1.cdn.edl.io · web viewstudents will need to know: parts of a story (setting, characters,...

UCSD # 1

Grade 6 English Unit Framework

2013-2014 MIDDLE SCHOOL ENGLISH FRAMEWORK- Grade 6

Quarter andUnit

Estimated Number of

Days

Reading Focus should include:- Writing as a support- Language Usage Standards 4, 5, 6- Speaking/Listening Standards 1, 6- Lots of independent reading- Other forms of reading as supports

Writing Focus should include:- Reading as a support (e.g. mentor texts)- Language Usage Standards 1, 2, 3- Lots of independent reading

Quarter 1Unit 1 5 days

Launching the WorkshopRL: 9SL: 1ab

Launching the Workshop

Quarter 1Unit 2

30-40 days Narrative 1 ( primary genre short story with nonfiction support)RL: Primary Standards: 2, 3 (elements), 1, 6 Supporting Standards: 4, 5SL: 1abLU: 4ac, 5ab, 6

Summative Assessment: (see grade specific unit)

Due by: Oct 17

Narrative (narrative forms with a primary emphasis on character)W: 3abcde, 4, 5LU: 1, 2

Product:6- Character Development and point of view/Conflict creation/Consistent point of view 1st or 3rd (character or observer)

Quarter 2Unit 3

5 days Media/Technology: Finding and Analyzing SourcesRI: Primary Standards: 8 Supporting Standards: 7

Media/Technology: Finding and Analyzing SourcesW: 6, 7, 8, 9b

Quarter 2Unit 4

40 days Argument (primary genre nonfiction with supporting fiction)RI: Primary Standards: 8, 1, 2, 6, 9 Supporting Standards: 3, 4, 5SL: 1abcd, 3LU: 4abc, 5bc, 6


Due by: Dec 20

ArgumentW: 1abcde, 4, 5, 6, 8, 9bLU: 1, 2

Written Product:6- Opening and closing statement

Speaking/Listening: ArgumentSL: Audience: 2, 3, 6 / Speaker: 4, 5

Presentation Product:6- Opening and closing statement

Quarter 3Unit 5

30-40 Days Narrative 2 (Primary genre Novel with nonfiction support)

Argument: Literary AnalysisW: 1abcde, 4, 5, 6, 9a

RL: Primary Standards: 9, 1, 2, 3 (elements) Supporting Standards: 4, 5, 6,SL: 1abcd, 3LU: 3, 6, 4abc, 5a


Due by : February 12

LU: 1, 2

Product:6- Literary essay on theme through character analysis

Quarter 4Unit 6

35 days Research: Informative or Expository (primary genre nonfiction with supporting fiction)RI (L): Primary Standards: 1, 2, 3, 5, 8, 9 Supporting Standards: 4SL: 1abcd, 2LU: 4abcd, 6


Due by: April 11

Research: Informative or ExpositoryW: 2abcdefg, 7, 9LU: 1, 2, 3SL: 4, 5

Product:6- X page encyclopedia entry on (science/ss topic) with technology/multimedia (ex: Wikipedia…)7- Magazine article and posting/creating web page/blog etc. collaborate8- Research report with multimedia aid

Quarter 4End Of CourseAssessment

2-3 Days BIG BY- End of Course Assessment

Total4 Summative Assessments standards 1-91 End of Course (majority of standards)

BIG BY- End of Course Assessment

Total4 Major writing pieces1 Major speech1 End of Course (focus on argument writing)

Quarter 4Unit 7

5 days Film StudyRL: 7

Film StudyProduct: T-chart comparison

Standard Unit 1- Launching Unit 2- NarrativeR-Narrative- SSW- Narrative

Unit 3- Finding and Analyzing Sources

Unit 4- ArgumentR- ArgumentW- Argument

Unit 5- NarrativeR- Narrative- NovelW- Literary Analysis

Unit 6- ResearchR- Informative/ ExpositoryW- Informative Expository

Unit 7- Film Study

RL/RI 1 P P P PRL/RI 2 P P P PRL/RI 3 P S P PRL/RI 4 S S S SRL/RI 5 S S S P

RL/RI 6 P P SRL/RI 7 S PRL/RI 8 P P PRL/RI 9 P P P PRL/RI 10 X X X X X XW 1 P PW 2 PW 3 PW 4 P P PW 5 P P PW 6 P P PW 7 P PW 8 P PW 9 P (b) P (b) P (a) PW10 X X X X X XSL 1 P (a,b) P (a,b) P(a,b,c,d) P (a,b,c,d) P (a,b,c,d)SL 2 P PSL 3 P PSL 4 P PSL 5 P PSL 6 P

