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myPerspectives Unit Planning Guide | Grade 6

CA Grade 6 Unit Planning Guide

GRADE 6 | UNIT 1: Childhood

INSTRUCTIONAL MODEL

ESSENTIAL QUESTION: What are some of the challenges and triumphs of growing up?

IMPORTANT NOTES

· ELD Companion is an additional resource.

· Don’t forget Accessible Leveled Texts are in the Unit Resources.

· myPerspectives Plus also provides more support and differentiation beyond what is in this Guide.

WHOLE-CLASS LEARNING

ASSESSMENTS

SMALL-GROUP LEARNING

INDEPENDENT LEARNING

PERFORMANCE BASED ASSESSMENT: Nonfiction Narrative

NOTES:

Unit 1 Overview

In this unit, students will explore the pros and cons of growing up and what the term means to them on a personal level.

Unit Goals

Students will be able to:

· Read and analyze how authors express their points of view in nonfiction narrative.

· Expand your knowledge and use of academic and concept vocabulary.

· Write a nonfiction narrative in which you develop experiences or events using effective technique.

· Conduct research projects of various lengths to explore a topic and clarify meaning.

· Vary sentence patterns for meaning, reader/listener interest, and style.

· Collaborate with team to build on the ideas of others, develop consensus, and communication.

· Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text

· Wagon Train At Dusk (740L)

Whole-Class Learning

· Anchor Text: Memoir in Verse: from Brown Girl Dreaming, Jacqueline Woodson

· Media: Comic Strip, Calvin and Hobbes, Bill Waterson

Small-Group Learning

· Public Document: Declaration of the Rights of the Child, The United Nations General Assembly (1410L)

· Magazine Article: Michaela DePrince: The War Orphan Who Became a Ballerina, William Kremer (1010L)

· Memoir: from Bad Boy, Walter Dean Myers (1000L)

· Poetry: I Was a Skinny Tomboy Kid, Alma Luz Villanueva

Independent Learning

· Novel Excerpt: from Peter Pan, J.M. Barrie (800L)

· Poetry: Oranges, Gary Soto (NP)

· Essay: The Boy Nobody Knew, Faith Ringgold (810L)

· Short Story: Raymond’s Run, Toni Cade Bambara (1280L)

· Short Story: Eleven, Sandra Cisneros (980L)

Performance-Based Assessment

Part 1 – Writing to Sources: Nonfiction Narrative

Students will write a nonfiction narrative answering:

In what way might childhood events present a series of challenges or triumphs?

Part 2 – Speaking & Listening: Oral Presentation

Students use their nonfiction narrative as a foundation for a brief presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and the challenges and triumphs of growing up.

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

UNIT INTRODUCTION

SE pp 2-5

UNIT INTRODUCTION

SE pp 5-9

OVERVIEW


SE pp 10-11

SELECTIONAnchor Text

from Brown Girl Dreaming

Jacqueline Woodson

SE pp 12-16

SELECTION Anchor Text


Jacqueline Woodson

SE pp 17-19

Unit Goals

Students will deepen their perspective about the ways that childhood experiences can be shared through reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabulary

reflect, biography/autobiography, structure, recognize, memoir

Home Connection Letter

Spanish Home Connection Letter

Unit 1 Answer Key

STANDARDS

L.6.6; PIII

Launch Text

Students will read “Wagon Train at Dusk.” They will then be able to participate in discussions about childhood.

Word Network

Students add new words to their Word Network as they read texts in the unit.

Word Network

Summary

Students write a summary of the Launch Text.

Launch Activity

Students participate in an activity related to the unit theme.

QuickWrite

Students write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?

Evidence Log

Students add notes and evidence that will be used to inform the Performance-Based Assessment.

Evidence Log

Performance-Based Assessment: Refining Your Thinking

Essential Question

What are some of the challenges and triumphs of growing up?

Whole-Class Learning Strategies

· Listen actively

· Clarify by asking questions

· Monitor understanding

· Interact and share ideas


Table of Contents Preview

Preview the selections in the unit and discuss how they relate to the EQ and unit topic.

MAKING MEANING

Concept Vocabulary

squish, humming, twist, twirl, shushes, feathery

First Read

Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First-Read Guide: Poetry

Read the Selection

Selection Audio

from Brown Girl Dreaming: Accessible Text

STANDARDS

RI.6.10

MAKING MEANING


Read the Selection

Selection Audio

from Brown Girl Dreaming: Accessible Leveled Text

Comprehension Check

Students complete comprehension questions.

from Brown Girl Dreaming: First Read Extension Questions

Research to Clarify

Students research one unfamiliar detail from the text.

STANDARDS

RI.6.10; PI.8

myPerspectives EL Support

Audio Summary

Personalize for Learning

English Language Support: Cognates

(TE p 5)

Audio Summary

from Brown Girl Dreaming: Accessible Text

Personalize for Learning English Language Support: Building Background

(TE p 18)

ELD Companion Support

Unit 1, Lesson 1

Time to Read

Read Independently

Vocabulary

Oops: Nouns with Plurals

Word Study: Introduce Short Vowels (CVC)

Standards

PI.6.2; PI.6.4; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.1; PII.6.2; PII.6.3; PII.6.4; PIII.6

Unit 1, Lesson 1

Whole Group

Write a Narrative Essay

Work Time Instruction

Reteach: Short Vowels

Narrative Essay: Plan

Work Time Assignments

Word Study: Short Vowels CVC

Interactive Reader


Standards


Unit 1, Lesson 2

Vocabulary

Selection: hitter, fall apart

Academic: display, section, specifically

Read Aloud, Think Aloud”

“Clutch Hitter” and “Winners”

Classroom Conversation

Partner Conversation

Standards

PI.6.1; PI.6.3; PI.6.4; PI.6.5; PI.6.6; PI.6.7; PI.6.8; PI.6.12; PII.6.1; PII.6.2

Unit 1, Lesson 3

Time to Read

Read Independently

Vocabulary

Oops: Nouns without Plurals

Word Study: Introduce Comparative Endings

Standards

PI.6.2; PI.6.4; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.1; PII.6.2; PII.6.3; PII.6.4

Unit 1, Lesson 3

Whole Group

Narrative Essay: Describe People and Places


Reteach: Comparative Endings


Word Study: Comparative Endings


Standards

PI.6.2; PI.6.4; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.1; PII.6.2; PII.6.3; PII.6.4

DAY 6

DAY 7

DAY 8

DAY 9

DAY 10



Jacqueline Woodson

SE p 20



Jacqueline Woodson

SE p 21



Jacqueline Woodson

SE p 22



Jacqueline Woodson

SE p 22



Jacqueline Woodson

SE p 23

MAKING MEANING

Close Read the Text

Students will review the Close Read Model and complete the close read sections in the selection.

Close Read the Text

Analyze the Text

Students will respond to questions about the text, citing textual evidence.

MAKING MEANING

Analyze Craft & Structure

Determine Point of View

Students will analyze the examples of narrative elements.

