3 pg. 51, WFTF Manual

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.6.4)

4-‐5 Days “Lob’s Girl” (Short Story) p. 447

AAP Lesson “ Teacher Modeled Lesson

Reteach the Flee Map using “Lob’s Girl.” Support students in coming up with the global reasons based on the prompt. You can skip the introduction and conclusion and have students find evidence for the Flee Map.

What is a Pronoun? pg. 49 or pg. 58 (Grammar, Usage & Mechanics Book or Language Network) Subject Pronouns pg. 52 or pg. 61 (Grammar, Usage & Mechanics Book or Language Network)

2-‐3 Days

“Ghost of the Lagoon” (Short Story) p. 124

RL.6.1, RL.6.3, RL.6.4, RL.6.5

WftB & Beyond -‐ Varied Transition Words and Phrases o Strategy #2 pgs. 158-‐164 o 226-‐228 WFTB & Beyond Manual

Object Pronouns pg. 55 or pg. 63 (Grammar, Usage & Mechanics Book or Language Network) Possessive Pronouns pg. 58 or pg. 65 (Grammar, Usage & Mechanics Book or Language Network) Idioms pg. 57 (Spelling and Vocabulary Book)

6 Days

“When Ure Hero Falls” (poem) …as intro to play

http://www.poemhunter.com/poem/when-‐ure-‐hero-‐falls/

“Damon and Pythias” (Drama) p. 322

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.7

WftB & Beyond -‐ Clarification Statements

o Strategy #3 (Use Clarification Statements (pgs.165-‐168, 229-‐231.

o Page 50 ExplainTab WFTF

Punctuating Quotations pg. 199 or pg. 258 (Grammar, Usage & Mechanics Book or Language Network)


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3-‐5 Days

Begin Informative/Explanatory Process Paper (W.6.2, W.6.4, W.6.5)

Your task is to examine the topic of “What makes a True Hero?" You are a bookstore owner and need to explore the qualities a true hero to showcase for Hero Month. You will create an article to feature in your monthly newsletter. To compose this article successfully, you will have to discuss the qualities of a hero and who embodies those elements from your readings and discussions.

WftB & Beyond -‐ Well Thought-‐Out Openings Activity #5, (pgs. 174-‐177, 236-‐240)

Have students build the details for Global Reasons in the Flee Map using the process paper)

Students will determine or clarify the meaning of unknown and multiple-‐meaning words and phrases using context as a clue to the meaning. Spelling and Vocabulary Book pg. 1-‐9 (L.6.4)

4-‐5 Days “Matthew Henson at the Top of the World”

(Biography) p. 101 RI.6.1, RI.6.2, RI.6.3, RI.6.4,

WftB & Beyond -‐ Personal Examples Strategy #4 pgs. 169-‐173, 232-‐235

Reflexive and Intensive Pronouns pg. 61 or pg. 68 (Grammar, Usage & Mechanics Book or Language Network) Continue mini lessons on Figures of Speech Similes and Metaphors pg. 59 (Spelling and Vocabulary Book)

2-‐3 Days

“from The Fun of It” (Autobiography) p. 135

RI.6.1, RI6.3 RI.6.4, RI.6.6.

WftB & Beyond -‐ Well Thought-‐Out Closings Activity #6, (pgs. 178-‐183, 241-‐244

People and Cultures pg. 178 or pg. 230 (Grammar, Usage & Mechanics Book or Language Network) Commas in Sentences pg. 193 or pg. 253 (Grammar, Usage & Mechanics Book or Language Network)

2 Days On–Line Articles about Heroes (RI.6.1, RI6.4, RI.6.5, RI6.7, W.6.8.)

Revise Process Paper/Publish Process Paper

Commas: Dates, Addresses, and Letters pg. 196 or pg. 256 (Grammar, Usage & Mechanics Book or Language Network)

Anchor Novel Task Option

This is a read for content

knowledge (hero’s journey, qualities of a

hero, hero’s motivations) and not for in-‐depth standards and novel

study.

OPTION You can replace these texts, “Matthew

Henson,” “The Fun of It,” and “ Ghost of the Lagoon” with one of these three options:

• Canyons, Gary Paulsen • Where the Red Fern Grows, Wilson Rawls • M.C. Higgins, the Great, Virginia Hamilton

Teachers who make revisions to Stage 3 should consider the following:

• What learning experiences and instruction will promote the desired understanding, knowledge, and skill?

• How will you best provide the deepening of insight and interest?

• How will you prepare students for the end of unit performances? What alignment

Commas: Dates, Addresses, and Letters pg. 196 or pg. 256 (Grammar, Usage & Mechanics Book or Language Network)


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8 Days

This can be homework assignments, one-‐day a week literature study, literature circles, Socratic seminars, etc.

exists? All learning activities should be derived from the goals of Stage 1 and the assessments of Stage 2 to ensure the alignment of the unit plan.

4 Days Close Reading and Writing Task – “The Great Fire” Teacher Modeled Lesson

2-‐3 Days On-‐Demand Reading and Writing Assessment (Interim) – Independent student assessment which assesses whether students can read “new” text(s) and apply the same level of understanding and mastery of the CCSS.

1-‐2 Days Performance Task – Optional –

*Bolded Tasks are non-negotiable.


