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ELA Grade 6 Unit A

Topic: SURVIVAL Time Frame: One Marking Period Performance Task: Informational / Explanatory: Brochure, Pamphlet, Infographic

Unit-Level Assessment: Open ended questions based on short videos, a photograph, and a brief informational text pertaining to the theme of survival found in Hatchet by Gary Paulsen. Description: This is a literature unit based on the novel Hatchet by Gary Paulsen. The intent of this unit is to explore and examine how specific pieces of literature, both informational and fictional, address survival, perseverance, and coming of age. The research component of this unit will help students to gain background knowledge about survival in the most difficult of life’s situations. Students will create a survival guide. Students will also consider various survival situations ranging from natural disasters to divorce. Throughout the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations.

Skill Focus Reading Writing Vocabulary Grammar and

Mechanics Speaking and Listening

Comprehending informational text Explanatory/informative essays

Determine word meaning

Parts of Speech Reader’s Theater

Analyze explicit text and inferences Writing open ended responses

Latin & Greek root vocabulary

Sentence Structure Peer evaluation of speeches

Identify strongest text evidence Writing a mini-argumentative essay

Using context clues Evaluate a movie for accuracy

Analyze author’s craft Writing poetry

Identifying literary elements Compare & Contrast Research and technology

Text Required Texts: Supplemental Texts:

• Hatchet by Gary Paulsen • “Lines of Winter” by Mark Strand • “How Humans Deal With and Survive Extreme Cold” • “Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope

article) • “Shark Attack Survivor” by Kristin Lewis (Scholastic Scope

article) • “I was 11 on 9/11” by Laura Modigliani (Scholastic article) • “Hurricane Katrina: One Year Later” by Suzanne McCabe

(Scholastic article) • “The Dog of Pompeii” by Louis Untermeyer (Elements of

Literature textbook) • “Pompeii” by Robert Silverberg (Elements of Literature

textbook) • from “Volcano” by Patricia Lauber (Elements of Literature

textbook)

Additional novels in Hatchet series by Gary Paulsen:

• The River • Brian’s Winter • Brian’s Hunt • Brian’s Return • Guts: The True Story Behind Hatchet and the Brian Books • I Survived… Series by Lauren Tarshis • “Desert Storm” by Robert Frost

Unit A

Common Core Student Objectives

Number Reading Standards for Literature RL6.1 I can find textual evidence to support my ideas about a text. RL6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a

conclusion. RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on

meaning and tone. RL6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text.

RL6.7 I can compare and contrast the experience of reading a text with seeing or hearing a performance of the text. RL6.9 I can compare and contrast similar themes in various genres. RL6.10 I can read and understand literature on my grade level. Number Reading Standards for Informational Texts

RI6.1 I can find textual evidence to support my analysis of the text and draw inferences. RI6.3 I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text. RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue. RI6.9 I can compare and contrast two authors’ presentations of the same events. RI6.10 I can read and understand informational text on my grade level.

Number Writing Standards W6.1 I can write an argument with clear reasons and relevant evidence to support my claim.

1a: I can organize my writing with claims, reasons, and evidence. 1b: I can write an argument with evidence using credible sources. 1c: I can use words, phrases and clauses to clarify the relationships among claims and reasons.

1d: I can establish and maintain a formal style when writing an argument. W6.2 I can write informative/explanatory pieces to examine a topic. I can organize of my writing piece to clearly show my

information and ideas. 2a: I can write informative/explanatory piece with organized ideas, concepts, visuals, formatting, graphics, and

multimedia. I can help readers understand my writing by using strategies such as definitions, classifications, comparing and contrasting, and cause and effect.

2b: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information.

2c: I can accurately use transition words and phrases. 2d: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing. 2e: I can establish and maintain a formal style in my informative/explanatory writing. 2f: I can write a conclusion that follows from the information I present.

W6.6 I can use my keyboarding skills to produce and publish writing. I can type at least three pages in a single setting. W6.7 I can conduct short research projects and use several sources to answer a question. W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic

bibliographic information for sources. I can properly quote or paraphrase information from sources. W6.9 I can draw evidence from texts to support my analysis, reflection, and research.

9a: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level.

9b: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.

W6.10 I can write over different time frames for a range of tasks, purposes, and audiences. Number Speaking and Listening Standards SL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.

1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance. 1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. 1c: I can pose and respond to questions with elaboration and. 1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.

SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion. SL6.5 I can enhance my presentation with graphics, images, music, sound and other visual displays.

Number Language Standards L6.1 I can correctly use Standard English conventions. L.6.2 I can correctly capitalize, punctuate and spell correctly. L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words

4a-‐ I can use context clues to help me determine the meaning of a word or phrase. 4b-‐ I can use what I know about Greek and Latin roots as clues to the meanings of words.

L6.5 L.6.5 I can show that I understand deeper meanings of words and phrases. 5b-‐ I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category). 5c-‐ I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.

L6.6 I can acquire and use 6th grade vocabulary words.

Standards Topics Activities Resources Assessments RI.6.1

Informational

Reading Students will independently read “Maulings by Bears: What's Behind the Recent Attacks?” and use the Standard Solutions lesson “Reading for Information” Skill Lesson: Reading for Information; Determining Conclusions

“Maulings by Bears: What's Behind the Recent Attacks?”

GTPS ShareàMiddleàGradesà6thàELA

àUnit A Standard Solution Lesson 7: Introduction to Reading Informational Text

Annotating and Marking up Informational Text

RI.6.7 RI.6.8

Webquest In groups of three, students complete a webquest based on survival needs. Students must search for answers regarding basic needs and evaluate their choices. Skill lesson: Evaluating Information; Making Judgments

WebQuest: Surviving the Wilderness https://sites.google.com/site/survivalw

ebquest/home

Completed webquest

RL6.2 RL6.3 RL6.4 RL6.10

Text study: Hatchet by

Gary Paulsen

Pre-reading: 1. Think of a time when you

needed to finish a difficult task. How did you solve the issue? What motivated you to finish?

2. Complete background knowledge from novel guide.

3. Use Vocabulary from the novel During Reading:

1. Comprehension questions from novel guide.

2. Teacher directed questions. After Reading:

1. Test on the novel

Novel Guide:

http://www.glencoe.com/sec/literature/litlibrary/pdf/hatchet.pdf

Novel Test

RI.6.3 RI.6.7 W.6.2 W.6.6 W.6.7 W.6.8 W.6.9

Survivor Research;

Informational Essay with Creative Choice

(Brochure, Pamphlet, or Infographic)

Students will conduct research about a survival story and write an informational essay in the form of a survival guide. A brochure, pamphlet, or infographic is the creative component that accompanies the essay. Skill lesson: Research and technology; Reading for information; Informational Writing

List of possible survivors: Molly Brown, Aron Ralston, Jon Krakauer, Yossi Ghinsberg, Jim Lovell, Marie Colvin, Sir Edmund Hillary

Infographic Generator http://www.piktochart.com

Ultimate Survival

http://writingfix.com/Chapter_Book_Prompts/Hatchet1.htm

Skill lesson material: http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html

Informational Essay with Brochure, Pamphlet, or Infographic

RI.6.9 W.6.6

Jigsaw Reading

Jigsaw Reading: Students will independently read provided articles. The focus of discussion should be the following: -How would you react to the disaster situation? What survival techniques would you use? -Make a detailed list of survival techniques used in articles -Are there any similarities/differences between personal list and list from articles? -How does Brian use survival skills? Make a list of strategies used. -Are there similarities between all three lists? Differences?

“Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article)

http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-

013012-Tsunami.pdf

“I was 11 on 9/11” by Laura

Modigliani (Scholastic article) http://www.scholastic.com/browse/arti

cle.jsp?id=3756391

“Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic

article)

Activity Reflection Questions Todaysmeet.com discussion rooms

-What do the articles & novel say about the human will and struggle to survive? Students may also engage in an online discussion, sharing information using todaysmeet.com Skill lesson: Nonfiction Text Features; Reading for Information

http://www.scholastic.com/browse/article.jsp?id=3749863

RL.6.2 RL.6.5 RL.6.7 RL.6.9

Comparing Literature Across the

Genres

Poetry

Students will read and analyze the poem “Lines for Winter” by Mark Strand. Students will also read a nonfiction article “How Humans Deal With and Survive Extreme Cold.” Comparisons will be drawn between the poem and the article. Focus should be on the following: -Author’s Point of View -Accuracy of Strand’s interpretation of extreme cold -Figurative elements vs. informational elements Students will write own poem about extreme weather, combining details from info text with figurative language. Skill lesson: Identifying author’s craft

“Lines for Winter” http://www.poemhunter.com/poem/lin

es-for-winter/

“How Humans Deal With and Survive Extreme Cold”

http://www.coolantarctica.com/Antarctica%20fact%20file/science/cold_humans.htm

Analyzing poems OER – theme across genre

W.6.1 Explanatory Writing Quotes

Students will respond to various quotes about survival by making text-to-text and text-to-world connections. Skill lesson: Answering Explanatory

“Man can live about 40 days without food, about three days without water, about eight minutes without air, but only for one second without hope.”

Explanatory Writing - Quotes

Prompts

Anonymous “It’s not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.” Charles Darwin “Survival can be summed up in three words – Never give Up. That’s the heart of it, really. Just keep trying.” Bear Grylls

W.6.2 Explanatory Writing

Situational Writing

“Through humor, you can soften some of the worst blows that life delivers. And once you find laughter, no matter how painful your situation might be, you can survive it.” -Bill Cosby Write a response that describes a “life blow” you faced. Explain the problem and how you survived it. What humor were you able to find in the situation? What survival skills did you use to handle the blow? How can you use these same skills in various situations?

Explanatory Writing Prompts

Explanatory essay - Situation

RL6.4 RL6.7 SL.6.2 SL.6.5

Song Lyrics Students will find similar themes between texts and different types of media using “Eye of the Tiger” by Survivor and “I’m Not Down” by the Clash. Students will listen to songs, read and annotate lyrics, and participate in formal and informal discussions based on texts and media.

“Eye of the Tiger” Lyrics http://www.azlyrics.com/lyrics/surviv

or/eyeofthetiger.html

“I’m Not Down” Lyrics http://www.azlyrics.com/lyrics/clash/i

mnotdown.html

Open-Ended Responses

How do these songs fit our survival topic?

Students should be able to answer the following open-ended question:

What everyday situations must we “survive”? How do we survive them? Do we turn to certain medias, vices, people, etc.? Why?

SL.6.5 SL.6.6

Reader’s Theater

Skill Lesson: Theme and Symbolism

Students will participate in the Reader’s Theater of Scholastic Scope, Shark Attack.

April 2, 2012 Scholastic Scope Shark Attack (Bethany Hamilton) GTPS ShareàMiddleàGradesà6thàELAàUnit A

Speaking Listening Rubric

RI.6.1 RI.6.2 RI.6.4 RL.6.2 RL.6.5 RL.6.7 RL.6.9

Comparing Themes Across Genres

Pre Reading: Soul Surfer by Bethany Hamilton

Poetry

Student will Think-Pair-Share answers to the following essential questions:

1. What is resilience? 2. How do people find resilience

within themselves? Project the photo of the flower. Students should answer the following questions in a class discussion:

1. How is the flower different from the ground where it grows?

2. Why is this an unlikely place for a flower to grow?

3. Look at the definition for resilience beneath the picture.

Teacher Resource for Lesson Plan with links to photo, article, video, and poem: http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-050911-LessonPlan.pdf

How does the word relate to the picture?

4. What is an example of a situation where a person needs to be resilient?

Students should independently read read “Shark Attack Survivor” by Kristin Lewis and answer the following questions:

1. Look at the second paragraph. What do we know about Bethany other than the fact that she is talented?

2. What signs of physical resilience did Bethany show right before the attack?

3. Specifically, what did Bethany have to relearn in order to surf again? What was the process like?

4. What was Bethany’s goal before the attack? After the attack? Did she achieve it? What can you conclude from this?

5. Mark Twain once said, “Courage is resistance to fear, mastery of fear, not absence of fear.” How does this relate to Bethany?

Students should view the brief video

clip about Bethany Hamilton. Discuss the following questions:

1. How would you summarize the opinions of Bethany’s friends?

2. What is your impressions of Bethany from the scenes in which she is surfing?

3. How does seeing her in action add to the article you read?

4. Based on the article and video, how do you think Bethany found resilience to return to surfing and become a champion?

Place students in small groups and have them read and annotate the Emily Dickinson poem, “Hope Is the Thing With Feathers.” After reading silently, students should listen to the audio of the poem before annotating. (Students should have a basic understanding of metaphor, particularly extended metaphor.) In the groups, students should answer these questions:

1. What is the extended metaphor in the poem? What is Dickinson comparing to hope? Why do you think she chose this?

2. In the first stanza, where does the bird—or hope—reside? What does it never stop doing?

What does this image suggest? 3. What is a gale? What do you

think it could represent in this poem? How does the bird react to the gale?

4. What does abash mean? What do lines 6-8 of the poem say about the poem?

5. What do the last two lines of the poem mean? What do they suggest about hope?

6. How does hope relate to resilience? How does this poem relate to Bethany’s story?

7. Did Bethany’s resilience “ask a crumb” of her—in other words, did it take anything out of her?

RL.6.5 RL.6.6 RL.6.7 RL.6.9

Genre Comparison

Cause &

Effect

Students will read an historical fiction short story and two accompanying informational texts relating to volcanoes. Students will identify the accuracy of the short story, as well as the author’s point of view. Skill lesson: Assessing accuracy, Evaluating informational text, Cause and effect

“The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook) “Pompeii” by Robert Silverberg (Elements of Literature textbook) from “Volcano” by Patricia Lauber (Elements of Literature textbook) Answer the following questions:

1. Explain the cause-and-effect relationship of volcanoes and nature.

2. Why do people like to read about natural disasters?

Open-Ended Response The Dog of Pompeii Literature Test Volcano Literature Test

3. Compare details from “The Dog of Pompeii” to “Pompeii.” List at least 3 details that are the same in both. Can you find differences?