LU 1 P P PLU 2 P P PLU 3 P PLU 4 P (a,c) P (a,b,c) P (a,b,c) P (a,b,c,d)LU 5 P (a,b) P (b,c) P (a)LU 6 P P P P

UNIT 2: Narrative One

Reading Unit Overview: This unit teaches students to use elements and evidence to determine theme/central idea, primarily in short stories. Since this reading process is cyclical, readers can enter at any point.

Reading Process for Unit

Specific Forms/Genres and Standards for Reading part of the unitSpecific Forms/Genre: short stories with nonfiction supportReading Primary Standards/Teaching Points for the Unit

Speaking/Listening Supporting Standards/Teaching Points for the Unit

Language Usage Supporting Standards/Teaching Points for the Unit

RL 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text a. I can accurately identify and summarize key details b. I can support analysis with explicit evidence from the story c. I can make inferences from the text d. I can use evidence from the story that supports your inferences and conclusions

RL 2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments a. I can make a statement of the short story’s theme (central message about life) b. I can explain how the key details convey the theme you have

SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly a. Teaching points: - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion b. Teaching points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed

LU4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content choosing flexibly from a range of strategies a. Teaching points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phrase b. Teaching points - I can use common, grade appropriate Greek or Latin affixes as clues to the meaning of a word - I can use common, grade appropriate Greek or Latin roots as clues to the meaning of a word

Analyze how a character develops (characters change/growth in response to conflict/struggle)

Determine the theme or central idea of work/ summarize using key events/descriptions or details.

Point of View

Cite textual evidence: use explicit statement from the text (details or direct statements).

Use inferences or reach conclusions, about what a text

hints at but does not say directly. Support

an inference with evidence from the

text that will convince others that

your inference is correct

identifiedRL 3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution a. I can describe the major plot points (episodes), including the conflict and resolution of the story b. I can identify and describe the story’s main character c. I can explain how the main character responds to the conflict d. I can analyze how the main character changes in response to the conflictRL 6: Explain how an author develops the point of view of the narrator or speaker in a text a. I can identify the point of view in the literary text you are analyzing b. I can analyze how the author develops the point of view and its impact on the work as a whole

c. Teaching points - I can consult print reference materials for pronunciation of a word , clarify precise meaning or its part of speech - I can consult digital reference materials for pronunciation of a word , clarify precise meaning or its part of speechLU 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings a. Teaching points - I can interpret figures of speech in context b. Teaching points - I can use the relationship between particular words (cause/effect, part/whole, item/category) to better understand each of the wordsLU 6: Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Supporting Standards:RL 4: Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone a. I can find unknown words or phrases b. I can use context to figure out meaning of words and phrases c. I can use background to figure out meaning of words and phrases d. I can analyze impact of word choice e. See also Language usage teaching points 4abc and 5acRL 5: Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot

Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards

Success Criteria80% on all standardsGrowth on identified problems of practice

Students will need to know: parts of a story (setting, characters, conflict, plot), characters (main, minor, dynamic, static, characterization/traits), conflict (internal/external), plot (exposition, rising action, climax, falling action, resolution), textual evidence (words or phrases in a text that support an analysis of the text), explicit details (information stated directly in text), inference (details + prior knowledge= inference; must be supported with textual evidence that will convince others that your inference is correct), theme (central idea or insight into life that a story explores), summary (brief restatement of the important details in a work-distinct from personal opinion or judgments), point of view (1st person and 3rd person)

Writing

Writing Unit Overview: The writing portion of this unit will focus on the narrative genre with a specific focus on character development and point of view.