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“The Scribe” (Short Story) pg. 653

3-‐4 Days Standards: RL6.1, RL6.3, RL6.4 Vocabulary: loitering (655), dignified, scribe (656), rabbis and the judges, substantiate (657), immunization, vanished (658), appeal, nuisance, shuffled depression (659), fortunately (660)

Theme Connections This lesson is an opportunity for students to read a fictional piece that provides additional insight into heroism. Based on what they have read, students will learn about the characteristics of heroes (with examples and non-‐examples) and the archetypal storyline of the hero’s journey within the text. Students will regularly use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the text exemplify or do not exemplify a hero through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support in understanding the Biblical references in the story. You may need to provide a brief explanation. During the week students will:

• collaboratively discuss text dependent questions • write daily about the text • complete activities that build understanding of the selection

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is 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.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can determine the

meaning of words and phrases. RL.6.4)

• I can identify the different character traits of a hero. (RL6.3)

• I can read the text to look for specific evidence. (RL.6.1)

First Read Review the meaning of the word heroism. Talk about the different types of heroes using a Circle Map. In the frame, write down the different types. Discuss. • Remind students that such words as polite, courageous, and cowardly can be used to describe a character’s traits. Identifying a character’s

traits helps a reader understand why a character responds or changes as the plot moves toward a resolution. Brainstorm the quality traits of a hero.

• Have students read the text independently and jot down their thoughts: In a Bubble Map, write down the personality traits of the narrator. Provide one piece of text evidence to support each trait.


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• I can refer to text to answer questions, and I can support my response with evidence. (RL.6.1) (RL6.3)

• I can determine the meanings of figurative and literal phrases in the text. (RL.6.4)

Reread to Gather Evidence/Information and Respond to Text • Read the text aloud to students and engage students in a class discussion with the following questions.

o What evidence on page 655 & 656 suggest that the narrator does not like the way Mr. Silver treats customers? o What do you learn about the narrator based on his reaction to the treatment

of the customers at the Silver Dollar Check Cashing Service? Support your answer with text evidence.

o Why did James decide to become a scribe? What does this reveal about his character? Use text evidence to support your answer.

o In the final paragraph on page 656, James says, “I knew she was fibbing, but I kept quiet.” Why did he choose to stay quiet? What does this action reveal about his character? Use evidence from the text to support your answer.

Mini Lessons o How characterization is revealed: https://learnzillion.com/lessons/926-‐develop-‐ideas-‐about-‐a-‐character-‐by-‐analyzing-‐what-‐he-‐does-‐

says-‐and-‐thinks and https://learnzillion.com/lessons/4590 o Vocabulary lesson: (Figurative language) o Citing text o Elements of plot and its purpose: LOL p. 22 -‐ 24 o Language of a story: narrator, dialogue, theme, setting, etc. : LOL p. 22 -‐ 24

Learning Targets Focus of Instruction: Writing • I can organize my ideas in

my writing by creating quality reasons/topic sentences for my paragraphs. (W.6.2.a)

• I can produce a clear and coherent paragraph in which the development and organization are appropriate to the task. (W.6.4)

Writing Instruction: WftB & Beyond: Teach Quality Reasons

o Strategy #1 pgs. 152-‐157, 224-‐225 WFTB & Beyond Manual o Activity #3 pg. 51, WFTF Manual

Writing Task: Have students complete a Double-‐Bubble Map comparing and contrasting the qualities of a Hero and the qualities that James possesses. Next, based on the Double-‐Bubble Map and previous maps, have the students answer the following question in a paragraph(s): “Is James a hero?” Make sure that students use text evidence and quality reasons to support their assertions.

• I can identify the pronouns used. (L.6.1)

Language Grammar Task: Pronoun Usage Once they are done writing their paragraph(s), have them circle the pronouns they used. Next, have them analyze and revise their paragraph for pronoun over-‐usage based on grammar mini-‐lessons taught previously.


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“Lob’s Girl” (Short Story) pg. 447 -‐ AAP Lesson

5-‐6 Days AAP LESSON GUIDE

Review (5 minutes) Purpose: A review can serve as the “set” for the lesson. It is an opportunity to “hook” new information to what students previously know. Procedure: Orally rehearse from a previous map, summarize what has been read so far (Think-‐Pair-‐Share), vocabulary review, etc. Direct Instruction (5 – 10 minutes) Purpose: Provide anything that needs to be explicitly taught in order for the students to have success with this lesson. This may be: vocabulary, a strategy, a skill, a text structure, a text feature, literary element, etc... Procedure: Teach it like a mini-‐lesson Read Text Silently/Monitor (2-‐ 15 minutes) Purpose: Each day all students should have some time to “grapple” with text that has not been read previously. This is to build stamina and practice strategies that support fluency and comprehension. Procedure: Set an appropriate amount of time (NOT number of pages) that most students can sustain reading silently. The amount of time should build over the year.