Analyze Craft and Structure: Determine Point of View

Analyze Craft and Structure: Determine Point of View (RP)

STANDARDS

RI.6.6

LANGUAGE DEVELOPMENT

Concept Vocabulary

Students complete activities related to the Concept Vocabulary words:

squish, twist, shushes, humming, twirl, feathery


Word Study: Onomatopoeia

Students complete activities relating to onomatopoeia.

Concept Vocabulary and Word Study

Word Study: Onomatopoeia (RP)

Word Network


STANDARDS

L.6.5


Conventions: Common, Proper, and Possessive Nouns

Students identify common, proper, and possessive nouns.

Conventions: Common, Proper, and Possessive Nouns

Conventions: Common, Proper, and Possessive Nouns (RP)

STANDARDS

L.6.2; PII.4


Analyze Craft and Structure: Determine Point of View (RP)

(TE p 21)


(TE p 22)

Conventions: Common, Proper, and Possessive Nouns (RP)

(TE p 23)

Personalize for Learning English Language Support: Parts of Speech

(TE p 23)


Unit 1, Lesson 4

Vocabulary

Selection: quarrel, slight

Academic: whole, ground, judge

Read Aloud, Think Aloud

“The Quarrel”


Small-Group Discussion

Standards


Unit 1, Lesson 5

Time to Read

Read Independently

Vocabulary

Word Study: Short Vowel Sounds (CVC)

Word Study: Comparative Endings

Standards


Unit 1, Lesson 5


Word Study Reader: Cars Then and Now

Narrative Essay: Prewrite


Word Study: Short Vowel Sounds in CVC Words and Comparative Endings

Narrative Essay: Prewrite

Standards


Unit 1, Lesson 6

Time to Read

Read Independently

Vocabulary

Oops: Pronouns as Subjects and Objects

Word Study: Introduce Compound Words

Standards


Unit 1, Lesson 6


Reteach: Compound Words

Narrative Essay: Draft


Word Study: Compound Words

Interactive Reader


Standards


DAY 11

DAY 12

DAY 13

DAY 14

DAY 15



Jacqueline Woodson

SE p 24



Jacqueline Woodson

SE p 24



Jacqueline Woodson

SE p 25



Jacqueline Woodson

SE p 25

SELECTIONCalvin and Hobbes

Bill Watterson

SE pp 26-31

EFFECTIVE EXPRESSION

Writing to Sources:

Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.

Writing to Sources:

Nonfiction Narrative

Writing to Sources:

Nonfiction Narrative (RP)

STANDARDS

W.6.3.a; W.6.3.b; W.6.3.d; PI.10


Writing to Sources:

Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.

Writing to Sources:

Nonfiction Narrative

Writing to Sources:


STANDARDS

W.6.3.a; W.6.3.b; W.6.3.d; PI.10


Speaking and Listening:

Debate

Students take a position and participate in a debate with their classmates.

Speaking and Listening: Debate

Speaking and Listening: Debate (RP)

STANDARDS

SL.6.1a; SL.6.1.c; SL.6.1.d; SL.6.4


Speaking and Listening:

Debate

Students take a position and participate in a debate with their classmates.

Speaking and Listening: Debate


Evidence Log


Selection Test: Brown Girl Dreaming

STANDARDS

SL.6.1a; SL.6.1.c; WL.6.1.d; SL.6.4

MAKING MEANING

Media Vocabulary

panel, encapsulation, speech balloon

First Review

Students Look, Note, Connect, Respond as they read the selection the first time.

First-Review Guide: Media: Art and Photography

Read the Selection

Selection Audio

Calvin and Hobbes: Accessible Text

Comprehension Check


MAKING MEANING

Close Review

Students will revisit the comic strip and record any new observations.

Close-Review

Analyze the Media

Students will respond to questions about the interview.

Media Vocabulary

Students complete activities related to the Media Vocabulary words:

panel, encapsulation, speech balloon

Media Vocabulary


Research and Discuss:

Class Discussion

Students research the connections between the comic characters’ names and the historical figures for whom they were named.

Research and Discuss:

Class Discussion

Evidence Log


STANDARDS

RI.6.10; W.6.7; SL.6.1.a; SL.6.1.c; SL.6.1.d; PI.8


Writing to Sources:


(TE p 24)

Personalize for Learning English Language Support: Writing an Autobiography

(TE p 24)

English Language Support Lesson: Autobiography (On Realize)

Writing to Sources:


(TE p 24)

Personalize for Learning English Language Support: Writing an Autobiography

(TE p 24)


(TE p 25)


(TE p 25)

Audio Summary

Personalize for Learning English Language Support:

Cultural Content

(TE p 28)


Unit 1, Lesson 7

Vocabulary

Selection: illustrations, tradition

Academic: finally, adult


“I Think I Can”


Collaborative Conversation

Standards


Unit 1, Lesson 8

Time to Read

Read Independently

Vocabulary

Oops: Pronouns as Subjects and Objects

Word Study: Introduce Long Vowels (CVCe)

Standards

PI.6.2; PI.6.4; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.1; PII.6.2; PII.6.3; PII.6.4; PII.6.5; PII.6.6; PII.6.7; PIII.6

Unit 1, Lesson 8

Whole Group

Narrative Essay: Revise Writing


Reteach: Long Vowels (CVCe)



Word Study: Long Vowels CVCe


Standards


Unit 1, Lesson 9

Vocabulary

Selection: overcome, translator

Academic: select, positive


“A Shooting Star from China”


Whole Class Discussion

Standards


Unit 1, Lesson 10

Time to Read

Read Independently

Vocabulary

Word Study: Compound Words

Word Study: Long Vowels (CVCe)

Standards


DAY 16

DAY 17

DAY 18

DAY 19

DAY 20

PERFORMANCE TASK: WRITING FOCUS

Write a Nonfiction Narrative

SE pp 32-34



SE p 35



SE pp 36-37

OVERVIEW


SE pp 38-41

SELECTIONDeclaration of the Rights of the Child

The United Nations General Assembly

SE pp 42-45

PERFORMANCE TASK


Students write a narrative that tells how childhood imagination affected or influenced them or someone they knew.

PreWriting/Planning

Students focus their topic, gather evidence, and connect across texts.

Drafting

Students organize and write a first draft.

STANDARDS

W.6.3.a-e; W.6.9; PI.10


Author’s Style: Voice

Students evaluate the ways in which the author of the Launch Text develops his voice.

STANDARDS

W.6.3.a; W.6.3.b; W.6.3.d; L.6.3.a

PERFORMANCE TASK

Revising

Students evaluate and revise draft utilizing peer reviews.

Editing and Proofreading

Students edit for conventions and proofread for accuracies.

Publishing and Presenting

Students create a final version of their essay and share in small groups.

Reflecting

Students reflect on their narrative essays.

STANDARDS

W.6.3.d; W.6.3.e; W.6.4; W.6.5; W.6.6; L.6.3.a

Essential Question


Small-Group Learning Strategies

· Prepare

· Participate Fully

· Support Others

· Clarify




Working as a Team

· Take a position

· List your rules

· Apply the rules

· Name your group

· Create a communication plan

Making a Schedule

Students make a schedule with group for completing tasks.

Working on Group Projects

Students choose specific roles for each member.