Specific Forms/Genres and StandardsSpecific Forms/Genre: character development and point of view/conflict creation/consistent point of view 1st or 3rd (character or observer)Writing Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 3: Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well structured event sequences a. Teaching points - I can engage and orient the reader by establishing a context - I can introduce a narrator and/or characters - I can organize an event sequence that unfolds naturally and logically b. Teaching points - I can use narrative techniques such as dialogue, pacing and description to develop experiences - I can use narrative techniques to develop events - I can use narrative techniques to develop characters c. Teaching points - I can use a variety of transition words, phrases and clauses to convey sequence - I can use a variety of transition words, phrases and clauses to signal shifts from one time frame to another - I can use a variety of transition words, phrases and clauses to signal shifts from one setting to another d. Teaching points - I can use precise words and phrases to convey experiences and events - I can use relevant descriptive details to convey experiences and events - I can use sensory language to convey experiences and events e. Teaching points - I can provide a conclusion that follows from the narrated experiences or eventsW 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audienceW 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

(primarily use for editing purposes)LU 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. I can ensure pronouns are in the proper case (subjective, objective, possessive) b. I can use intensive pronouns (myself, ourselves) c. I can recognize and correct inappropriate shifts in pronoun number and person d. I can recognize and correct vague pronouns (e.g. ones with clear or ambiguous antecedents) e. I can recognize variations from standard English in their own and others’ writingLU 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements

Summative Assessment/Writing Products Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

Success CriteriaFocus: How well drawn are the characters?Organization: How clearly organized is the story’s plot?Support/Elaboration: How well do the details and language establish the setting and describe the characters?Style: How consistently have you used point of view?Conventions: How correct is your grammar, especially your use of verb tenses?

UNIT 3: Digital Research Skills

Research Unit Overview: This unit is designed to effectively teach digital research skills (find, evaluate, and cite sources) that will support other units requiring research throughout the rest of the year.

Specific Forms/Genres and Focus StandardsFocus Standards:W6.8: Gather relevant information from multiple print 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.Supporting Standards:W6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Formative Assessments and Teaching PointsGrade 6 Online Resources : http://www.uinta1.k12.wy.us/academics.cfm?subpage=1681357NoodleToolsGoogleGoWYLD

Possible Research Topics for this Unit:1. Teachers should have guns at school2. Energy drinks are dangerous3. Pro athletes make too much money

Lesson 1: I can compile bibliographic information using a digital tool

Teaching Resources Overview 6th Grade (PP) NoodleTools Sign In (PP) 6th Unit Assessment (doc) Noodletools (via student homepage) Research Map http://www.uinta1.k12.wy.us/files/758483/ReSearchMap.gif

Lesson 2: I can develop effective search queries, understand search results and refocus my search by utilizing Google filters

Teaching Resources Google 6th (PP) 6th Unit Assessment (doc) Google Tips 6th (doc)

http://www.uinta1.k12.wy.us/files/758483/ReSearchMap.gif

http://www.uinta1.k12.wy.us/academics.cfm?subpage=1681357

Research Organizer (doc)

Lesson 3: I can assess the credibility of a source based on

purpose timeliness identified source

Teaching Resources Credibility 6th Grade (PP) 6th Unit Assessment (doc) Website Eval WKS (doc)

* See also tutorial slide presentation within NoodleTools (citing resources)

Optional Lesson 3B: Going Beyond Google: I can use specialized databases to find information on the Deep Web

Teaching Resources GoWYLD (PP)

Lesson 4: I can quote or paraphrase data and conclusions using online tools

Teaching Resources NoodleNotes 6th Grade (PP) 6th Unit Assessment (doc) Noodletools (via student homepage)

* See also tutorial PowerPoints within NoodleTools (homepage tutorials & guide)

Lesson 5: I can compile bibliographic information using an online tool

Teaching Resources 6th Unit Assessment (doc) Noodletools URL: www.noodletools.com

(access via student homepage)

Summative AssessmentStudent Directions: Complete the digital worksheet as you work through the lessons in this unit

Over the course of the unit you will be expected to find at least 5 digital sources that best support your argument and compile a simple bibliography using NoodleTools

After identifying 5 sources you will need to choose the best two sources1. Find 1 quotes that best argues your position from 1 source

Success Criteria1. Students have identified at least five digital sources that best support their argument and have a simple bibliography2. Shows best quote to support their argument with source3. paraphrases a second quote4. Can describe why each source is credible

http://www.noodletools.com/

2. Paraphrase a quote from your second source that best argues your position

3. Describe why each source is credible

UNIT 4: ARGUMENT

Reading Unit Overview: This unit teaches students to prove claims with reasoning and evidence for a specific outcome. Students will have exposure to three types of arguments: fact, judgment and policy.