• Remind students what an “on-task” silent reader looks like: • Head down and focused • Pages not turning so quickly • Read in your mind

Read Text Aloud (5 minutes) Purpose: Students need to hear the rhythm and flow of language. Following along while hearing the text read aloud improves fluency. Procedure: The teacher reads aloud the “chunk” or whole text under consideration for the day. Read slowly and deliberately. Read the text without stopping! Vocabulary may be addressed while reading aloud when words appear in the text by using apposition. Student Accountability: Finger down to track the print, eyes down or jotting or recording notes on paper or a thinking map. Possible Extensions: Students have 3 minutes to either summarize in their journals or talk a their tables (heads together). Text Dependent Questions for Oral Discussion, and Vocabulary, (20 minutes) Purpose: An academic discussion to prove, verify, and give opinions based on textual evidence. Keep the focus on the TEXT and not on personal experiences. Review vocabulary words that are addressed with a question and can be determined from context. This is NOT about answer getting. Procedure: Ask the question → Provide wait time → Listen for several responses (using complete sentences) → Reread to support responses → Verify To engage ALL students during questioning consider:

• Grouping: individually, with a partner, with a team


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• Wait time • Sentence frames to support complete sentence responses

Teacher follow-‐up questions Student Response Frames “What in the text makes you say that?” “According to the text...” “What evidence do you have?” “On page ___, the author states...” “Can anyone find the sentence that tells us that and reread it aloud for us?”

“I would like to add…” “I agree and also think…”

“Do all of you agree that the evidence matches the response?”

“I agree and I also think...” “I disagree because...”

Thinking Map(s) (5-‐10 minutes) You may or may not decide to use a map for the chunk of text for that day. Assigning a Map can provide the students with an opportunity to go back and revisit the chunk of text 1 more time. Choosing a Map:

• You may want to choose a map to capture the essential information from the “chunk” read that day. • You may want to choose a map to answer one of the questions. • You may want to choose a map and add to it throughout the week.

Creating the Map • Students can create the map whole group, small group, in pairs, or individually. • Students add textual evidence to the map along with page numbers • Students practice taking information off the map in complete sentences. • Add textual evidence to the map and page numbers. • Orally practice taking information off the map in complete sentences.

Quick Daily Writing Opportunities (5-‐10 minutes) • Use the Thinking Map generated with information from the text. • Pose a question that can be answered with information from the map. • Orally rehearse answers to the question by taking information off the map. • Ask students to write. • Students can also practice writing answers to the text dependent questions that were orally discussed.

Culminating Writing Task-‐Last Day All Thinking Maps from the week can stay up!

1. Read the task with the students and analyze what it’s asking. 2. Create or review maps that would support the type of “thinking” needed to respond to the task. 3. Have students orally rehearse what they will write. 4. Teachers will model the process, teach a portion (intro, Flee Map, conclusion, text evidence, etc.) OR Students will write independently if they are ready. (See Flee Map

attached next page.)


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“Ghost of the Lagoon” (Short Story) pg. 124

2-‐3 Days Standards: RL.6.1, RL.6.3, RL.6.4, RL.6.5 Vocabulary: lagoon, harpoon (126), scolded, expedition (128), “palm trees whispered above…” , coral (reef) (129), vulnerable, phosphorus (130), “…breath caught in his throat”

Theme Connections This lesson is an opportunity for students to read a fictional piece that provides additional insight into heroism. Based on what they have read, students will learn about the characteristics of heroes (with examples and non-‐examples) and the archetypal storyline of the hero’s journey within the text. Students will regularly use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the text exemplify or do not exemplify a hero through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support in understanding the setting of the story. You may need to provide a brief explanation, using maps or other visuals. Do not frontload this information; instead look for clues as they read (e.g., waterfalls, South Pacific). Look for other clues while reading. Remember CCSS discourages frontloading to “set the stage.” Let students grapple with the text and discover it for themselves. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RL.6.5 (Explain how an author develops the point of view of the narrator or speaker in a text.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can explain how the

setting affects the plot in a story. (RL.6.3)

• I can read for information to identify setting evidence. (RL.6.1)

• I can engage effectively in a range of collaborative discussions to build on others’ ideas and express my own clearly. (SL.6.1)

First Read • Review the different types of heroes referring to the Circle Map created in previous discussions. • Review/teach how setting affects the plot. Refer to previous text (i.e., The Scribe) Identify how a particular

sentence, paragraph, or section contributes to the development of theme, setting, or plot. • Read pages 125-‐128 of the selection independently and fill in evidence from the setting on pages 126 and 128

into the cause section of the Partial Multi-‐Flow Map. Use Bottom Wraps of TE page 126, 127, 128 Influence of Setting as a guide. Continue adding to the Partial Multi-‐Flow Map as you read.

Share Thinking Map with a partner and discuss how the setting creates conflicts for the characters.

• I can explain how the setting affects the plot in this story. (RL.6.3)


• I can determine the meanings of figurative and literal phrases in the text.

Reread to Gather Evidence/Information and Respond to Text • Read the text aloud with students and engage students in a class discussion with the following

questions. o What details does the narrator provide at the beginning of the story to enable the

reader to visualize the island of Bora Bora?

o Using information from page 126, explain why the setting creates a conflict for the characters. o The following statement is used on page 128,“His words fell like stones dropped into a deep well.” What is being compared? What


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(RL.6.4) • I can determine how an

event or scene contributes to the development of the theme, setting, or plot. (RL.6.5)

literary device is used? What tone is created by this simile? o What does Mako learn from his grandfather? How does this motivate

Mako? Use text evidence to support your response. o Create a Flow Map to trace events as the story concludes. o What causes Mako and Afa to be delayed on their errand to get oranges

and bananas and return from the island in darkness and how does this create a further conflict for them? Cite evidence from the text.

o What example of foreshadowing does the author provide on page 129 that makes Mako’s slaying of Tupa believable to the reader? o What motivated Mako to forget his fears and concentrate on slaying Tupa? What does this show about his character? o Is Mako a hero? Why or why not? Use text evidence to support your response.