MAKING MEANING

Concept Vocabulary

entitled; enactment; compulsory

First Read


First-Read Guide: Nonfiction

Read the Selection

Selection Audio

Declaration of the Rights of the Child: Accessible Leveled Text

Comprehension Check


Declaration of the Rights of the Child: First Read Extension Questions

Research to Clarify


STANDARDS

RI.6.10; L.6.5; PI.8


Personalize for Learning English Language Support: Writing a Nonfiction Narrative

(TE p 33)

Audio Summary

Declaration of the Rights of the Child: Accessible Leveled Text

Personalize for Learning English Language Support: Formal Diction

(TE p 42)


Unit 1, Lesson 10


Reteach: Word Study Reader: Do Animals Talk?

Narrative Essay: Revise


Word Study: Compound Words and Long Vowels CVCe

Narrative Essay: Revise

Standards


Unit 1, Lesson 11

Time to Read

Read Independently

Vocabulary

Oops: Noun-Pronoun Agreement

Word Study: Introduce the Vowel Sound in Ball

Standards


Unit 1, Lesson 11

Whole Group

Narrative Essay: Edit Writing


Reteach: Vowel Sound in Ball

Narrative Essay: Edit


Word Study: Vowel sound in ball

Interactive Reader

Narrative Essay: Revise and Edit

Standards


Unit 1, Lesson 12

Vocabulary

Selection: mortified, disappointment

Academic: for instance, because, even though


“The New Neighbor”



Standards


Unit 1, Lesson 13

Time to Read

Read Independently

Vocabulary

Oops: Noun-Pronoun Agreement

Word Study: Introduce Long e Spelling Patterns

Standards

PI.6.2; PI.6.4; PI.6.5; PI.6.8; PI.6.9; PI.6.10; PI.6.11; PI.6.12; PII.6.1; PII.6.2; PII.6.3; PII.6.4; PIII.6

DAY 21

DAY 22

DAY 23

DAY 24

DAY 25

SELECTION

Declaration of the Rights of the Child


SE pp 46-47

SELECTION

Declaration of the Rights of the Child


SE pp 48-49

SELECTION

Michaela DePrince: The War Orphan Who Became a Ballerina

William Kremer

SE pp 50-55

SELECTION


William Kremer

SE pp 56-57

SELECTION


William Kremer

SE pp 58-59

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text


Analyze the Text

Concept Vocabulary


entitled; enactment; compulsory

Word Study: Latin Root:

-puls-



-puls- (RP)

Word Network


Analyze Craft & Structure:

Structure

Students will analyze the purpose of paragraphs in the reading.

Analyze Craft and Structure: Structure


(RP)

STANDARDS

RI.6.5; RI.6.7; L.6.4.b


Conventions: Pronoun Case

Students identify pronoun cases.

Conventions: Pronoun Case

Conventions: Pronoun Case (RP)


Writing to Sources: Paragraph

Students write an informational article or a report.

Writing to Compare: Paragraph

Writing to Compare: Paragraph (RP)

Evidence Log


Selection Test: Declaration of the Rights of the Child

STANDARDS

W.6.2; L.6.1.a; PII.4

MAKING MEANING

Concept Vocabulary

antagonism; refugee; distraught

First Read



Read the Selection

Selection Audio

Michaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled Text

Comprehension Check


Michaela DePrince: The War Orphan Who Became a Ballerina: First Read Extension Questions

Research to Clarify


STANDARDS

RI.6.10; L.6.4.a; PI.8

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text


Analyze the Text

Concept Vocabulary


antagonism; refugee; distraught

Word Study: Synonyms and Antonyms


Word Study: Synonyms and Antonyms (RP)

Word Network



Development of Ideas

Students will show how the author develops the idea.

Analyze Craft and Structure: Development of Ideas

Analyze Craft and Structure: Development of Ideas (RP)

STANDARDS

RI.6.3; L.6.4.c; L.6.4.d; L.6.5.b


Conventions: Reflexive and Intensive Pronouns

Students identify reflexive and intensive pronouns.

Conventions: Reflexive and Intensive Pronouns

Conventions: Reflexive and Intensive Pronouns (RP)


Speaking and Listening: Oral Presentation

Students write and deliver a group oral presentation.


Speaking and Listening: Oral Presentation (RP)

Evidence Log


Selection Test: Michaela DePrince: The War Orphan Who Became a Ballerina

STANDARDS

L.6.1.a; SL.6.4; PI.2



-puls- (RP)

(TE p 46)


(RP)

(TE p 47)

Conventions: Pronoun Case (RP)

(TE p 48)

Writing to Sources: Paragraphs (RP)

(TE p 49)


Practicing with Nouns and Pronouns

(TE p 48)

English Language Support Lesson: Practicing with Nouns and Pronouns (On Realize)

Audio Summary

Michaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled Text


Unfamiliar Words

(TE p 52)

Word Study: Synonyms and Antonyms (RP)

(TE p 56)

Analyze Craft and Structure: Development of Ideas (RP)

(TE p 57)

Conventions: Reflexive and Intensive Pronouns (RP)

(TE p 58)

Speaking and Listening: Oral Presentation (RP)

(TE p 59)


Reflexive and Intensive Pronouns

(TE p 58)


Planning a Profile

(TE p 59))

English Language Support Lesson: Planning a Profile (On Realize)


Unit 1, Lesson 13

Work Group

Narrative Essay: Speak to an Audience


Reteach: Long e Spelling Patterns

Narrative Essay: Speak to an Audience


Word Study: Long e Spelling Patterns

Narrative Essay: Presentation Practice

Standards


Unit 1, Lesson 14

Vocabulary

Selection: twirled, ruined

Academic: direction, reason


“The New Neighbor”



Standards


Unit 1, Lesson 15

Time to Read

Read Independently

Vocabulary

Word Study: Vowel Sound in Ball

Word Study: Long e Spelling Patterns

Standards


Unit 1, Lesson 15


Word Study Reader: National Symbols

Narrative Essay: Present


Word Study: Vowel Sound in Ball and Long e Spelling Patterns

Narrative Essay: Present

Standards


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 26

DAY 27

DAY 28

DAY 29

DAY 30

SELECTION

from Bad Boy

Walter Dean Myers

SE pp 60-65

SELECTION

from Bad Boy

Walter Dean Myers

SE pp 66-67

SELECTION

I Was a Skinny Tomboy Kid

Alma Luz Villanueva

SE pp 68-73

SELECTION

I Was a Skinny Tomboy

Alma Luz Villanueva

SE pp 74-75

SELECTION

I Was a Skinny Tomboy

Alma Luz Villanueva

SE pp 76-77

MAKING MEANING

Concept Vocabulary

respected; desperate; disgusted

First-Read Guide



Read the Selection

Selection Audio

from Bad Boy: Accessible Leveled Text

Comprehension Check


from Bad Boy: First Read Extension Questions

Research to Clarify

Students choose one unfamiliar detail from the text to research.

Close Read the Text


Close Read the Text

Analyze the Text


Analyze the Text

Concept Vocabulary


respected; desperate; disgusted


-spec-



-spec- (RP)

Word Network


STANDARDS

RI.6.10; L.6.4.a; L.6.4.b; PI.8

MAKING MEANING


Determine a Central Idea

Students show how the author of “Bad Boy” develops his central idea.