L.6.5

Grammar Study

Skill Lesson: Parts Of Speech Skill Lesson: The Sentence

Holt Elements of Language: Parts of Speech Pages 323-371 Chapter Review: 343-344 Chapter Review: 369-371 Holt Elements of Language: Sentences: Subject/Predicate Pages 300-320

Elements of Language Test: Parts of Speech Elements of Language Test: Sentences

RL.6.4 L.6.4

Vocabulary Study

• Latin & Greek root vocabulary

• Connotation & Denotation • Literary terms

Skill lesson: Using Context Clues

Hatchet Vocabulary Greek and Latin Roots – Prestwick House

Weekly Quizzes for Greek and Latin Roots Unit Tests on Greek and Latin Roots *Every 4 weeks of study Literary Terms Assessment with Novel Test

End of Unit Assessment

ELA Grade 6 Unit B

Topic: UTOPIA Time Frame: One marking period Performance Task: Persuasive / Argumentative Writing Unit-Level Assessment: Open ended questions based on a poem, video, and a brief informational text pertaining to the theme of utopia found in The Giver by Lois Lowry Description: The literature unit is based on the novel The Giver by Lois Lowry. Through the study of the novel, short stories, poetry, music, videos, and informational texts, students will examine the history of man’s search for a perfect world or community. It will also allow students an opportunity to examine why, over time, man’s ideas about utopia evolved. They will compare and contrast their own lives and communities with those of others and explore utopia through their own personal dreams and goals. Students will evaluate various utopian societal structures to eventually create their own fictional utopian society and using argument writing skills, persuade people to live there.

Skill Focus

Reading Writing Grammar and Mechanics

Vocabulary Speaking and Listening

Comprehending informational text

Write argumentative essays

Use punctuation correctly (comma, dash, parentheses)

Use context clues Present claims & findings

Analyze and synthesize primary sources

Write open ended responses

Phrases and Clauses Use Greek or Latin affixes and roots

Interpret information presented

Identify strongest text evidence

Write explanatory essays Connotation v. denotation

Collaborative discussions

Analyze author’s craft Include multimedia components

Compare and contrast media

Texts

Required Texts Supplemental Texts • The Giver by Lois Lowry - extended text • “Harrison Bergeron” short story by Kurt Vonnegut • “Utopian Societies and Reform Movements in Mid 1800s”

teenink.com informational text article • “Utopias in America” nps.gov informational text article • Song Lyrics: John Lennon’s “Imagine”; Bob Marley’s “One

Love” ; Michael Jackson’s “Heal the World”; Joe Smooth’s “Promised Land”

• “Utopia” poem by Wislawa Szymborska • “Utopia: The Perfect World” YouTube video

• Choice of independent extended text (dystopian societies): o City of Embers by Jeanne Duprau o The Maze Runner by James Dashner o The Hunger Games by Suzanne Collins

• “The Ones Who Walk Away from Omelas” short story by Ursula K. LeGuin

• Hello Poetry “Utopia” poems • “An American Dystopia: The Utopian Communities of the

1800s” YouTube video • “The Utopia Experiment Short Film” YouTube video • “America and the Utopian Dream” informational site, brbl-

archive.library.yale.edu

Common Core Student Objectives Number Reading Standards for Literature RL6.1 I can find textual evidence to support my ideas about a text. RL6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on

meaning and tone. RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text. RL6.9 I can compare and contrast similar themes in various genres.

Research and technology

Interpret and compare media

RI6.10 I can read and understand literature on my grade level. Number Reading Standards for Informational Texts

RI6.1 I can find textual evidence to support my analysis of the text and draw inferences. RI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased

summary of a text RI6.6 I can determine the author’s point of view and explain how it is presented in the text RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue. RI6.9 I can compare and contrast two authors’ presentations of the same events. RI6.10 I can read and understand informational text on my grade level.

Number Writing Standards W6.1 I can write an argument with clear reasons and relevant evidence to support my claim.

1a-‐ I can organize my claims, reasons, and evidence clearly. 1b-‐ I can write an argument with evidence using credible sources. 1c-‐ I can use words, phrases and clauses to clarify the relationships among claims and reasons. 1d-‐ I can establish and maintain a formal style when writing an argument. 1e-‐ I can write a conclusion that follows from the argument I present in my writing.

W6.4 I can write clear and focused pieces where the development, organization, and style are appropriate my purpose and audience.

W6.5 I can make my writing better by using my peers and adults to help with my planning, revising, editing, rewriting, or trying new approaches.

W6.6 I can use my keyboarding skills to produce and publish writing. I can type at least three pages in a single setting. W6.7 I can conduct short research projects and use several sources to answer a question. W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic


Number Speaking and Listening Standards SL6.1 I can engage in different types of collaborative discussions about sixth-‐grade topics, text, and issues. SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion. SL6.3 I can describe a speaker’s argument and claims, and I am able to distinguish between those claims that are based on

reasons and evidence and those that are not.

SL6.5 I can enhance my presentation with graphics, images, music, sound and other visual displays. Number Language Standards

L6.1 I can demonstrate a sixth-‐grade level command of Standard English grammar and usage. L6.2 I can correctly capitalize, punctuate, and spell.

2A: I can use appropriate punctuation to set off nonrestrictive or parenthetical elements when writing. L6.3 3a-‐ I can vary sentence patterns to clarify meaning, to promote better reader/listener interest, and to show my own

writing style. L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words

4a-‐ I can use context clues to help me determine the meaning of a word or phrase. 4b-‐ I can use what I know about Greek and Latin roots as clues to the meanings of words.

L6.5 L.6.5 I can show that I understand deeper meanings of words and phrases. 5b-‐ I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category). 5c-‐ I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.


Standards Topics Activities Resources Assessments

RL.6.1 RL.6.2 W.6.4 W.6.9 W.6.10

Short Story Reading & Open Ended Response Writing

Students will read the short story “Harrison Bergeron” by Kurt Vonnegut independently After reading the short story, “Harrison Bergeron”, students will respond to the following open ended prompt:

1. In the short story “Harrison Bergeron”, how does Vonnegut suggest that total equality is not worth striving for? What does he

Student Resource: http://www.nexuslearning.net/books/Holt_ElementsofLit-3/Collection%204/Collection%202/Harrison%20Bergeron%20p1.htm Teacher Resource: http://www.sparknotes.com/short-stories/harrison-

Open Ended Response

suggest would be the dangers of total equality within a society? Cite evidence to support your response.

Skill Lesson: Open-ended response Skill Lesson: Elements of short fiction, specifically theme

bergeron/themes.html Skill lesson materials: Standardssolution.com, lesson plans, NJASK Grades 6 - 8 Reading, Lesson 3: Introduce the Required Elements for Open-Ended Reading Items

RI.6.1 RI.6.2 W.6.2 W.6.5 W.6.6 W.6.8 W.6.9

Close Reading of Informational Texts & Paraphrase Writing

Teacher will read aloud “Utopian Societies and Reform Movements in Mid 1800s” and “Utopias in America”, two non-fiction, informational text articles about the early utopian colonies established in America. (**Add any additional supplemental texts in order to increase student understanding.) Students will discuss in groups information learned about utopian societies and create a list of the goals, characteristics, and faults of at least 3 of the early utopian communities in America. Group work will be submitted via Google Docs. Skill lesson: comprehending informational text Skill lesson: summarizing/paraphrasing information

“Utopian Societies and Reform Movements in Mid 1800s” teenink.com informational text article http://www.teenink.com/nonfiction/academic/article/306775/Utopian-Societies-and-Reform-Movements-in-Mid-1800s/ NOTE*This is not a reputable source. Be sure to discuss the difference in the two sources and talk about how to differentiate reputable from non-reputable. “Can you take the information from this article at face value, or do you have to dig deeper?” “Utopias in America” nps.gov informational text article http://www.nps.gov/nr/travel/amana/utopia.htm

Google Docs – Goals, Characteristics, & Faults of Utopian Colonies in America: group assignment www.docs.google.com

SL.6.2 SL.6.5

Song Lyrics Students will find similar themes between texts and music. Students will listen to songs, read and annotate lyrics, and participate in formal and non-formal discussions based on texts and media. How do these songs fit our utopia topic?