Mini Lessons o How setting affects plot: https://learnzillion.com/lessons/934 o Elements of a legend o Literary devices: foreshadowing, personification o Citing text evidence o Elements of plot and its purpose: exposition, rising action, climax, falling action (if needed)

https://learnzillion.com/search?utf8=%E2%9C%93&query=RL.6.3&page=1&models[]=Resource o Text Structure

Learning Targets Focus of Instruction: Writing • I can use appropriate

transitions to clarify the relationships among ideas. (W.6.2.c)


Writing Instruction: WftB & Beyond: Teach Varied Transition Words and Phrases

o Strategy #2 pgs. 158-‐164, 226-‐228 WFTB & Beyond Manual

Writing Task: Have students choose a particular sentence, scene, or paragraph from the story. In a paragraph, analyze how it contributes to the development of the plot. Be sure to use text evidence and integrate varied transition words and phrases to clarify the relationships among ideas and concepts.


Language Grammar Task: Pronoun Usage Once they are done writing their paragraph(s), have them circle the pronouns they used. Next, have them analyze and revise their paragraph for pronoun over-‐usage based on grammar mini lessons taught previously.


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“Damon and Pythias” (Drama) pg. 322

6 Days

Standards: RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.7 Vocabulary: tyrant (324), rebel, proclaimed, champion (verb) (325), “iron hand”, bargain (327), weep (328), twilight

Theme Connections This lesson is an opportunity for students to read a fictional drama/play that provides additional insight into heroism. Based on what they have read, students will learn about the actions of heroes, making sacrifices and honoring their words to each other. Students will use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the drama exemplified the characteristics of a hero through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support throughout the lesson in understanding the genre and language of a play. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RL.6.2 (Determine the theme or central idea of a text and how it is conveyed through particular details.)

Learning Targets Focus of Instruction: Reading and Responding to Text • I can read for information

to gather specific evidence. (RL.6.1)

• I can identify and use stage directions for reading a play. (RL.6.7)

• I can adapt speech to a variety of contexts and tasks. (LS.6.6)

First Read You may want to read this poem (by Tupac Shakir) as a class first…there are no directions. Use your judgment based on instructional needs of your class.

“When Ure Hero Falls” (poem) …as intro to play http://www.poemhunter.com/poem/when-‐ure-‐hero-‐falls/

Before reading, do a quick mini-‐lesson on stage directions. Use the STAGE DIRECTIONS in the Sidewraps on page 324 to help you. You may also point out the additional information included in the STORY MAPPING included in the same Sidewraps section. • Ask students to share qualities that they think are important in a friend. Discuss.

• Next, assign parts for the play. As students read orally, complete a Circle Map adding qualities of friendship which

Damon and Pythias possess.


• I can identify and use stage

Reread to Gather Evidence/Information and Respond to Text • Reread certain scenes from the text aloud with students and engage them in a class discussion with the following questions.

o How does the narrator describe the king at the beginning of the story? What actions in the play support the narrator’s description? o Why is Pythias arrested? What does this reveal about his character? o Why does Damon volunteer to take Pythias’s place in the prison? What does this say about his character? How does this exemplify


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directions for reading a play. (RL.6.7)

• I can determine the theme or central idea of the text and how it is conveyed through particular details. (RL.6.2)

• I can engage effectively in a range of collaborative discussions to build on others’ ideas and express my own clearly. (SL.6.1)

• I can determine the meanings of words and phrases as they are used in text. (RL6.4)

• I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RI.6.5)

heroism? Use text evidence to support your response. o How do the stage directions support you as a reader? Locate one direction that helped make the story more real or added suspense.

Be prepared to share it and explain how it contributed to the overall effect of the play. o On page 327, the narrator shares quite a bit of action with the audience through paragraph text. Why did the playwright use a

narrator to tell the events rather than have the actors act them out? Find evidence to support your position.

o The theme of a story can be revealed through the actions of the characters, through dialogue, and through the conflict. With a partner or a group, find examples for the theme of friendship with all three of these clue types. You may complete a Tree Map to show your evidence. Please add page numbers.

o Besides true friendship, what other values does this story show? Support your response with evidence from the text.

Mini Lessons

• Theme…lessons as needed in the Teacher Wraps on pages 324, 326 & 327, 328 and 329. • Literary devices: drama, suspense: Use LOL Glossary • Genre study: drama/play (use of stage directions)

https://learnzillion.com/search?utf8=%E2%9C%93&query=lesson%20for%20stage%20directions&page=1&models[]=Resource • Citing text: dialogue • If needed:

o Elements of plot and its purpose: exposition, rising action, climax, falling action o Language of a story: narrator, dialogue, theme, setting, etc.