Specific Forms/Genres and Focus Standards for Reading part of the unitSpecific Forms/Genre: nonfiction argument texts with fiction as an ongoing secondary focusReading Primary Standards/Teaching Points for the Unit

Speaking/Listening Supporting Standards /Teaching Points for the Unit


RI 8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are notRI 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textRI 2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgmentsRI 6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the textRI 9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

Goal Strand 1: Characteristics of argumentative textsI can identify the characteristics of arguments by…I can determine figurative, connotative and technical meanings of words used in text

Goal Strand 2: Identify arguments and purpose (RI 2,1,6)I can identify the argument a writer is making by…I can determine the author’s purpose in the argument by…I can determine figurative, connotative and technical meanings of words used in text

Goal Strand 3: Identify claims and reasons (RI 2,5,8)I can navigate the structure of an argument by…I can tell if claims are supported by reasons and evidence by…I can determine figurative, connotative and technical meanings of words used in text

Goal Strand 4: Evaluate reasoning (RI 8,9)I can determine the author’s bias by…I can read arguments objectively by… (by identifying my own biases)I can determine figurative, connotative and technical meanings of words used in text

SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly a. Teaching points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion b. Teaching points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed c. Teaching points - I can pose and respond to specific questions with elaboration and detail - I can make comments that contribute to the topic, text, or issue under discussion d. Teaching points - I can review key ideas expressed - I can demonstrate understanding of multiple perspectives through reflection and paraphrasingSL 2: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under studySL 3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not a. Teaching points - I can identify argument and specific claims - I can identify supporting reasoning/evidence for argument and claim - I can distinguish supported vs. non-supported arguments and claims

LU 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content choosing flexibly from a range of strategies a. Teaching points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phrase b. Teaching points - I can use common, grade appropriate Greek or Latin affixes as clues to the meaning of a word - I can use common, grade appropriate Greek or Latin roots as clues to the meaning of a word c. Teaching points - I can consult print reference materials for pronunciation of a word, clarify precise meaning or its part of speech - I can consult digital reference materials for pronunciation of a word, clarify precise meaning or its part of speech d. Teaching points - I can verify the preliminary determination of a word or phrase

Supporting StandardsRI 3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)RI 4: Determine the meaning of words and phrases as they are used

in a text, including figurative, connotative, and technical meaningsRI 5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas

Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards. [Note: performance assessment below can also be used as needed]


Performance AssessmentSpecific Reading(s) Is America’s Food Supply Safe? E. coli in spinach, salmonella in peanut

butter—a string of recent contaminations has prompted questions about food safety

Success Criteria1. Students will be able to clearly state the author’s major

argument2. Students will be able to clearly state the author’s purpose3. Students will be able to outline the author’s supports and

evidence4. Students will be able to distinguish and compare and

contrast the author’s biasesTime Frame 1 Day

Process Notes 1. Read and mark texts, 2. State the author’s major argument and purpose, 3. Outline supports and evidence, 4. Compare and contrast the authors’ biases

Standard 8,1,2,6 For each article, state the author’s major argument and purpose and then outline his/her major supports and evidence in bullet form

Standard 9 Compare and contrast the author’s biases

Writing

Writing Unit Overview: The writing aspect of this unit will have students write to prove claims based on evidence and reasoning.

Specific Forms/Genres and Standards for Writing part of the unitSpecific Forms/Genre: Opening and closing statementORPersuasive Essay/ParagraphsWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 1: Write arguments to support claims with clear reasons and relevant evidence

a. Teaching points - I can identify my claim - I can introduce my claim(s) and organize the reasons and evidence clearlyb. Teaching points - I can find and identify credible sources - I can find the most relevant evidence for my claim - I can support claim(s) with clear reasons and relevant evidencec. Teaching points - I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasonsd. Teaching points - I can identify formal versus informal style in writing - I can establish and maintain a formal stylee. Teaching points - I can provide a strong conclusion - I can provide a concluding statement or section that follows from the argument presented

W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceW 9: Draw evidence from literary or informational texts to support analysis, reflection, and research

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”)

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”)

(primarily use for editing purposes)LU 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. I can ensure pronouns are in the proper case (subjective, objective, possessive) b. I can use intensive pronouns (myself, ourselves)LU 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements b. I can spell correctlyLU 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening a. I can vary sentence patterns for meaning, reader/listener interest, and style b. I can maintain consistency in style and tone