Students should be able to answer the following open-ended question:

What small things make us feel closer to living in a utopian society? How do these musicians give us hope for a better future?

Utopia” poem by Wislawa Szymborska http://www.nobelprize.org/nobel_prizes/literature/laureates/1996/szymborska-poems-1-e.html Music: John Lennon’s “Imagine” http://www.azlyrics.com/lyrics/johnlennon/imagine.html Bob Marley’s “One Love” http://www.azlyrics.com/lyrics/bobmarley/onelovepeoplegetready.html Michael Jackson’s “Heal the World” http://www.azlyrics.com/lyrics/michaeljackson/healtheworld.html Joe Smooth’s “Promised Land” http://www.justsomelyrics.com/15479/joe-smooth-promised-land-lyrics.html

Open-Ended Response

RL.6.1 RL.6.2 RL.6.4 RL.6.6 RL.6.10

Reading of Extended Text “The Giver” by Lois Lowry

The class will read aloud The Giver. Some of the reading will be completed as a read aloud by the teacher and/or students in class, in addition to some of the reading being completed by students independently.

The Giver by Lois Lowry Supplemental Literature Circle Texts:

o City of Embers by Jeanne Duprau (Lexile score 680)

o The Maze Runner by James Dashner (Lexile score 770)

Novel Test

o The Hunger Games by Suzanne Collins (Lexile score 810)

SL.6.1 SL.6.3

Socratic Seminar

Socratic Seminar: Have students create a list of different deeply-held values in society and individually rank them. Compare rankings with other students in the class. Do they think they could form a society that prioritizes the most highly-ranked values? What would happen to those whose highest-ranked values are not respected? Would it be their utopia as well? Is there a way to make sure everyone is heard or respected in a utopia?

Socratic Seminars http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

RL.6.1 W.6.1 W.6.4 W.6.9

Writing Arguments

Students will compose an argumentative essay focusing on the skill of incorporating a counterargument. Students should respond to the following argumentative prompt. Essay Prompt: The homes in Jonas’ community are all furnished the same. Everything each family owns is exactly the same as everyone else’s family. In addition, everyone in the community wears the same type of clothing and has the same meals delivered to their homes each day. Jonas remarked that they had “to protect people from wrong choices” and the Giver commented that “it’s safer”

Argumentative Essay Skill lesson material: Standardssolution.com, Lessons, Grade 6, Writing, Argument, Arguments and Appeals

Argumentative essay

that way. Consider the advantages and disadvantages of these practices. Are people better off and more secure when they don’t have to make any choices, or do people need the freedom to make choices – even wrong choices? Suppose the people of your township are considering whether or not to “go to Sameness” in order to eliminate problems in the community. The township officials hope that it will eliminate crime, hunger, homelessness, bullying, rudeness, and many other conflicts the citizens face. Write an essay stating your opinion on the issue. Use evidence from the text and the real world to support your reasons. Skill lesson: Writing argument

Skill lesson material: Standardssolution.com, Lessons, Grade 6, Writing, Argument, Arguments and Appeals

W.6.1 W.6.3 W.6.4 W.6.5 W.6.6 W.6.10 SL.6.1 SL.6.5

Blogtopia: Blogging About Your Own Utopia

Session One: Planning & Strategy Students will answer the following questions to help brainstorm ideas for their individual perfect societies:

• If you could live anywhere in the world, where would you live?

• Why? What about this place appeals to you?

• Describe your perfect life. Who would you want with you? What would you do every day? How would you make money? What

Teacher Resources: Blogtopia: Blogging About Your Own Utopia Sessions One and Two: http://www.readwritethink.org/classroom-resources/lesson-plans/blogtopia-blogging-about-your-942.html?tab=4#tabs Reading for SOAPS http://www.goingpublicwithteaching.org/jcone/pdfs/soapsmodel.pdf

Blogtopia Project submitted via www.weebly.com (or other teacher selected blog site)

kind of rules would you follow (or not)?

Share/Discuss similarities and differences between students’ brainstorming ideas and contemporary life in the US. Groups should be assigned and the Blogtopia Assignment will be explained at this point using the SOAPS strategy. The Blogtopia Rubric should also be shared with students so expectations are clear. Session Two: Orienting Students to Blogging Familiarize students with blogging. Explain that a blog is a kind of online journal that is a relatively easy way to publish and allows writers to share ideas, social commentaries, and reflections. Blogs should be shared with the whole class.

Mini-lesson on Blogging http://www.readwritethink.org/files/resources/lesson_images/lesson1160/blog_info.pdf Student Resources: Blogtopia Assignment Directions http://www.readwritethink.org/files/resources/lesson_images/lesson942/Assignment.pdf Blogtopia Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson942/Rubric.pdf

RL.6.9 SL.6.1 SL.6.2 W.6.2

View a clip of the Movie: Pay It Forward & Explanatory Writing

Compare and contrast themes after watching the movie and reflecting upon The Giver and informational texts. How does the assignment that Trevor receives from his social studies teacher connect with our understandings of utopian societies and their leaders? If you could pay a good deed done to

Movie Clip: Pay It Forward (http://youtu.be/gw0Lvr4eK-k)

Explanatory Essay

you forward to three people, who would you choose and what would you do? Write an explanatory essay sharing how you would “pay it forward”. Skill Lesson: Analyzing Media Skill Lesson: Writing to Explain

L.6.1 L.6.2

Grammar and Mechanics Study

Students will demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling when writing throughout this unit. Teachers should incorporate lessons throughout and assess students using all formal writing pieces. An emphasis should be placed on correct punctuation.

6th Grade Interactive Language Arts Skill Builders http://www.internet4classrooms.com/skill_builders/punctuation_language_arts_sixth_6th_grade.htm Using Dashes in Writing http://www.myenglishteacher.net/dashes.html Elements of Language: Punctuation (End Marks, Commas, Semicolons, Colons) pages 560 – 582 Punctuation(Underlining, Italics, Quotations, Apostrophes, Hyphens, Dashes): pages 587-610

Elements of Language Test: Phrases and Clauses Elements of Language Test: Punctuation

RL.6.4 L.6.4

Vocabulary Study

• Latin & Greek root vocabulary • Vocabulary Lists from The

Giver by Lois Lowry • Connotation & Denotation

Context Clues Lesson http://www.readwritethink.org/classroom-resources/lesson-plans/solving-word-meanings-

Weekly Quizzes for Greek and Latin Roots Unit Tests on Greek and Latin

• Literary terms Skill Lesson: using context clues

engaging-1089.html?tab=4

Roots *Every 4 weeks of study Literary Terms Assessment with Novel Test

End of Unit assessment:

ELA Grade 6 Unit C

Topic: INJUSTICE Time Frame: One Marking Period Performance Task: Comparative Essay with Prezi Presentation, Glogster, Open – Ended Response, Wallwisher

Unit-Level Assessment: Debate on ethics / Self-assessment; Open-ended Essay with Task-related questions

Description: This informational text unit is based on the novel Boy in the Striped Pajamas by John Boyne. Through the study of the text, novel, short stories, videos and informational texts, students will learn about prejudice, WWII, The Holocaust, symbolism and irony. This unit seeks to give students the foundational skills needed to understand the depth of social justice. The introduction to this unit guides students through one definition of social justice that is process-oriented; the unit develops a learners understanding of the key role empathy plays in addressing issues. Students will be asked to conduct a self-assessment of their own attitudes and behaviors as they relate to selected social justice issues. Students will compare and contrast topics across genres. Finally, students will be required to demonstrate attributes and behaviors that promote social justice, such as fair-mindedness, respecting diversity, and developing an action plan.