Learning Targets Focus of Instruction: Writing

• I can develop the topic with definitions and concrete details. (W.6.2b)


Writing Instruction: WftB & Beyond: Teach Clarification Statements

• Strategy #3 pgs. 165-‐168, 229-‐231 WFTB & Beyond Manual Writing Task: Reread the king’s final words on Page 329, starting with “People of the City!” and ending with, “But I would give all my money and my power for one friend like Damon or Pythias!” Choose one of the two characters, and write a one-‐two paragraph response entitled, “True Friend.” In it, share evidence of how your character (either Damon or Pythias) exemplified friendship. Be sure to use clarification statements to aid in comprehension.

• I can demonstrate command of the conventions of standard English when writing. (L.6.2a

Language Grammar Task: Punctuating Quotations Explicit instruction on how to use quotation marks, speech tags, capitalization, comma and ending punctuation marks placement, (including broken quotations). (Do prior to Writing Task. Then have students switch papers and revise/edit partner’s writing.)


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Begin Explanatory Process Paper – Who is a True Hero?

2-‐3 Days

Standards: W.6.2, W.6.4, W.6.5 Vocabulary: Heroic Attributes Embodies Qualities Selflessness

Theme Connections This lesson is an opportunity for students to read a prompt to unpack what it is asking the writer to do. Writer and Task Considerations Students will need support unpacking a prompt. Students will need modeling of the process of taking a prompt all the way to a final piece. During the week students will:

• collaboratively discuss text dependent questions • write daily about the prompt • complete activities that build understanding of the prompt

In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is W.6.2 (Write informative/explanatory texts to examine a topic and convey ideas, concepts, and or information through the selection, organization, and analysis of relevant content).

Learning Targets Focus of Instruction: Reading and Responding to Prompt • With guidance and

support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)

Prompt • Your task is to examine the topic of “What makes a True Hero?" You are a bookstore owner and need to explore the qualities a true hero to showcase for Hero Month. You

will create an article to feature in your monthly newsletter. To compose this article successfully, you will have to discuss the qualities of a hero and who embodies those attributes from your readings and discussions.

• I can organize my information using various strategies. (W.6,2a)

Reread to Gather Evidence/Information and Respond to Text/Prompt • Analyze the Prompt

o The teacher helps the students understand the prompt by focusing on key words: true hero, qualities of a hero, who embodies those attributes…(page 135 WftBB Expository)

• Brainstorm ideas for Writing (page 135) o Create a CIRCLE MAP with “qualities of a hero” in the center of the map. o Brainstorm with the students all of the qualities of a hero. o Students should then add their own ideas about the qualities of a hero, using

their teacher’s map as a model. o With a partner, students should ORALLY share their ideas and then add

those ideas to their own map.

(Modified from the WFTBB Expository Manual)


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• I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2b)

• The teacher asks students to choose 3 qualities that they believe are the strongest based on what they have read and discussed. This may be a class common set of qualities or students may choose their own if they are ready. o The teacher asks for volunteers to share their chosen qualities and support their choices with evidence. (Modified from the WFTBB Expository Manual)


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Day 2 Write an Opening Paragraph

• The teacher adds a box over the three boxes she has already drawn on the FLOW MAP. • She then models writing an opening paragraph that will show the thesis statement/opinion and contains the global reasons. (This

modeling will not teach the strategy of Well Thought -‐ Out Openings yet.)


Thesis Statement

Preview of Global Reasons


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• I can introduce the topic of my text. (W.6.2a)

NOW…teach students at least two types of leads (Well Thought-‐Out Openings) Activity #5, (pgs. 174-‐177, 236-‐240) Samples:

General Statement… Heroes are not born; they are made. Quote a Respected Source…. “A true hero isn’t measured by his strength or his size, but by the strength of his heart.” Hercules


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The following activities/lessons can continue after the opening paragraph/introduction OR you can wait a few weeks so students can continue building content knowledge about heroic qualities through their reading. Each lesson (for the process) is referenced here AND within each lesson. Extend with Details to Clarify The teacher draws lines under each box of her FLOW MAP. She then adds words/phrases (text evidence from readings and discussions) that will be used to form sentences to support the particular Global Reason/Heroic Quality.

• She explains that the elaboration sentences help to clarify for the reader what the writer is thinking about when sharing the quality. o One way to clarify is to write a sentence of explanation; in other words, a restatement of the quality in other words. “By this I

mean, a hero has strength in the face of pain or grief.” (COURAGE) o Another way to clarify is to provide general examples. “He’s the kind of individual who would sacrifice himself for others.”

(SELFLESSNESS) o Another way is to use the text evidence from the readings and discussions. “In Lob’s Girl, the dog showed his loyalty to the girl

by finding every way to get back to her no matter how far away he was.” (LOYALTY)

The students then draws lines under each of the boxes and adds words and phrases of clarification and evidence. Students should collaborate on ideas and teacher should monitor for accuracy.



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• I can use transitions to clarify relationships among my ideas. (W.6.2c)

DATE to BE DETERMINED when students are ready

Oral Rehearsal The teacher models for the students how to orally rehearse their compositions from their FLEE Maps. She explains that this helps her later create sentences with words and phrases, and to determine if there is some other detail or descriptive language that she would like to include in her writing.

o Students pair up and orally rehearse…They should go back to their desk and immediately fill in extra details that surfaced from their conversations.