Analyze Craft and Structure: Determine a Central Idea

Analyze Craft and Structure: Determine a Central Idea (RP)


Conventions: Adjectives and Adverbs

Students identify adjectives and adverbs in sentences.

Conventions: Adjectives and Adverbs

Conventions: Adjectives and Adverbs (RP)

SELECTION TEST

Selection Test: from Bad Boy

STANDARDS

RI.6.2; RI.6.5; RL.6.7; L.6.2; PII.5

MAKING MEANING

Concept Vocabulary

victorious; stubborn; tenseness

First-Read Guide



Read the Selection

Selection Audio

I Was a Skinny Tomboy Kid: Accessible Text

Comprehension Check


Extension Questions

I Was a Skinny Tomboy Kid: First Read Extension Questions

Research to Clarify

Students choose one unfamiliar detail from the text to research.

Close Read the Text


Close Read the Text

Analyze the Text


Analyze the Text


Concept Vocabulary


victorious; stubborn; tenseness

Word Study: Suffix: -ness


Word Study: Suffix: -ness (RP)

Word Network


STANDARDS

RL.6.10; L.6.4; L.6.4.b; PI.6

MAKING MEANING


Determine Theme

Students show how the poet develops the theme of the poem.

Analyze Craft and Structure: Determine Theme

Analyze Craft and Structure: Determine Theme (RP)


Author’s Style: Figurative Language

Students identify examples of Figurative Language.

Author’s Style: Figurative Language

Author’s Style: Figurative Language (RP)

Selection Test: I Was a Skinny Tomboy Kid

STANDARDS

RL.6.2; RL.6.4; RL.6.9; L.6.5; PI.8


Prepare to Compare: Development of Theme

Students compare themes of Bad Boy” and “I Was a Skinny Kid”

Prepare to Compare: Development of Theme

Writing to Compare: Compare-and-Contrast Essay

Students analyze the different ways the memoir excerpt and the poem address a common theme.


Evidence Log


STANDARDS

RL.6.9; W.6.2.a-f; L.6.2.b


Audio Summary

from Bad Boy:

Accessible Leveled Text


-spec- (RP)

Personalize for Learning English Language Support: Colloquialisms

(TE p 61)

Analyze Craft and Structure: Determine a Central Idea (RP)

(TE p 66)

Conventions: Adjectives and Adverbs (RP)

(TE p 67)

Personalize for Learning English Language Support: Using Adjectives and Adverbs

(TE p 67)

English Language Support Lesson: Adjectives and Adverbs (On Realize)

Audio Summary

I Was a Skinny Tomboy Kid: Accessible Text

Word Study: Suffix: -ness (RP)

(TE p 73)

Personalize for Learning English Language Support: Suffixes

(TE p 68)


(TE p 74)

Author’s Style: Figurative Language (RP)

(TE p 75)

Personalize for Learning English Language Support: Imagery

(TE p 74)

English Language Support Lesson: Imagery (On Realize)


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 31

DAY 32

DAY 33

DAY 34

DAY 35

PERFORMANCE TASK: Speaking and Listening Focus

Present a Nonfiction Narrative

SE pp 78-79


Present a Nonfiction Narrative

SE p 79

INTRODUCE INDEPENDENT LEARNING

SE pp 80-81


SE pp 82-84

PERFORMANCE-BASED ASSESSMENT

SE pp 85-87

PERFORMANCE TASK

Speaking and Listening Focus: Present a Nonfiction Narrative

Students create and present a multimedia nonfiction narrative about childhood challenges.

Plan With Your Group

Students will analyze the text, gather evidence and media examples and organize ideas.

Rehearse With Your Group

Students practice with the group, fine-tune the content, improve the use of media, and brush up on presentation techniques.

STANDARDS

SL.6.4; SL.6.5; SL.6.6

PERFORMANCE TASK

Present and Evaluate

Students present as a group and use checklist items to evaluate.

STANDARDS

SL.6.4; SL.6.5; SL.6.6

Essential Question


Independent Learning Strategies

· Create a Schedule

· Practice what you have learned

· Take Notes




Contents

MAKING MEANING

First-Read Guide


First Read Guide

Close-Read Guide

Close Read Guide

Close Read the Text


Analyze the Text


Quick Write

Students write about a paragraph that grabbed their interest.

Share Your Independent Learning

Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another.

Evidence Log


STANDARDS

RL.6.10; RI.6.10; PI.6

PERFORMANCE-BASED ASSESSMENT PREP

Review Notes for a Nonfiction Narrative

Students evaluate the strength of their content.

Evidence Log


Writing to Sources: Nonfiction Narrative

Students will write a nonfiction narrative responding to the prompt:

In what ways might childhood events present a series of challenges or triumphs?

Nonfiction Narrative Rubric

Students use the rubric to guide their revisions.

STANDARDS

W.6.3.a-e; PI.12


Personalize for Learning English Language Support: Skim, Predict, and Use KWL Chart

(TE p 82)

Personalize for Learning English Language Support: Read Aloud and Confirm Predictions

(TE p 83)

Accessible Leveled Texts for Independent Learning Selections (On Realize)

Personalize for Learning English Language Support: Order of Events

(TE p 87)


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 36


SE pp 88-89


Speaking and Listening: Multimedia Presentation

Students will use their narrative as the foundation for a presentation.

Reflect on the Unit

Students reflect on Unit goals, learning strategies, and the text.

Reflect on the Unit

Unit Test

STANDARDS

SL.6.4; SL.6.5; SL.6.6


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

GRADE 6 | UNIT 2: Animal Allies

INSTRUCTIONAL MODEL

ESSENTIAL QUESTION: How can people and animals relate to each other?

IMPORTANT NOTES





ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Explanatory Text

NOTES:

Unit 2 Overview

In this unit, students will read many examples about animals that have gone to extraordinary lengths to help humans in need.

Unit Goals


· Read and determine authors’ purpose and points of view, and analyze development of ideas and language in literature and nonfiction texts.

· Expand your knowledge and use of academic and thematic vocabulary.

· Write an explanatory essay in which you examine a topic and convey ideas, concepts, and information.


· Ensure that pronouns are in the proper case.

· Collaborate with your team to build on the ideas of others, develop consensus, and communicate.


Selections & Media

Launch Text

· Reading Buddies (890L)


· Anchor Text, Memoir: from My Life With the Chimpanzees, Jane Goodall (860L)

· Anchor Text, Blog Post: Hachiko, Japan’s Most Famous Dog, The Daily Onigiri (1120L)


· Poetry: A Blessing, James Wright (NP)

· Poetry: Predators, Linda Hogan (NP)

· Medio, Visual Essay: Monkey Master, Waldemar Januszczak

· Short Story: Black Cowboy, Wild Horses, Julius Lester (740L)


· Novel Excerpt: from The Wind in the Willows, Kenneth Grahame (1180L)

· Fable: How the Camel Got His Hump, from Just So Stories Rudyard Kipling (970L)

· News Article: The Girl Who Gets Gifts From Birds, Katy Sewall (810L)

· News Article: Pet Therapy: How Animals and Humans Heal Each Other, Julie Rovner (1190L)


Part 1 – Writing to Sources: Explanatory Essay

Students will write an explanatory essay answering the following question:

How can animals and people help one another?