Supporting StandardsW5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.W6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Summative Assessment/Writing ProductsPrinted Opening/Closing Statements OR Printed Persuasive EssayRubric attached below

Success CriteriaSuccess Criteria: Students should be able to:

1. Introduce claim(s) and organizes the reasons and evidence clearly2. Support claim(s) with clear reasons and relevant evidence3. Use credible sources

4. Demonstrate an understanding of the topic or text5. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons6. Establish and maintain a formal style7. Provide a concluding statement or section that follows from the argument presented

SPEAKING/LISTENING

Speaking/Listening Unit Overview: To conclude the argument unit, students will be asked to speak on the topic they investigated for their writing. This is a formal speech delivered to an audience who will be charged with listening.

Specific Forms/Genres and Focus Standards for Speaking/Listening part of the unitSpecific Forms/Genre: Opening and closing statementORPersuasive SpeechPrimary Standards1. SpeakerSL 4: Present claims and findings, sequencing ideas logically and using pertinent description of facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciationSL 5: Include multimedia components (graphics, images, music, sound) and visual displays in presentations to clarify information2. ListenerSL 2: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text or issue under studySL 3: Delineate a speaker’s argument and specific claim, distinguishing claims that are supported by reasons and evidence from claims that are not

Success Criteria: Students should be able toSpeakers1. Present claims and findings logically2. Use most pertinent facts and details in support of claims3. Use multimedia components that help clarify information4. Use good speaking skills – appropriate eye contact, adequate volume and clear pronunciationListeners1. Determine the specific claim and supporting reasons and evidence2. Determine if any reasons and evidence do not support the claim3. Explain how the reasons and evidence contributes to the claim

ASSESSMENT DOCUMENTS

What is the author’s purpose in writing this article? _____________________________________________________________

_________________________________________________________________________________________________________________________

What is the author’s primary claim? _______________________________________________________________________________

_________________________________________________________________________________________________________________________

What is the author’s purpose in writing this article? _____________________________________________________________

_________________________________________________________________________________________________________________________

What is the author’s primary claim? _______________________________________________________________________________

_________________________________________________________________________________________________________________________

Compare and Contrast the B

ias of Each Writer

What do the tw

o writers have in com

mon concerning their background and purpose?

What is different about their experience and purpose?

ARGUMENT RUBRIC – 6TH GRADE

STUDENT NAME: PERIOD:

Introduces claim(s) and organizes the reasons and evidence clearly

Below Basic -2 Proficient -3 Advanced -4Basic -1

Supports claim(s) with clear reasons and relevant evidence


Uses credible sources Below Basic -2 Proficient -3 Advanced -4Basic -1

Demonstrates an understanding of the topic or text


Uses words, phrases, and clauses to clarify the relationships among claim(s) and reasons


Establishes and maintains a formal style Below Basic -2 Proficient -3 Advanced -4Basic -1

Provides a concluding statement or section that follows from the argument presented


Total Score

Compare and Contrast the B

ias of Each Writer

What do the tw

o writers have in com

mon concerning their background and purpose?

What is different about their experience and purpose?

UNIT 5- NARRATIVE # 2

Reading Unit Overview: This unit is about forming an opinion from longer texts and supportive nonfiction by focusing on central ideas/themes and supporting evidence and integrating these ideas.

Specific Forms/Genre: NovelsAnchor Novel: Alcatraz/ Stargirl (note since there is a focus on RL 9, multiple texts should be explored with the anchor novels to provide a basis for comparison and contrast).Reading Primary Standards/Teaching Points for the Unit



RL 9: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics a. I can compare theme across texts by: b. I can contrast theme across texts by: c. I can analyze theme across texts and create a thesis statement by:RL 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text a. I can identify key details about the main character by: b. I can summarize key details by: c. I can identify effective and relevant evidence that supports my theme by: d. I can justify my choice of evidence by: e. I can explain how my evidence supports my theme by:RL 2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments a. I can infer possible themes from a story by: b. I can develop (refine) my theme as the story develops by: c. I can summarize parts of the text by:RL 3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution a. I can define the episodes of the plot b. I can track the way the plot unfolds over various chapters/episodes c. I can track the way the characters change throughout the book

SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly a. Teaching points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussion b. Teaching points - I can follow rules for collegial discussions - I can set specific goals and deadlines - I can define individual roles as needed c. Teaching points - I can pose and respond to specific questions with elaboration and detail - I can make comments that contribute to the topic, text, or issue under discussion d. Teaching points - I can review key ideas expressed - I can demonstrate understanding of multiple perspectives through reflection and paraphrasingSL 3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not a. Teaching points - I can identify argument and specific claims - I can identify supporting reasoning/evidence for argument and claim - I can distinguish supported vs. non-supported arguments and claims

LU 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content choosing flexibly from a range of strategies a. Teaching points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phrase b. Teaching points - I can use common, grade appropriate Greek or Latin affixes as clues to the meaning of a word - I can use common, grade appropriate Greek or Latin roots as clues to the meaning of a word c. Teaching points - I can consult print reference materials for pronunciation of a word, clarify precise meaning or its part of speech - I can consult digital reference materials for pronunciation of a word, clarify precise meaning or its part of speechLU 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings a. Teaching points - I can interpret figures of speech in context b. Teaching points - I can use the relationship between particular words (cause/effect, part/whole, item/category) to better understand each of the wordsLU 6: Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expressionLU 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening a. Teaching points - I can recognize the variety of sentence patterns - I can recognize consistency in style and tone

RL 4: Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone a. I can find unknown words or phrases b. I can use context to figure out meaning of words and phrases c. I can use background to figure out meaning of words and phrases d. I can analyze impact of word choice e. See also Language usage teaching points 4abc and 5acRL 5: Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plotRL 6: Explain how an author develops the point of view of the

narrator or speaker in a text a. I can identify the point of view in the literary text I am analyzing b. I can analyze how the author develops the point of view and its impact on the work as a whole

Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards


Writing

Writing Unit Overview: The writing part of this unit focuses on literary analysis as argument focusing on understanding and supporting theme of longer texts through various literary elements and lenses.

Specific Forms/Genres and Standards for Writing part of the unitSpecific Forms/Genre: LiteraryWriting Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 1: Write arguments to support claims with clear reasons and relevant evidence

a. Teaching points - I can identify my claim/theme - I can introduce my claim(s) and organize the reasons and evidence clearlyb. Teaching points - I can find and identify credible support (character actions) for my theme - I can find the most relevant evidence (character actions) for my claim - I can support claim(s) with clear reasons and relevant evidencec. Teaching points - I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasonsd. Teaching points - I can identify formal versus informal style in writing - I can establish and maintain a formal stylee. Teaching points - I can provide a strong conclusion - I can provide a concluding statement or section that follows from the argument presented

(primarily use for editing purposes)LU 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. I can ensure pronouns are in the proper case (subjective, objective, possessive) b. I can use intensive pronouns (myself, ourselves)

LU 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements b. I can spell correctlyLU 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening a. I can vary sentence patterns for meaning, reader/listener interest, and style b. I can maintain consistency in style and tone

Supporting StandardsW 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience - I can organize my writing in an argument formatW 6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting

Summative Assessment/Writing ProductsLiterary analysis about the theme of a book primarily supported by character actions

Success Criteria1. Clear use of characteristics of a literary analysis2. Quantity of writing3. Organized moving from claim to reasons and evidence4. Correct conventions

LITERARY ESSAY RUBRIC NAME ______________________

Below Basic Basic Proficient Advanced

Characteristics of Literary Essay

Clear thesis statement about the theme of the text 1 2 3 4 Short summary of the text for the reader 1 2 3 4 Topic sentences that relate to, support, explain or argue for the theme 1 2 3 4 Evidence from the text that makes a clear, logical

argument in support of the thesis statement = quotes,examples, proof, etc. 1 2 3 4

Writer’s opinions, thoughts, ideas, connections, etc. 1 2 3 4 Writer notes how author’s craft supports the thesis statement and theme 1 2 3 4 Smooth transitions between sentences and paragraphs 1 2 3 4 Strong ending tied to the thesis statement and theme

(may also include writer’s lesson learned or reflection) 1 2 3 4

Effort

Essay has at least five (5) paragraphs 1 2 3 4 Body paragraphs contain at least five (5) sentences 1 2 3 4 Final draft is typed or NEATLY handwritten 1 2 3 4

Organization

Appropriate title related to the text and/or themeand/or thesis statement 1 2 3 4