Transitions Model adding the transition phrases on top of the boxes to help the reader move from one quality to the next. These phrases can serve as PLACEHOLDERS until students can use their own. It would be helpful to have the list posted in the room or in their writing portfolio.

from the WFTBB Expository Manual)


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• I can construct a concluding statement or section of an informative /explanatory text. (W.6.2e)

Write a Closing Paragraph The teacher reminds the students that a closing paragraph (conclusion) differs from the introduction. It does not repeat the introduction. It should remind the reader of the thesis and the global reasons, but not restate them.

from the WFTBB Expository Manual)

• Then teach Well Thought-‐Out Closings -‐ Emotional triggers or Echo the Introduction.

Strategy #6 pgs. 178-‐183, 241-‐244 WFTB & Beyond Manual *Have students revise conclusion with well thought-‐out closing added.

Share orally. .

• Revise/Edit • Publish


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• I can strengthen my writing by revising and rewriting, or trying a new approach. (W.6.5)

Mini-‐lessons

o Thesis Statement o Global Reasons/Big Ideas o Unpacking a prompt o Revision o Peer Editing

Learning Targets Process Papers should be published and placed in Writing Portfolio • I can produce clear and

coherent writing that is appropriate to task, purpose, and audience, (W.6.4)

• Encourage feedback by publishing, posting, sending home for parent feedback, developing a class read-‐around or school loop version.

• I can demonstrate command of the conventions of standard English when writing. (L.6.2a)

Language Grammar Task: Comma Usage Students should continue to work on comma usage this week. Have them reread their writing task and check their comma usage.


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“Matthew Henson at the Top of the World” (Biography) pg. 101

4-‐5 Days Standards: RI.6.1, RI.6.2, RI.6.3, RI.6.4, Vocabulary: plentiful (102), stamina, eked (104), deprivation, reinforced, tyranny (105), proposition (106), apt, remnant (108), “killing work”, validated (109), ostensible, “like a bare back rider in a circus”, “cake after cake of ice”

Theme Connections This lesson is an opportunity for students to read a nonfiction piece that provides additional insight into heroism. Based on what they have read, students will learn about the characteristics of heroes (with examples and non-‐examples) and the archetypal storyline of the hero’s journey within the text. Students will regularly use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the text exemplify or do not exemplify a hero through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support in understanding the historical context. Guide them to discover this as they read as opposed to frontloading the information. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.6.3 (Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.)


meaning of words and phrases. RL.6.4)

• I can identify the different character traits of a hero. (RL6.3)


First Read • Review the meaning of the word heroism. Talk about the different types of heroes using a Circle Map. In

the frame, write down the different types. Discuss. • Review how a person reveals his/her character traits in a text. (eg. Characters actions/words, narrator,

description of character) Identifying a person’s character traits helps a reader understand why a person responds or changes as a result of what happens in the text. Read and identify Henson’s character traits and how they are revealed in the text.

• Have students read the text independently and write their thoughts: o In a Bubble Map, write down the personality traits of the subject of the biography, Matthew

Henson. o Provide one piece of text evidence to support each trait. Share Bubble Maps with a partner and discuss traits.


• I can determine the meanings of figurative and literal phrases in the text. (RL.6.4)

• I can describe how a particular story’s unfolds in


o The author cites a quote from Donald MacMillan, a member of the expedition team, to introduce the reader to Matthew Henson. What do you learn about Henson based on the description used on page 102? Why would the author use this at the beginning of the biography?

o What do you learn about the lives of African-‐American families at the time and place where Henson was born? Support your answer with text evidence.

o What inspired Henson’s desire for adventure? Why did he want to become a sailor? Use text evidence to support your answer. o On page 104, the author states that “Although Matthew Henson’s early life seems harsh, in many ways he was very lucky.” Use


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series of episodes. (RL6.3) • I can describe how the

characters respond or change as the plot moves toward a resolution. (RI6.3)

• I can determine the main idea of an informational text based on details in the text. (RI6.2)

evidence from the text to support why the author claims Henson was lucky. o On page 109, the author uses excerpts from Henson’s personal journal in which Henson writes, “17 days of haste, toil, and misery….”

Use text evidence to find examples of the haste, toil, and misery he is referring to. o On the return trip from the North Pole, Henson became increasingly puzzled by Peary’s behavior. Use evidence form the text to

describe these behaviors from Henson’s point of view. o According to the text, what was the reason for Peary’s change in demeanor? o In the final paragraphs on page 110, the narrator describes the recognition awarded to the team of explorers. When and how was

Henson’s contribution to the expedition recognized? How long did it take to have this achievement recognized and why? Use evidence from the text to support your answer.

o Throughout the biography there are excerpts from Peary’s journals, Henson’s journals, and letters written by Peary. How do these different texts impact the readers’ understanding of the North Pole expedition?

Mini Lessons o Elements of a Biography o How character traits are revealed o Vocabulary lesson: (Figurative language) o Citing text o Sequence of events o Historical context/setting of story:

https://learnzillion.com/search?utf8=%E2%9C%93&query=historical%20setting&page=1&models[]=LessonSet&models[]=Resource o https://learnzillion.com/lessons/4455

Learning Targets Focus of Instruction: Writing • I can develop the topic

with quotations or other information and examples. (W.6.2b)


Writing Instruction: • WftB & Beyond: Teach Personal Examples

§ Strategy #4 pgs. 169-‐173, 232-‐235 WFTB & Beyond Manual • Writing Task: Have students complete a Double-‐Bubble Map comparing and contrasting Matthew

Henson and Robert Peary. Next, based on the Double-‐Bubble Map, have the students answer the following question in a paragraph(s): “Who is more heroic?” Be sure to use text evidence to support your assertions and develop the writing with personal examples (experiences of others, anecdotes, personal experiences & omniscient/general examples).