Students will use their explanatory essay as the foundation for an oral presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and how animals and people help and relate to each other.

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

UNIT INTRODUCTION

SE pp 90-93

UNIT INTRODUCTION

SE pp 94-97

OVERVIEW


SE pp 98-99


from My Life With the Chimpanzees

Jane Goodall

SE pp 100-110



Jane Goodall

SE p 111

Unit Goals

Students will deepen their perspective about the ways that people and animals can relate to each other by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabulary

exclude, illustrate, communicate, elaborate, objective



Unit 2 Answer Key

STANDARDS

L.6.6; PIII

Launch Text

Students will read “Reading Buddies.” Students then participate in discussions about animal allies.

Word Network


Word Network

Summary


Launch Activity


QuickWrite


Evidence Log


Evidence Log


STANDARDS

PII.4

Essential Question

How can people and animals relate to each other?


· Listen actively







MAKING MEANING

Concept Vocabulary

vanished; miserable; irritable; threateningly; impetuous; dominate

First Read


First-Read Guide: Memoir

Read the Selection

Selection Audio

from My Life With the Chimpanzees: Accessible Leveled Text

STANDARDS

RI.6.10; PI.6; PIII

MAKING MEANING

Comprehension Check


from My Life With the Chimpanzees: First Read Extension Questions

Research to Clarify


Research to Explore

Students choose something interesting from the text and formulate a research question.

STANDARDS

RL.6.1; W.6.7


Audio Summary



(TE p 93)


English Language Support: Complex Noun Groups

(TE p 94)

Audio Summary

from My Life With the Chimpanzees: Accessible Leveled Text

Personalize for Learning English Language Support: Idioms

(TE p 103)

Personalize for Learning English Language Support: False Cognates

(TE p 107)


Unit 2, Lesson 1

Time to Read

Read Independently

Vocabulary

Oops: Possessive Pronouns

Word Study: Introduce Consonant Blends

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PIII.6

Unit 2, Lesson 1

Whole Group

Write an Explanatory Essay


Reteach: Consonant Blends

Explanatory Essay: Brainstorm Ideas


Word Study: Consonant Blends

Interactive Reader

Explanatory Essay: Plan

Standards


Unit 2, Lesson 2

Vocabulary

Selection: trotted, anxious

Academic: kind of, really, probably, seemed


“Black Beauty”



Standards


Unit 2, Lesson 3

Time to Read

Read Independently

Vocabulary

Oops: Possessive Pronouns

Word Study: Introduce Contractions

Standards


Unit 2, Lesson 3

Whole Group

Plan Writing


Reteach: Contractions

Explanatory Essay: Prewrite


Word Study: Contractions

Explanatory Essay: Prewrite

Standards


DAY 6

DAY 7

DAY 8

DAY 9

DAY 10



Jane Goodall

SE p 112



Jane Goodall

SE pp 113-114



Jane Goodall

SE p 115



Jane Goodall

SE p 116



Jane Goodall

SE p 117

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text


STANDARDS

RI.6.1

MAKING MEANING

Analyze Craft and Structure: Analyze Author’s Purpose and Point of View

Students will identify examples of first person point of view.

Analyze Craft and Structure: Purpose and Point of View

Analyze Craft and Structure: Purpose and Point of View (RP)


Concept Vocabulary


vanished; miserable; irritable; threateningly; impetuous; dominate

Word Study: Latin Suffix:

-able

Students complete activities related to the Latin Suffix

-able

Concept Vocabulary and Word Study: Latin Suffix:

-able

Word Study: Latin Suffix: -able- (RP)

Word Network


STANDARDS

RI.6.6; L.6.4.b; L.6.5.b


Conventions: Using Commas, Parentheses, and Dashes

Students complete activities identifying Commas, Parentheses, and Dashes.

Conventions: Commas, Parentheses, and Dashes

Conventions: Commas, Parentheses, and Dashes (RP)

STANDARDS

L.6.2.a; PI.6


Writing to Sources: Explanatory Essay

Students write an essay explaining the process Goodall used.

Writing to Compare: Explanatory Essay

Writing to Compare: Explanatory Essay (RP)

STANDARDS

W.6.2.a, W.6.2.b; W.6.2.c; W.6.2.d; PI.12


Speaking and Listening: Whole-Group Discussion

Students discuss chimpanzee behaviors that are similar to human behaviors.

Speaking and Listening: Whole-Group Discussion

Speaking and Listening: Whole-Group Discussion (RP)

Evidence Log


SELECTION TEST

Selection Test: Warning: My Life With the Chimpanzees

STANDARDS

SL.6.1.a; SL.6.1.c


Analyze Craft and Structure: Purpose and Point of View (RP)

(TE p 113)

Word Study: Latin Suffix: -able- (RP)

(TE p 114)

Conventions: Commas, Parentheses, and Dashes (RP)

(TE p 115)


English Language Support: Punctuating Nonrestrictive Elements

(TE p 115)

English Language Support Lesson: Commas (On Realize)

Writing to Compare: Explanatory Essay (RP)

(TE p 116)


English Language Support:

Transition Words

(TE p 116)

Speaking and Listening: Whole-Group Discussion (RP)

(TE p 117)


Unit 2, Lesson 4

Vocabulary

Selection: shrink, appear

Academic: figure, mean, daily


“Living with Urban Wildlife”



Standards

PI.6.1; PI.6.3; PI.6.4; PI.6.5; PI.6.6; PI.6.7; PI.6.8; PII.6.12; PII.6.1; PII.6.2

Unit 2, Lesson 5

Time to Read

Read Independently

Vocabulary

Word Study: Consonant Blends

Word Study: Contractions

Standards


Unit 2, Lesson 5

Whole Group

Organize Information


Word Study Reader: Forces Around Us

Explanatory Essay: Draft


Word Study: Consonant Blends and Contractions


Standards


Unit 2, Lesson 6

Time to Read

Read Independently

Vocabulary

Oops: Articles With Singular Nouns

Word Study: Introduce Multisyllabic Words

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.4

Unit 2, Lesson 6


Reteach: Multisyllabic Words



Word Study: Multisyllabic Words Interactive Reader


Standards


DAY 11

DAY 12

DAY 13

DAY 14

DAY 15


Hachiko, Japan’s Most Famous Dog

The Daily Onigiri

SE pp 118-121



The Daily Onigiri

SE pp 122-123



The Daily Onigiri

SE pp 124-225



The Daily Onigiri

SE p 126



The Daily Onigiri

SE p 127

MAKING MEANING

Concept Vocabulary

fascinated; sensation; symbol; erected; ceremony; commissioned

First Read



Read the Selection

Selection Audio

Hachiko, Japan’s Most Famous Dog: Accessible Leveled Text

Comprehension Check


Hachiko, Japan’s Most Famous Dog: First Read Extension Questions

Research to Clarify


STANDARDS

RI.6.10; PII.6

MAKING MEANING EXPRESSION

Close Read the Text


Close Read the Text

Analyze the Text


Analyze Craft and Structure: Analyze Key Ideas: Characterization

Students record details from the selection that develop Hachiko’s character.