Skill Focus Reading Writing Vocabulary Grammar and

Mechanics Speaking and Listening

Drawing Inferences Compare/Contrast Greek and Latin Affixes / Roots

Pronouns Give a multimedia presentation

Context Clues Conduct Research Novel Vocabulary Debate

Irony Gather Relevant Information

Justice/Injustice

Symbolism Ethics

Theme

Point of View

Text Required Texts: Supplemental Texts: Read Aloud The Boy in the Striped Pajamas by John Boyne Movie The Boy in the Striped Pajamas Informational Articles – Internet

• Standing United Against Injustice Teen News Article • The American Dream Teen News Article • Gender Pay Gap Teen News Article • Stereotypes: Do They Affect You Teen News Article • A Giant Named Civil Rights Teen News Article • Webquest for the Holocaust • Law Firm Threatens to Sue Lodi Unified District over Social

Media Policy News Article • California School District Making Athletes Sign Social Media

Contract News Article • Fort Minor Song

Narrative Selections - Internet First They Came Poem by Martin Niemoller Stories from Survivors Poetry from Survivors Daniel Poem Artwork of the Holocaust

Elements of Literature Selections • The Sneetches by Dr. Suess • I was not Alone Rosa Parks and Brian Lanker • That Day by David Kheridan • Suit helps Girl Enjoy Daylight News Article • The Bracelet Yoshiko Uchida • The Southpaw Judith Viorst

Additional Web Stories Night of Broken Glass Story retold by Kate Davis Videos Stories of Survivors: http://www.tellingstories.org Daily Life in the Internment Camps: http://amhisotry.si.edu Challenges of Japanese Americans during WWII: http://www.watchknolearn.org


Number Reading Standards for Literature RL6.1 I can find textual evidence to support my ideas about a text.

RL6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a


meaning and tone. RL6.7 I can compare and contrast the experience of reading a text with seeing or hearing a performance of the text. RL6.9 I can compare and contrast similar themes in various genres. RL6.10 I can read and understand literature on my grade level. Number Reading Standards for Informational Texts

RI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text.

RI6.5 I can analyze how various sections of an informational text fits into the overall structure of the text and how that affects the development of the ideas in the text.

RI6.6 I can determine the author’s point of view and explain how it is presented in the text. RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue. RI6.8 I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that

are not. RI6.9 I can compare and contrast two authors’ presentations of the same events. RI6.10 I can read and comprehend informational text on my grade level.

Number Writing Standards W6.2 I can write informative/explanatory pieces to examine a topic and use the content and organization of my writing piece to

clearly show my information and ideas. 2a-‐ I can write a compare/contrast piece with organized ideas, concepts, visuals, formatting, graphics, and multimedia. 2c-‐ I can use appropriate transitions to present clear relationships between my ideas and concepts. 2d-‐ I can use precise language and vocabulary to explain the topic of my compare/contrast essay. 2e-‐ I can establish and maintain a formal style in my writing. 2f-‐ I can write a conclusion that follows from the information I present in my writing.

W6.5 I can make my writing better by using my peers and adults to help with my planning, revising, editing, rewriting, or trying new approaches.

W6.6 I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting.

W6.7 I can conduct short research projects and use several sources to answer a question. W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic


9b-‐ I can draw evidence from informational texts to support my analysis, reflection, and research. Number Speaking and Listening Standards SL6.1 I can engage in different types of collaborative discussions about sixth-‐grade topics, text, and issues.

1a-‐ I can prepare myself for collaborative discussion by reading or studying the required material in advance. 1b-‐ I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. 1c-‐ I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion. 1d-‐ I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.

SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion. SL6.5 I can enhance my presentation with graphics, images, music, sound and other visual displays. SL6.6 I can change my way of speaking to suit a variety of situations and tasks. I can use formal English when necessary and

appropriate. Number Language Standards

L6.1 I can demonstrate a sixth-‐grade level command of Standard English grammar and usage conventions when writing or speaking.

1a-‐ I can make sure that pronouns are used correctly in sentences (subjects, objects or possessive).

1b-‐ I can use intensive (reflexive) pronouns correctly (myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves).

1c-‐ I can recognize and inappropriate shifts in pronoun number and person. 1d-‐ I can recognize and correct vague pronouns (those with unclear antecedents).

L6.2 I can show that I know how to correctly capitalize, punctuate, and spell standard English in my writing. 2b-‐ I can use spell sixth-‐grade words correctly.

L6.3 I can use my knowledge of language and its conventions when writing, speaking, reading or listening. L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words.

4a-‐ I can use context clues to help me determine the meaning of a word or phrase. 4b-‐ I can use what I know about Greek and Latin roots as clues to the meanings of

words. 4c-‐ I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech.

L6.5 I can show that I understand deeper meanings of words and phrases. 5a-‐ I can interpret discover the meaning of figurative language: similes, metaphors,

personification, idioms, hyperboles, onomatopoeia, puns or oxymoron by using context clues. 5b-‐ I can use the relationship between particular words to help me understand each of

the individual words (cause/effect, part/whole, item/category).



RI.6.7 RI.6.2 W.6.8 SL.6.1 SL.6.2

Pre-reading Research Activity Poetry Analysis

Skill Lesson: Research Use the internet to research background information of the injustice of the Holocaust. Research the events, which led to World War. Discover the countries, people, and historical events involved in World War II. Create a timeline of your findings. Use the Google Docs to create a classroom Live Journal of information from the unit. Gather relevant information from

Webquest for The Holocaust http://zunal.com/webquest.php?w=185396 Holocaust Inquiry http://www.readwritethink.org/files/resources/lesson_images/lesson416/HolocaustOnlineInquiry.html www.edu.glogster.com Nancy Atwell, Poem a Day

Completed poster on Glogster and presentation Live Journal

multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Skill Lesson: Non-fiction Text Features Students will read various Non-fiction articles and identify non-fiction text features. Use the below lesson to give an overview of the various text features found in informational texts. http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/ Skill Lesson: Analyzing Poetry Read the poem, “First they Came” to understand the implications of staying quiet while witnessing injustice. Use Nancy Atwell’s Responses for Poems to show students how to annotate a poem. Skill Lesson: Symbolism