• I can recognize and correct vague pronouns with unclear/ambiguous antecedents. (L.6.1d)

Language Grammar Task: Pronoun Usage Once they are done writing their paragraph(s), have them circle the pronouns they used and underline their antecedents. Next, have them trade with a partner to analyze and revise their paragraph for accurate pronoun usage (are antecedents for his, him, and he clear to the reader?) based on grammar mini lessons taught previously.


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“from The Fun of It” (Autobiography) pg. 135

2-‐3 Days Standards: RI.6.1, RI6.3 RI.6.4, RI.6.6. Vocabulary: altimeter (137), extent (138), “middle ground,” fleeting, accumulate, altitude, sufficient (139), margin (139), faculty, fluctuation, vessel (140), hospitality (141)

Theme Connections This lesson is an opportunity for students to read a nonfiction piece (autobiography) that provides additional insight into heroism. Based on what they have read, students will learn about a person, Amelia Earhart, who exemplified courage and the willingness to break down societal barriers. Students will regularly use text-‐based evidence to build on their knowledge of heroism and will be able to explain how the characters in the text exemplified the characteristics of a hero through short writings, discussion, research and possibly a multi-‐media presentation. Reader and Task Considerations Students are likely to need support in understanding the historical context of the autobiography. Read the Build Background section on page 135 for support about the era of flight (airplane technology) in the early 1900’s, as well as the role of women in society at this time. In addition, be sure to pause and study the photos on the pages and the Amelia Earhart “author study” on the last page, 144, to help support understanding. A world map would also be a good resource to use when tracing her journey. The seventh grade Bridges to Literature book has a selection about Amelia Earhart as well. Possibly get a copy to use as a reference. Remember not to frontload this information; instead use it to build knowledge throughout and after reading. During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is RI.6.6 (Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.)


meaning of words and phrases. RI.6.4)

• I can read the text to look for specific evidence. (RI.6.1)

• I can explain how an author develops the point of view of the narrator or speaker in a text. ( RI.6.6)

• I can describe how a particular story unfolds in series of episodes. (RI6.3)

First Read • Together, read orally the Build Background section on page 135 to give students a frame of

reference for Earhart. • Author’s purpose: Review various purposes of/for writing (to entertain, to inform, to persuade, to

describe) and the characteristics of each. Discuss with students how sometimes more than one purpose may be present, but one is generally most prominent. On page 136 the Side Wraps have an activity for identifying Author’s Purpose and evidence to support it (inform). Use the Circle Map below to record your information.

• As students read independently, have them write down details of Earhart’s flight across the Atlantic

on a Flow Map. Focus on problems that arose and how she was able to solve them. Share the Flow Map with a partner to compare the important events. Should any be added or deleted?


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• I can refer to text to answer questions, and I can support my response with evidence. (RI.6.1) (RI6.3)

• I can determine the meanings of figurative and literal phrases in the text. (RI.6.4)

• I can describe how the characters respond or change as the plot moves toward a resolution. (RI6.3)

• I can explain how an author develops the point of view of the narrator or speaker in a text. ( RI.6.6)


o At the beginning of the narrative on page 137, what does Earhart tell the reader that only she would know? What does this tell you about the Point of View of the narrator?

o Where was Earhart flying and why? Support your answer with text evidence. o When did her flight begin and end? o Why was the loss of the altimeter so significant? Use text evidence to support your answer. o What is the purpose of Earhart’s narrative? o What are some of the problems related to weather that Earhart encountered? How does she solve them? Support your responses with

evidence from the text. o Why did Earhart land in a meadow instead of an airport as she originally intended? What do these actions show you about her

character? Include in the Circle Map. o What does it mean to break barriers? How is Earhart’s story an example of heroism and breaking barriers? Why is this historically

significant? Mini Lessons

o Primary sources: LOL Glossary and p. 227 o Other types of autobiographical writing: Journals, travel logs, diaries, memoirs: LOL, pages 96 -‐ 99 o Citing text o Specialized vocabulary (aviation-‐related terms) o Cause and effect

Learning Targets Focus of Instruction: Writing • I can produce a clear and

coherent paragraph in which the development and organization are appropriate to the task. (W.6.4)

Writing Instruction: WftB & Beyond: Teach Well Thought-‐Out Closings

o Strategy #6 pgs. 178-‐183, 241-‐244 WFTB & Beyond Manual . Writing Task: Write 1-‐2 informative paragraphs about Earhart based on her abilities and character traits she demonstrated in the story. Use details from the selection to support your assertions. First use a Bubble Map to organize your ideas and support them with evidence from the text.

• I can strengthen my writing by revising and rewriting, or trying a new approach. (W.6.5)

Language Grammar Task: Comma Usage & Capitalization Rewrite the first two paragraphs of the article on page 137. Convert the point of view of the narration from 1st person to 3rd person. Make sure that the comma usage and capitalization is correct.