Analyze Craft and Structure: Characterization

Analyze Craft and Structure: Characterization (RP)

STANDARDS

RI.6.3; PI.10


Concept Vocabulary


fascinated; sensation; symbol; erected; ceremony; commissioned

Word Study: Latin Root: fascinare


Word Study: Latin Root: fascinare (RP)

Word Network


Conventions: Spelling and Capitalization

Students locate words that should be capitalized.

Conventions: Spelling and Capitalization

Conventions: Spelling and Capitalization (RP)

STANDARDS

RI.6.10; PI.6; PI.6


Writing to Sources: Informative Essay

Students write an essay describing the ways in which Hachiko displayed his intelligence and personality.

Writing to Sources: Informative Essay

Writing to Sources: Informative Essay (RP)

STANDARDS

W.6.2.b; W.6.2.d


Speaking and Listening: Partner Discussion

Students conduct research to prepare for a partner discussion.

Speaking and Listening: Partner Discussion

Speaking and Listening: Partner Discussion (RP)

Evidence Log


SELECTION TEST

Selection Test: Hachiko, Japan’s Most Famous Dog

STANDARDS

SL.6.1.b


Audio Summary

Hachiko, Japan’s Most Famous Dog: Accessible Leveled Text

Personalize for Learning English Language Support: Syntax

(TE p 119)

Analyze Craft and Structure: Characterization (RP)

(TE p 122)

Personalize for Learning English Language Support: Naming Character Traits

(TE p 123)

Word Study: Latin Root: fascinare (RP)

(TE p 124)

Conventions: Spelling and Capitalization (RP)

(TE p 125)

Writing to Sources: Informative Essay (RP)

(TE p 126)

English Language Support Lesson: Historical Fiction (On Realize)

Speaking and Listening: Partner Discussion (RP)

(TE p 127)


Unit 2, Lesson 7

Vocabulary

Selection: signals, track

Academic: manufacture, concentrate


“Animals in Our World”



Standards


Unit 2, Lesson 8

Time to Read

Read Independently

Vocabulary

Oops: Articles With Singular Nouns

Word Study: Introduce Synonyms

Standards

PI.6.1; PI.6.2; PI.6.5; PI.6.7; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.4

Unit 2, Lesson 8


Reteach: Synonyms

Explanatory Essay: Peer Conference


Word Study: Synonyms

Explanatory Essay: Peer Conference

Standards

PI.6.1; PI.6.2; PI.6.5; PI.6.7; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.4

Unit 2, Lesson 9

Vocabulary

Selection: independent, interests

Academic: civil, chapter


“Puppy Raisers”



Standards


Unit 2, Lesson 10

Time to Read

Read Independently

Vocabulary

Word Study: Multisyllabic Words

Word Study: Synonyms

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12

DAY 16

DAY 17

DAY 18

DAY 19

DAY 20



SE pp 128-130



SE p 131



SE pp 168-169

OVERVIEW


SE pp 134-137

SELECTIONA Blessing

James Wright

SE pp 138-141

PERFORMANCE TASK


Students write an essay responding to the question: In what ways do Dr. Goodall and the blogger present the animals and people as having things in common?

PreWriting/Planning

Students write a thesis, gather evidence, and connect across texts.

Drafting

Students organize and write a first draft.

STANDARDS

W.6.2.a; W.6.2.b; W.6.10


Conventions: Revising for Correct Pronoun Case

Students fix mistakes with pronoun case in sentences.

STANDARDS

L.6.1.a; L.6.1.e: PII.2

PERFORMANCE TASK

Revising

Students evaluate and revise draft utilizing peer reviews.

Editing and Proofreading

Students edit for conventions and proofread for accuracies.

Publishing and Presenting

Students create a final version of their essay and share in small groups.

Reflecting

Students reflect on their essays.

STANDARDS

W.6.2.c; W.6.2.e; W.6.4; W.6.5; W.6.6; PI.12

Essential Question



· Prepare

· Participate Fully

· Support Others

· Clarify




Working as a Team

· Take a position

· List your rules

· Apply the rules

· Name your group

· Create a communication plan

Making a Schedule

Students make a schedule with group for completing tasks.

Working on Group Projects

Students choose specific roles for each member.

MAKING MEANING

Concept Vocabulary

ripple; nuzzled; caress

First Read



Read the Selection

Selection Audio

A Blessing: Accessible Text

Comprehension Check


A Blessing: First Read Extension Questions

Research to Clarify

Students choose one unfamiliar scientific detail of the text to research.

Close Read the Text


Close Read the Text

Analyze the Text


Concept Vocabulary


ripple; nuzzled; caress

Word Study: Onomatopoeia



Word Network


STANDARDS

RL.6.4; RL.6.10; L.6.4.a


Personalize for Learning English Language Support: Pronouns

(TE p 131)

Personalize for Learning English Language Support: (TE p 133)

Audio Summary

A Blessing: Accessible Text


(TE p 141)


Unit 2, Lesson 10


Word Study Reader: Money

Explanatory Reader: Revise


Word Study: Multisyllabic Words and Synonyms

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12

Unit 2, Lesson 11

Time to Read

Read Independently

Vocabulary

Oops: Articles With Plural Nouns

Word Study: Introduce Consonant Digraphs

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.4; PII.6.6; PII.6.7; PIII.6

Unit 2, Lesson 11

Whole Group

Edit Writing


Reteach: Consonant Digraphs

Explanatory Essay: Edit


Word Study: Consonant Digraphs

Interactive Reader

Explanatory Essay: Edit

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.10; PI.6.11; PI.6.12; PII.6.4; PII.6.6; PII.6.7; PIII.6

Unit 2, Lesson 12

Vocabulary

Selection: trait, vertebrate

Academic: time after time, on account of


“Animal Ways of Life”



Standards


Unit 2, Lesson 13

Time to Read

Read Independently

Vocabulary

Oops: Articles With Plural Nouns

Word Study: Introduce Words with Silent Consonants

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.9; PI.6.10; PI.6.11; PI.6.12; PII.6.4; PIII.6

DAY 21

DAY 22

DAY 23

DAY 24

DAY 25

SELECTION A Blessing

James Wright

SE pp 142-143

SELECTION

Predators

Linda Hogan

SE pp 144-146

SELECTION

Predators

Linda Hogan

SE p 147

SELECTION

Predators

Linda Hogan

SE pp 148-149

SELECTION

Predators

Linda Hogan

SE pp 150-151

MAKING MEANING


Analyze Elements of Poetry: Word Choice and Tone

Students will identify various literary devices.

Analyze Craft and Structure: Word Choice and Tone

Analyze Craft and Structure: Word Choice and Tone (RP)


Conventions:

Verbs and Verb Tenses

Students identify verbs in the poem.