Analyzing Poetry Lesson www.google.com www.livejournal.com Holocaust History Museums materials www.ushmm.org Map of Axis and Allied Countries www.mapsofworld.com/world-war-ii-map.html Poem: “First they came…” http://www.ushmm.org/wlc/en/article.php?ModuleId=10007392 Analyze word choice Novel Theme Questions Novel Compare/Contrast Questions http://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/ Picture Book: Chana Byers Abells’s The Children We Remember

RL.6.1 RL.6.2 RL.6.7 RL6.8

Narrative Reading – Symbolism, Theme

Read Aloud The Boy in the Striped Pajamas Skill Lesson: Symbolism

http://www.remember.org/komski/index.html http://remember.org/then-and-

Compare / Contrast Essay with Prezi Presentation and Debate

W.6.1 SL6.1

Compare and Contrast Media Setting Irony

Use Sneetches to teach symbolism Think of a symbol that is very important to you ( a flag, religious symbol, last name, etc.). Create a journal to tell about what it symbolizes and why it means a lot to you. Describe how you might feel if you had to hide this symbol, as many had to do. Go to the website and pick a painting or drawing by Jan Komski. Write a journal entry telling the emotions and the story that goes along with the painting or drawing, as if you were Jan Komski. Take the tour, remember.org and in your "journal" graph the similarities and differences between each piece of artwork from the Holocaust, and the photographs taken in 1996. Skill Lesson: Setting As students read the novel, respond to the question: If the setting was changed, how would it affect the story? Skill Lesson: Irony Irony Lesson http://www.scholastic.com/teachers/lesson-plan/irony-gift-magi

now/index.html Night of the Broken Glass by Kate Davis; READ magazine Issue 14- March 10, 2006 Read Informational - determine theme http://www.scholastic.com/browse/article.jsp?id=3755926 Discussion Questions for Novel http://www.litlovers.com/reading-guides/13-fiction/146-boy-in-the-striped-pajamas-boyne?start=3 Novel Theme Questions Novel Compare/Contrast Questions http://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/ Movie: Boy in Striped Pajamas

Open - ended response : Theme

Dramatic Irony- Dramatic irony refers to a time when one character is ignorant of something that the other characters and the reader understand. What examples of dramatic irony can you find in Bruno's encounter with Pavel? Situational Irony - happens when there is a discrepancy between what is expected and what actually happens. Cite various evidence from the novel that shows situational irony. Skill Lesson: Open Ended Questions After reading the novel, respond to the following questions. 1. Bruno asks his father about the people outside their house at Auschwitz. His father answers, "They're not people at all Bruno." (p. 53) Discuss the horror of this attitude. How does his father's statement make Bruno more curious about Out-With? 2. When Bruno and his family board the train for Out With, he notices an overcrowded train headed in the same direction. How does he later make the connection between Schmuel and the train? How are both trains symbolic of each boy's final journey? 3. Do you think something like the Holocaust during the Second World

War could happen again? Post Reading Activities: - Write an alternative happy ending for the story. Compare the book and the movie: What are similarities and differences? Which version do you like better? Students will form teams to debate about which version was better using precise examples from the novel or movie. Skill Lesson: Compare/Contrast reading and viewing Students will watch the video and compare similarities and differences of plot and characters. Use a Venn Diagram to compare characters, setting descriptions, plot development. Students will debate about which versions they liked better.

RL.6.3 RL.6.9 RL.6.10 W.6.6 SL6.1 L.6.1 L.6.2 L.6.5

Additional Narrative Reading Theme Comparing Genres

Skill Lesson: Theme Read the literature about the children of the Holocaust. Select works that especially express the courage and heroic spirit of the children. After selecting one text, print, and explain why you chose these

Anne Frank's Scrapbook http://www.annefrank.com/site/af_life/af_scrpbk/af_scrpbk01/story01.html Poem "Daniel": http://www.mtsu.edu/~baustin/daniel.html

Summary of narrative texts. Open ended response

Summary Open ended response

particular works. Answer the questions:

1. Why do people standby during times of injustice while others try to do something to stop or prevent injustice?

2. What factors influence decision-making in the face of injustice?

Upload the summary of the pieces on the Class Wiki / Blog / Web page

Non-fiction text features Lesson http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/ Survivor testimony on video with audio:

Christa M. – Reference to the blue and white pajamas Colonel M. – Reference to conditions of the camps

http://www.library.yale.edu/testimonies/excerpts/

Self- Assessment

Ethics Debate Students will read the article about Schools being sued over Social Media Policy. Engage students in a Socratic seminar which will lead into a discussion on ethics. What is ethics? What is the relationship between Justice and Injustice? Have students conduct research on the subject of ethics, and prepare to come to class to discuss the issue.

1. Definitions 2. Why ethics are important? 3. How to consider behavior from

Law firm threatens to sue Lodi Unified School District over social media policy http://www.lodinews.com/news/article_3543163c-039d-11e3-bbb1-001a4bcf887a.html Lesson Plan on Socratic Circles http://middle-school-ethics-project.wikispaces.com/file/view/SocSem.pdf/245673865/SocSem.pdf Ethical Lesson for Middle School USE “The Golden Rule” http://www.nytimes.com/learning/teachers/studentactivity/20090417ys.pdf

Debate on Ethical Issue

an ethical perspective. Self-Assessment: Discuss as a class. Focus on the following:

1. How are ethics and social justice related?

2. What ethical considerations do you think are most important?

3. How often do you consider ethics in your own actions and decisions? Is this a conscious or unconscious process?

Debate: Ethical Issue: Social Media Privacy Students will read the article on California Schools and engage in an ethical debate about the following issue. Privacy: What are the appropriate limits of privacy? A. Do social media users have a right to privacy? B. Is it unethical to break a confidence if the behavior that is known involves something really destructive to the person or others–e.g., suicide, murder, harming a person’s self or others?

California School District making Athletes sign Social Media Contract http://www.deseretnews.com/article/865584185/Calif-school-district-making-athletes-sign-social-media-contract.html

C. Is it unethical for schools to monitor social media websites of its students?

RL.6.4 L.6.1 L.6.4 L.6.5 L.6.6

Vocabulary Study

• Latin & Greek root vocabulary • Vocabulary Lists from Boy in

the Striped Pajamas • Connotation & Denotation • Literary terms

Possible Activity: Nicknames are perfect examples of words with strong connotative meanings! Students should consider a bunch of synonyms for “maniac” and discuss how the character would be different given the different name. Examples: “Crazy Magee,” “Psychopath Magee,” “Deranged Magee,” “Fanatic Magee,” “Lunatic Magee” – all of these would have different connotative meanings, though the denotations would remain pretty similar. Skill lesson: Using Context Clues

Boy in the Striped Pajamas Weekly Quizzes for Greek and Latin Roots Unit Tests on Greek and Latin Roots *Every 4 weeks of study Literary Terms Assessment with Novel Test

L6.1 L6.2

Grammar Study

Pronoun Study: Subjects, objects, possessive Intensive/Reflexive Shifts in Pronoun Use Vague Pronouns

Holt Elements of Language: Pronouns: 328-335 Objects: 405-408 Indefinite and Antecedents: 427-440

Elements of Language Test: Pronouns Use the Elements of Language Disk that comes with the series


ELA Grade 6 Unit D

Topic: FROM THE OUTSIDE LOOKING IN Time Frame: One Marking Period Performance Task: Narrative Writing: Poem / Rap / Song

Unit-Level Assessment: Open ended questions based on informational texts and a video pertaining to the theme of being an outsider found in Maniac Magee by Jerry Spinelli Description: This is a literature unit based on the novel Maniac Magee by Jerry Spinelli and Knots in My Yo-yo String by Jerry Spinelli. Through the study of the novel, short stories, videos and informational texts, students will learn about what an outsider can teach us about ourselves. Human needs and emotions transcend racial and cultural differences; different races must learn to live together; everyone needs a home and a family of some kind. Students will also evaluate the acceptance of diversity, regardless of race, socioeconomics, and family structure.