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“Heroes” On-‐line Articles

2-‐3 Days Standards: RI.6.1, RI6.4, RI.6.5, RI6.7 Vocabulary: (As needed)

Theme Connections This lesson is an opportunity for students to read a variety of internet articles that provide insight into the qualities of a hero. Based on what they have read, students will learn about how websites can be good sources of factual information. In order to find information on a website, you need to understand how the information is organized on the site and the features you can use to get to the information efficiently. Reader and Task Considerations During the week students will:


In addition, there will also be a focus standard for each week. Below is a suggestion on how to address the focus standards of the week which is 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.)


meaning of words and phrases. RI.6.4)

• I can integrate information presented in different media or formats to develop a coherent understanding of a topic or issue. (RI.6.7)

First Read

• These on-‐line articles are short. Students could read in the computer lab or on IPads…OR articles could be printed. • When reading a website, you need to understand how the information is organized on the site and the features you can use to

get to the information. Use the Teacher Wraps at the bottom of page 261(LOL) to guide students through reading a Website. • If reading from a page, students could pass around articles and share out information with one another or work together to

find evidence.

1. http://www.people.com/article/heroes-‐among-‐us-‐austin-‐atteberry-‐helps-‐kids-‐heal-‐through-‐music-‐sing-‐me-‐a-‐story (Nashville Songwriter Austin Atteberry Helps Kids Heal Through Music)

2. http://teachingkidsnews.com/2012/04/10/13-‐year-‐old-‐hero-‐saves-‐school-‐bus/ (13-‐Year-‐Old Hero Saves School Bus)

3. http://www.people.com/article/hawaii-‐teen-‐brittany-‐amano-‐tackles-‐hunger-‐america (Hawaiian Teen Brittany Amano Tackles Hunger in America)

4. http://content.time.com/time/specials/packages/article/0,28804,2059858_2059863_2060459,00.html (Top 10 Heroic Animals)


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• I can refer to text to

answer questions, and I can support my response with evidence. (RI.6.1) (RL6.3)

• I can determine the meanings of figurative and literal phrases in the text. (RI.6.4)

Reread to Gather Evidence/Information and Respond to Text

• Establish a reading protocol: Jigsaw, group read, individual note-‐taking, etc…based on your students’ needs.

• Develop some guiding questions. You could use some of the essential questions from Stage 1 to guide students’ academic conversations.

1. How does reading from different texts about the same topic build our understanding? 2. How do individuals survive in challenging environments? 3. How do culture, time, and place influence the development of identity? 4. Why should we study heroism? 5. Why do characters/people change or evolve?

Learning Targets Focus of Instruction: Writing • I can provide a concluding

statement or section that follows from the information or explanation presented. (W.6.2f)


Writing Instruction:

Writing Task: You have read about various regular people who are heroic and various animals who all show heroic qualities. Based on those readings, write your definition of a Hero. Please use examples from a variety of texts to include in your paragraph or two.

• I can demonstrate command of the conventions of standard English when writing. (L.6.2a)

Language Grammar Task: Capitalization Edit your paragraphs for correct capitalization.


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“The Great Fire” (Non-‐Fiction Excerpt) –Close Reading and Writing Task

5 Days Standards: RL6.1, RL.6.2, RL6.3, RL6.4

Reader and Task Considerations You will have the ability to utilize the Anchor Papers and the Power Point to assist you. These tools are available on MyPD. Use this Close Reading passage to slow down the learning and fill in instructional gaps for students. During the instructional time, students will:

• Read independently and take notes on the text • Refer to the text to answer questions • Cite text evidence accurately • Collaboratively discuss text dependent questions • Add notes to their own to increase meaning of the text • Write a Process Paper utilizing their notes and a Flee Map • Revise following mini-‐lessons, anchor paper instruction, and peer revision


meaning of words and phrases. (RL.6.4)


• I can identify the central idea of the text. (RL. 6.3)

First Read • Have students read the text independently and jot down their thoughts on the chart. • Teach note-‐taking by text tabbing, highlighting or underlining important ideas. Model your process.


• I can determine a theme based on details in literary text. (RL.6.2)

Reread to Gather Evidence/Information and Respond to Text • Students will read to answer questions about the text citing evidence. • Students will collaborate with others on their responses adding new ideas to their own. • Mini-‐lessons might include: collaborative conversation structures, citing evidence, central ideas, word choice, etc. • https://learnzillion.com/lessons/4455

Learning Targets Focus of Instruction: Writing • I can produce clear and

coherent writing in which the development, organization and style are appropriate to the task. (W.6.4)

Writing Instruction: Teacher modeled lesson as needed. Teacher may take to a FLEE Map, a full writing, or a portion of an essay (intro, body paragraph, conclusion). Student responses to text-‐dependent questions are significant to the understanding of the reading and responding…Please focus on this as well. Students will be working independently on their Reading/Writing assessment following this lesson. Writing Task: Prompt is embedded in the Close Reading Task.

Documents

UBD Pacing Grade 6 Quarter 1 2015-16 Draft 3 · · 2015-10-20English(Language(Arts(((((Unit1:(A(Hero(by(Name(or(by(Example(((((Grade(6((1(Long(Beach(Unified(School(District(((((2015F2016