Conventions: Verbs and Verb Tenses

Conventions: Verbs and Verb Tenses (RP)

Evidence Log


STANDARDS

L.6.1; L.6.5; PI.1; PI.12

MAKING MEANING

Concept Vocabulary

pungent; cultivate; tract

First Read



Read the Selection

Selection Audio

Predators: Accessible Text

Comprehension Check


Predators: First Read Extension Questions

Research to Clarify


Research to Explore

Students research something from the text that interests them and formulate a research question.

STANDARDS

RL.6.10; L.6.4.a; PI.12

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text


Analyze the Text


Concept Vocabulary


pungent; cultivate; tract


-ent



-ent (RP)

Word Network


STANDARDS

L.6.4.b

MAKING MEANING


Elements of Poetry: Structure, Speaker, and Word Meanings

Students will analyze the structure, speaker, and word meanings in the poem.

Analyze Craft and Structure: Structure, Speaker, and Word Meanings

Analyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)


Author’s Style: Structure, Punctuation, and Spacing Poetry

Author’s Style: Structure, Punctuation, and Spacing Poetry

Author’s Style: Structure, Punctuation, and Spacing Poetry (RP)

STANDARDS

RL.6.5; L.6.1; PII.1


Prepare to Compare: Comparing Imagery in Poetry

Students compare the poets’ use of imagery.

Prepare to Compare: Imagery in Poetry


Students compare the use of imagery in “A Blessing” and “Predators”.


Evidence Log


Selection Test: Predators

STANDARDS

W.6.2.d; SL.6.1; SL.6.2


Analyze Craft and Structure: Word Choice and Tone (RP)

(TE p 142)

Conventions: Verbs and Verb Tenses (RP)

(TE p 143)

Personalize for Learning English Language Support: Using Alliteration

(TE p 142)

Personalize for Learning English Language Support: Past, Present, and Future

(TE p 143)

English Language Support Lesson: Repetition and Alliteration (On Realize)

Audio Summary

Predators: Accessible Text

Personalize for Learning English Language Support: Figurative Language

(TE p 144)


-ent (RP)

(TE p 147)

Analyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)

(TE p 148)

Author’s Style: Structure, Punctuation, and Spacing Poetry (RP)

(TE p 149)

Personalize for Learning English Language Support: Analyzing Poem Structure

(TE p 149)

English Language Support Lesson: Word Choice (On Realize)


Unit 2, Lesson 13


Reteach: Words with Silent Consonants

Explanatory Essay: Present


Word Study: Silent Consonants


Standards


Unit 2, Lesson 14

Vocabulary

Selection: adaptation, inherited

Academic: false, criminal


“Animal Ways of Life”



Standards


Unit 2, Lesson 15

Time to Read

Read Independently

Vocabulary

Word Study: Consonant Digraphs

Word Study: Words with Silent Consonants

Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.9; PI.6.10; PI.6.11; PI.6.12

Unit 2, Lesson 15


Word Study Reader: Writing About Oneself


Word Study: Consonant Digraphs and Silent Consonant Pairs


Standards

PI.6.2; PI.6.5; PI.6.8; PI.6.9; PI.6.10; PI.6.11; PI.6.12

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 26

DAY 27

DAY 28

DAY 29

DAY 30

SELECTION

Monkey Master

Waldemar Januszczak

SE pp 152-159

SELECTION

Monkey Master

Waldemar Januszczak

SE pp 160-161

SELECTION

Black Cowboy, Wild Horses

Julius Lester

SE pp 162-167

SELECTION


Julius Lester

SE pp 168-169

SELECTION


Julius Lester

SE pp 170-171

MAKING MEANING

Media Vocabulary

composition; montage; caption

First Read

Students Look, Note, Connect, Respond as they review the media the first time.

First-Review Guide: Media-Art/Photography

Listen to the Selection

Selection Audio

Monkey Master: Accessible Text

Comprehension Check


STANDARDS

L.6.6; PI.6; PI.8

MAKING MEANING

Close Review

Students will review the photographs, the paintings, and first-review notes and record any new observations.

Close Review

Analyze the Media

Students will respond to questions about the drawings, citing textual evidence.

Analyze the Media

Media Vocabulary

Students complete activities related to the Media Vocabulary words:

composition; montage; caption

Media Vocabulary


Research and Discuss: Conduct Research

Students research and discuss findings about animal species or Congo’s life.

Research and Discuss: Conduct Research

Evidence Log


STANDARDS

RL.6.7; W.6.7; W.6.8; SL.6.1

MAKING MEANING

Concept Vocabulary

milled; skittered; quivering

First Read


First-Read Guide: Fiction

Read the Selection

Selection Audio

Black Cowboy, Wild Horses: Accessible Leveled Text

Comprehension Check


Black Cowboy, Wild Horses: First Read Extension Questions

Research to Clarify


STANDARDS

RL.6.10; L.6.4; PI.6; PI.12

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text


Concept Vocabulary


milled; skittered; quivering

Word Study: Multiple-Meaning Words


Word Study: Multiple-Meaning Words (RP)

Word Network



Analyze Plot Structure

Students identify the plot structure in the text.

Analyze Craft and Structure: Plot Structure

Analyze Craft and Structure: Plot Structure (RP)

STANDARDS

RL.6.1; RL.6.3; L.6.4


Conventions: Perfect Tenses of Verbs

Students analyze types of verb tenses.

Conventions: Perfect Tenses of Verbs

Conventions: Perfect Tenses of Verbs (RP)



Students create a presentation incorporating multimedia elements.


Speaking and Listening: Multimedia Presentation (RP)

Evidence Log


Selection Test: Black Cowboy, Wild Horses

STANDARDS

RL.6.1; RL.6.3; SL.6.5; L.6.1; PII.3


Audio Summary

Monday Master:

Accessible Text

Personalize for Learning English Language Support: Main Ideas

(TE p 153)

Personalize for Learning English Language Support: Domain-Specific Vocabulary

(TE p 154)

Personalize for Learning English Language Support: Background Knowledge

(TE p 158)

English Language Support Lesson: Taking Notes for a Discussion (On Realize)

Audio Summary

Black Cowboy, Wild Horses: First Read Extension Questions

Personalize for Learning English Language Support

Figurative Language

(TE p 163)


Characterization

(TE p 164)

Word Study: Multiple-Meaning Words (RP)

(TE p 168)

Analyze Craft and Structure: Plot Structure (RP)

(TE p 169)

Conventions: Perfect Tenses of Verbs (RP)

(TE p 170)

Speaking and Listening: Multimedia Presentation (RP)

(TE p 171)


Using Verb Tenses

(TE p 170)

English Language Support Lesson: Verb Tenses (On Realize)


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 31

DAY 32

DAY 33

DAY 34

DAY 35


Present an Explanatory Essay

SE pp 172-173



SE p 173

INTRODUCE INDEPENDENT LEARNING

SE pp 174-175


SE pp 176-178


SE pp 179-181

PERFORMANCE TASK


Students present a slideshow that examines the effects the animals have on the characters in the selections.

Plan with Your Group

Students analyze the text, gather evidence, and organize your ideas.

Rehearse with Your Group

Students practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

STANDARDS

W.6.2.c; SL.6.2; SL.6.6

PERFORMANCE TASK

Present and Evaluate

Students present as a group and use checklist items to evaluate.