Skill Focus

Reading Writing Vocabulary Grammar and Mechanics Speaking and Listening

Citing textual evidence Compare & Contrast

Latin & Greek root words

Subject / Verb agreement

Gathering information from video clips

Internal/external conflict Writing for a dramatic presentation

Using Context Clues

Common Usage Problems

Analyzing the setting Writing Narrative Conduct research

Text Required Texts: Supplemental Texts:

• Maniac Magee by Jerry Spinelli • Knots in my Yo-yo String Jerry Spinelli • “The All-American Slurp” by Lensey Namioka (Elements of

Literature textbook) • “The Gold Cadillac” by Mildred Taylor (Elements of

Literature textbook) • “Revenge of the Geeks” by Alexandra Robbins (LA Times

Article) • Ruby Bridges • Types of Family Structures & the Meaning of Family • Willie Mays biography

• When Zachary Beaver Came to Town by Kimberly Willis Holt • Wonder by RJ Palacio • All Summer in a Day Ray Bradbury


Number Reading Standards for Literature RL6.1 I can find textual evidence to support my ideas about a text. RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a


meaning and tone. RL6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text. RL6.9 I can compare and contrast similar themes in various genres.

Number Reading Standards for Informational Texts RI6.1 I can find textual evidence to support my analysis of the text and draw inferences. RI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary

of a text. RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue.

RI6.9 I can compare and contrast one author’s presentation of events with that of another. Number Writing Standards

W6.1 I can write an argument with clear reasons and relevant evidence to support my claim. 1a: I can organize my claims, reasons, and evidence clearly.

1b: I can write an argument with evidence using credible sources. 1c: I can use words, phrases and clauses to clarify the relationships among claims and reasons.

1d: I can establish and maintain a formal style when writing an argument. 1e: I can write a conclusion that follows from the argument I present in my writing.

W6.4 I can write clear and focused writing where the development, organization, and style are appropriate my purpose and

audience. W6.6 I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in

a single setting. W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic


9a: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level. 9b: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.

W6.10 I can write over different time frames for a range of tasks, purposes, and audiences.

Number Speaking and Listening Standards SL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.

1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance. 1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. 1c: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.

1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.

SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion. SL6.4 I can present claims and findings by sequencing ideas logically and using pertinent descriptions, facts, and details to

emphasize main ideas and themes.

SL6.5 I can include various ways to clarify information and enhance my presentation with graphics, images, music, sound and other visual displays.

SL6.6 I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate.

Number Language Standards L6.3 3a: I can vary sentence patterns to clarify meaning, to promote better reader/listener interest, and to show my own writing

style. L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the

strategies I’ve learned for reading sixth-grade content. 4a: I can use context clues to help me determine the meaning of a word or phrase.

4b: I can use what I know about Greek and Latin roots as clues to the meanings of words. 4c: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning,

or to find its part of speech. 4d: I can make a guess about what a word means and then check my understanding using reference materials.

L6.5 I can show that I understand deeper meanings of words and phrases. 5a: I can interpret discover the meaning of figurative language: similes, metaphors,

personification, idioms, hyperboles, onomatopoeia 5c: I can understand the slight differences between words with very similar meanings. I can understand

that connotations and denotations of words are different.


RI6.1 RI6.2 SL6.1 W.6.1 SL6.2

Socratic Circle

& Routine Writing

Pre-teach vocabulary of the article. Teacher will read aloud “Revenge of the Geeks” by Alexandra Robbins to springboard into a Socratic circle about being an outsider. -What does that term mean? -What determines someone as an outsider? Who determines this? -What is popularity? -What is the allure of being popular?

Vocabulary: Nostalgia Conform Empathy “Revenge of the Geeks” by Alexandra Robbins http://articles.latimes.com/2011/may/28/opinion/la-oe-robbins-high-school-20110528

Socratic Seminar Open-Ended Responses

- Can outsiders cross over into popularity? Is there a price to do so? - Respond to the following quotes from the article: 1. “In the rabidly conformist school environment, the qualities that make people different make them targets. In adulthood, however, the qualities that make people different make them compelling.” 2. “Adults tend to be mature enough to recognize that there would be no progress — cures for diseases, ways to harness new energy sources — without people who are different.” Explain what the author is saying here.

RL6.3 RL6.6

W6.9

Elements of Fiction

& Open-Ended Responses

Students will read “The All-American Slurp” by Lensey Namioka focusing on the elements of the story: character, setting, plot, conflict, resolution, and character development. Students will fill out graphic organizers to map out the story. Students should work in groups in order to break the story down into episodes and then plot them on a diagram to show how the plot moves toward a resolution. Students should also respond to the

Short Stories: Elements of Literature “The All-American Slurp” by Lensey Namioka Plot Diagram online application: http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html Static v. Dynamic Characters Powerpoint: http://www.slideshare.net/elissajac/static-and-dynamic-characters

Character Analysis & Open-Ended Response Elements of Literature Test

following open-ended prompt: How comfortable are the Lins with American customs? Provide examples from the text to support your answer. What makes them “outsiders”? Make a text to text, world, or self-connection to share another “outsider” experience in America. Skill lesson: Plot, Character development (static/dynamic), chronological order of events Skill Lesson: Open-ended Response

The Gold Cadillac (Elements of Literature textbook)

Open Ended Response

Students will complete an open-ended response based on the following question: Reflect on the theme of being an outsider. Consider the character of Maniac Magee and the author Jerry Spinelli. • Do you consider Maniac an outsider? Explain your reasoning and support your response with evidence from the novel. • Was Jerry Spinelli and outsider as a kid? Explain your reasoning and support you response with evidence from Knots in My Yo- Yo String.

Novels – Maniac Magee and Knots in my Yo-yo String

Open-Ended Response

RL.6.1 Setting Students will read the short story “The Gold Cadillac” by Mildred Taylor.

“The Gold Cadillac”

The Gold Cadillac Elements of Literature Test.

Before reading, students should complete a Think-Pair-Share, answering this question: “Why won’t some people accept others into their group?” After reading, students should consider how the setting of this story acts as a catalyst for the tragedy involving/creating the outsider. Students should also answer this question: “What do you think now about outsiders and the groups who pick on them?” Skill Lesson: Setting / Plot line

Setting and Plot line for story

RI.6.1 RI.6.2 RI.6.7

Reading Informational

Texts & Research

View the Brain Pop on the Civil Rights. Students should independently the articles about Jackie Robinson and Ruby Bridges (Use teacher discretion based on student ability). Students should summarize the texts and respond to the following reflection question: What can we learn about being an “outsider” from this famous figure? What can you infer about what he went through? How is he similar/different? Skill Lesson: Drawing Inferences

Brain Pop – Civil Rights Ruby Bridges Scope Magazine Article United Against Racism Jackie Robinson Biography http://www.biography.com/people/jackie-robinson-9460813 Elements of Literature: Making Inferences (125)

Brain Pop – Civil Rights Annotated Informational Article Open-Ended Response

RL.6.6 Reading Auto-

biography

Students will read an excerpt from the autobiography I Know Why the Caged Bird Sings called Brother. Students will summarize the selection in a Think-Pair-Share situation. Focus Question: Angelou says that she was not as handsome as Bailey was. What does that reveal about Angelou’s self-image? What else in the story supports this understanding about Angelou’s self-image? Students should work in pairs to create a Wordle using key vocabulary from the text and especially choosing words that describe Angelou. Skill Lesson: Summarizing

Elements of Literature: Short excerpt Brother (from I Know Why the Caged Bird Sings) by Maya Angelou Lesson on Summarizing www.wordle.net

Summary & Wordle

RI.6.1 SL.6.2

Reading Informational

Texts & Videos

Students should independently read the article “Types of Family Structures” by Michelle Blessing and watch the YouTube video “Controversial Cheerios Commercial”. Students should reflect on their own family structure and describe what family means them. How important is it to be a member of a family? How do you rely on your family? Students should read the article “Family Structures” to themselves.

Controversial Cheerios Commercial aired 7/14/13 http://www.huffingtonpost.com/2013/05/31/cheerios-‐commercial-‐racist-‐backlash_n_3363507.html “Types of Family Structures” by Michelle Blessing http://family.lovetoknow.com/about-family-values/types-family-structures Youtube: Leave It To Beaver introduction

Compare Video Clips to the Family Structure Article

Watch the video clips to show the various families structures. Compare the article to the video clips.

http://youtu.be/CbkTmvz0q7E Modern Family introduction http://youtu.be/h66TdMI5n5I Full House introduction http://youtu.be/a3nU7yDMi_M The Cosby Show introduction http://youtu.be/al1ukOIW5-‐s Brady Bunch introduction http://youtu.be/pwikvo6EZiQ

RL.6.5 RL6.9

Extended Narrative

Text Reading

Pre-reading: Construct a concept map of what a home means to me. Create a Venn Diagram: my home / Maniac’s home. As students read the novel, they can fill in the Maniac’s home. Discuss with the students the concept of nicknames and have the students share a nickname that they have/had or create a nickname for themselves if they don’t already have one. Discuss how the student got the nickname. Was it because of their personality or from something they did? Write about it in writer’s notebooks. During Reading:

Maniac Magee by Jerry Spinelli Novel Guide: http://www.galenaparkisd.com/curriculum/language_arts/documents/Maniac_Magee_Lesson_Plan.pdf

Concept Map Venn Diagram Novel Test Comprehension Questions Open Ended Responses

Students will read Maniac Magee by Jerry Spinelli with a focus on being an outsider to a family unit. Answer weekly teacher-created questions that focus on comprehension and analysis. During the reading of the story these are examples of questions that could be part of the discussion: • What themes do you find in Maniac Magee? Is it about prejudice? Courage? Fear? Understanding? • Maniac wants to belong, but he's also a loner. There are times you have to make choices to stand apart from others. Describe a time when you had to stand apart from your friends. Why did you? How did it make you feel? Would you do it again? Why or why not? • Who was the biggest hero in Maniac Magee? Why? • How were Mr. & Mrs. Beale and Grayson alike? (use of Venn Diagrams may be a useful strategies) • What do you think the author meant when he said, “Inside his house, a kid gets one name, but on the other side of the door, it’s whatever the rest of the world wants to call him?” Post Reading: After reading the story have the

students go back to their “what a home means to me” Now discuss the topic again to see if ideas have changed. Students should be asked to analyze how a particular sentence or chapter fits into the overall structure of the text and contributes to the development of the theme, setting, or plot. Ask students the following questions: What is your opinion of the nickname Maniac? Does it fit him? What if his nickname was “Brilliant” or “Superstar”? Would that make a difference in how you understand and what you think of the character? In the past, American media defines a family as a working father, stay at home mother, and two children. We know that good families can take many different forms. What makes a family? Use examples from Maniac Magee, videos, “Types of Family Structures” by Michelle Blessing, and other stories to argue this point.

RI.6.1 RI.6.9

Extended Literary Non-

Fiction

Create a timeline of Spinelli’s Life Students will complete an open-ended response based on the following question:

Novels – Maniac Magee and Knots in my Yo-yo String

Timeline of Jerry Spinelli’s life Timeline of student’s life Open-Ended Response

Open Ended Response

Read aloud of Jerry Spinelli. Open Ended Response: Reflect on the theme of being an outsider. Consider the character of Maniac Magee and the author Jerry Spinelli. • Do you consider Maniac an outsider? Explain your reasoning and support your response with evidence from the novel. • Was Jerry Spinelli and outsider as a kid? Explain your reasoning and support you response with evidence from Knots in My Yo- Yo String.

SL.6.6 Narrative Writing in the

form of: -Poem -Song -Rap

Students will learn about the various types of figurative language used in poetry and song. Students will research their favorite songs and identify figurative language within the lyrics. They must choose one song with a variety of examples of figurative language and write an explanatory paragraph sharing how it enhances the song. Students should then do the same (identify figurative language and explain how it enhances the writing) after reading the poems “Final Curve” by Langston Hughes and “Runner” by Dona Luongo-Stein.

Figurative Language Webquest. http://ia.usu.edu/viewproject.php?project=ia:12094 Figurative Language Worksheet to accompany webquest can be found on the GTPS Share.

Webquest Narrative Writing

Students will complete a webquest to identify figurative language and write examples of various figurative language. Students will write and present their own poem, song, or rap with a focus on a time the student felt like an outsider. Students should address any lessons learned or how they were changed by this event. Students also should focus on information from this unit. Skill Lesson: Figurative Language Skill Lesson: Narrative Writing

L.6.1 L.6.2 L.6.3 L.6.5

Grammar Study

Skill Lesson: Subject/Verb Agreement Skill Lesson: Common Usage Problems

Holt elements of Language: Agreement Pages 420-442 Common Usage Problems: Pages 519-531

Elements of Language Test: Subject – verb agreement Elements of Language Test: Usage problems

L.6.3 L.6.4 L.6.5

Vocabulary Study

Possible Activity: Nicknames are perfect examples of words with strong connotative meanings! Students should consider a bunch of synonyms for “maniac” and discuss how the character would be different given the different name. Examples: “Crazy Magee,” “Psychopath Magee,” “Deranged Magee,” “Fanatic Magee,” “Lunatic Magee” – all of these would have different connotative meanings, though

• Latin & Greek root vocabulary • Vocabulary Lists from Maniac

Magee by Jerry Spinelli • Connotation & Denotation • Literary terms

Weekly Quizzes for Greek and Latin Roots Unit Tests on Greek and Latin Roots *Every 4 weeks of study Literary Terms Assessment with Novel Test

the denotations would remain pretty similar. Skill lesson: Using Context Clues


ela grade 6 unit a topic: survivalgloucestertownshipschools.org/pdf/instruction... · ela grade 6...

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