STANDARDS

SL.6.4; SL.6.5

Essential Question



· Create a Schedule

· Practice what you have learned

· Take Notes




Contents

MAKING MEANING

First Read


First-Read Guide

Close-Read Guide

Close-Read Guide

Close Read the Text


Analyze the Text


Quick Write

Students write about a paragraph that grabbed their interest.

Share Your Independent Learning

Students share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.

Evidence Log


STANDARDS

RL.6.10; RI.6.10; SL.6.1

PERFORMANCE-BASED ASSESSMENT PREP

Review Evidence for an Explanatory Essay

Students evaluate the strength of their evidence

Evidence Log


Writing to Sources: Explanatory Text

Students will write an essay to answer the following: How can animals and people help one another?

Explanatory Essay Rubric

Students use the rubric to guide their revisions.

STANDARDS

RI.6.7; W.6.2; W.6.10; PII.6


Accessible Leveled Texts for Independent Learning Selections (On Realize)

Personalize for Learning English Language Support: Connecting Ideas

(TE p 181)


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4


Supplemental

Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

DAY 36


SE pp 182-183



Students will use their explanatory essay as the foundation for an oral presentation.

Reflect on the Unit

Students reflect on Unit goals, learning strategies, and the text.

Reflect on the Unit

Unit Test


Time to Read

Read Independently

Book Club

Standards

PI.6.1; PI.6.4

GRADE 6 | UNIT 3: Modern Technology

INSTRUCTIONAL MODEL

ESSENTIAL QUESTION: How is modern technology helpful and harmful to society?

IMPORTANT NOTES





ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Argument

NOTES:

Unit 3 Overview

In this unit, students will read examples of modern technology and how it has helped and harmed society.

Unit Goals


· Read and determine authors’ points of view and evaluate ideas expressed in both literary works and nonfiction texts.

· Expand your knowledge and use of academic and thematic vocabulary.

· Write an argument to support a claim with clear reasons and relevant evidence.


· Use words, phrases, and clauses to clarify the relationships among claims and reasons.

· Collaborate with your team to build on the ideas of others, develop consensus, and communicate.


Selections & Media

Launch Text

· That’s Not Progress! (910L)


· Anchor Text, Short Story: Feathered Friend, Arthur C. Clarke (1100L)

· Anchor Text, Blog Post: Teens and Technology Share a Future, Stefan Etienne (1100L)

· Anchor Text, Blog Post: The Black Hole of Technology, Leena Khan (980L)

· Media, Video: The Internet of Things, IBM Social Media


· Short Story: The Fun They Had, Isaac Asimov (730L)

· Blog Post: Is Our Gain Also Our Loss?, Cailin Loesch (1180L)

· Media, Podcast: Bored…And Brilliant? A Challenge To Disconnect From Your Phone, NPR


· News Article: 7-Year-Old Girl Gets New Hand From 3-D Printer, John Rogers (860L)

· News Article: Screen Time Can Mess With the Body’s “Clock”, Andrew Bridges (980L)

· Poetry: All Watched Over by Machines of Loving Grace: Richard Braurigan (NP)

· Poetry: Sonnet, without Salmon: Sherman Alexie (NP)

· News Article: Teen Researchers Defend Media Multitasking: Sumathi Reddy (1370L)


Part 1 – Writing to Sources: Argument

Students will write an argument answering the following question:

Do we rely on technology too much?


After writing their argument, students will use it as the foundation

for a brief oral presentation

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and the benefits and drawbacks of modern technology.

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

UNIT INTRODUCTION

SE pp 184-187

UNIT INTRODUCTION

SE pp 188-191

OVERVIEW


SE pp 192-193


Feathered Friend

Arthur C. Clarke

SE pp 194-199


Feathered Friend

Arthur C. Clarke

SE pp 200-201

Unit Goals

Students will deepen their perspective about the impact of modern technology by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabulary

convince; acclaim; concept; declare; various



Unit 3 Answer Key

STANDARDS

L.6.6; PIII

Launch Text

Students will read “That’s Not Progress!.” Students will then be able to participate in discussions about modern technology.

Word Network


Word Network

Summary


Launch Activity


QuickWrite


Evidence Log


Evidence Log


STANDARDS

PI.6

Essential Question

How is modern technology helpful and harmful to society?


· Listen actively







MAKING MEANING

Concept Vocabulary

pathetically; distressed; mournfully; apologetically; lamented

First Read


First-Read Guide: Fiction

Read the Selection

Selection Audio

Feathered Friend: Accessible Leveled Text

Comprehension Check


Feathered Friend: First Read Extension Questions

Research to Clarify


Research to Explore

Students choose something interesting from the text and formulate a research question.

STANDARDS

RL.6.10; PI.6

MAKING MEANING

Close Read the Text


Close Read the Text

Analyze the Text



Determine Theme

Students will identify key details that may contribute to one of the story’s themes.

Analyze Craft and Structure: Determine Theme


STANDARDS

RL.6.1; RL.6.2; RL.6.5; PIII


Audio Summary



(TE p 187)


English Language Support: Domain-Specific Vocabulary

(TE p 189)

Audio Summary

Feathered Friend: Accessible Leveled Text

Personalize for Learning English Language Support: Idiom

(TE p 195)


(TE p 201)


English Language Support:

Cognates

(TE p 200)


Unit 3, Lesson 1

Time to Read

Read Independently

Vocabulary

Oops: Articles with Proper Nouns

Word Study: Introduce Prefix un-

Standards


Unit 3, Lesson 1

Whole Group

Write an Opinion Essay


Reteach: Prefix un-

Opinion Essay: Plan


Word Study: Prefix un-

Interactive Reader

Opinion Essay: Plan

Standards


Unit 3, Lesson 2

Vocabulary

Selection: audience, advertising

Academic: task, predict


“It’s a Mean, Mean, World”



Standards


Unit 3, Lesson 3

Time to Read

Read Independently

Vocabulary

Oops: Articles with Proper Nouns

Word Study: Introduce Antonyms

Standards


Unit 3, Lesson 3


Reteach: Antonyms

Opinion Essay: Plan


Word Study: Antonyms

Opinion Essay: Plan

Standards


DAY 6

DAY 7

DAY 8

DAY 9

DAY 10


Feathered Friend

Arthur C. Clarke

SE pp 202-203


Feathered Friend

Arthur C. Clarke

SE p 204


Feathered Friend

Arthur C. Clarke

SE p 205


Teens and Technology

Stefan Etienne

SE pp 206-209


Teens and Technology

Stefan Etienne

SE pp 210-211


Concept Vocabulary


pathetically; distressed; mournfully; apologetically; lamented

Word Study: Greek Root:

-path-


Word Study: Greek Root:

-path- (RP)

Word Network


Conventions: Compound Words

Students identify examples of compound words.

Conventions: Compound Words

Conventions: Compound Words (RP)

STANDARDS

L.6.1; L.6.4.b; L.6.5


Writing to Sources: Argument

Students write an argument taking a position on the story’s theme.

Writing to Sources: Argument

Writing to Sources: Argument (RP)

STANDARDS

W.6.1.a-e; L.6.3.b



Students create a presen

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