Introduction includes clear lead-in informationto the thesis statement (may be summary,writer’s opinion/connection, background, etc.) 1 2 3 4

Appropriate body paragraphing according to ideas,chunks or categories of information 1 2 3 4

Body paragraph sentences support the topicsentence of each paragraph 1 2 3 4

Conventions uses correct spelling 1 2 3 4 uses correct punctuation 1 2 3 4 uses correct capitalization 1 2 3 4

___________ Final Grade

UNIT 6: RESEARCH- INFORMATIVE/EXPOSITORY

Reading Unit Overview: This unit is about reading to find information about a question you want to answer. While fiction can be used as a secondary feature and support during this unit, the main emphasis is around finding and reading expository texts that will eventually lead to expository forms of writing.

Specific Forms/Genres and Focus Standards for Reading part of the unitSpecific Forms/Genre:Reading Primary Standards/Teaching Points for the Unit



RI 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text - I can find key supporting details in a text - I can use subheadings, graphic aids or captions to find evidence - I can site information from the text to support my questionsRI 2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments - I can restate the author’s main idea in my own words - I can identify the most important ideas - I can understand the author’s methods/reasoning - I can record the most important information from a text - I can restate at the end of each paragraph what the author wroteRI 3: Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text (e.g. through examples, anecdotes) - I can identify key ideas - I can detail how examples help elaborate key ideasRI 5: Analyze how a particular sentence, paragraph, chapter or section fits into the overall structure of a text and contributes to the development of ideas - I can identify the structure of a text - I can detail how parts of a text fit together - I can detail how all parts work to develop overall idea of a textRI 8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not - I can identify fact vs. opinionRI 9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person) - I can determine the focus of individual texts - I can make text-to-text connections - I can integrate information from different sources to understand a topic - I can combine the information from texts to understand the focus

SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly a. Teaching points - I can come to discussions prepared, having read or studied required material - I can explicitly draw on that preparation by referring to evidence on the topic, text or issue - I can probe and reflect on ideas under discussionc. Teaching points - I can pose and respond to specific questions with elaboration and detail - I can make comments that contribute to the topic, text, or issue under discussionSL 2: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study

LU 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content choosing flexibly from a range of strategies a. Teaching points - I can use context (the overall meaning of a sentence or paragraph) as a clue to the meaning of a word or phrase - I can use context (a word’s position or function in a sentence) as a clue to the meaning of a word or phrase b. Teaching points - I can use common, grade appropriate Greek or Latin affixes as clues to the meaning of a word - I can use common, grade appropriate Greek or Latin roots as clues to the meaning of a word c. Teaching points - I can consult print reference materials for pronunciation of a word, clarify precise meaning or its part of speech - I can consult digital reference materials for pronunciation of a word, clarify precise meaning or its part of speech d. Teaching points - I can verify the preliminary determination of a word or phraseLU 6: Acquire and use accurate grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards. [Note: performance assessment below can also be used as needed]


Summative Assessment

Specific Reading

2 separate informatory texts on same topic ( use different structures and/or media)

Time Frame 1 day ( use 2nd as necessary)Process Notes For both pieces underline the central idea, circle words or phrases

that help the central idea

Box 3 words that are unfamiliar and using the surrounding sentences write what you think it means

Success Criteria1. finds words that relate to the central idea

Standard 8 (1,2)

6-List the central idea and at least 3 major supporting details 2. Finds details that are most supportive of the central idea

Standard 2 6- Write a short summary of each article 3. Summary gets to the heart of the central idea without over telling the article

Standard5 6-How does the sentence in paragraph (x) help you understand the structure the author is using? How does it support the topic?

4. Uses reasoning of supporting evidence to describe sentence purpose

Standard 9 6- Write a short paragraph that compares and contrasts the two articles

5. Uses central ideas and evidence as basis of comparison

Writing

Writing Unit Overview: The writing part of this unit is focused asking pertinent questions, finding information on that question and on synthesizing that information into a technology-based product.

Specific Forms/Genre: Informative/explanatory 2-5 page encyclopedia entry on (science/ss topic) with technology/multimedia (ex: Wikipedia…)Writing Primary Standards/Teaching Points Language Usage Supporting Standards/Teaching PointsW 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content

a. Teaching Points - I can introduce a topic - I can organize my ideas using various structures - I can include formatting, graphics and multimedia when usefulb. Teaching Points - I can develop the topic with facts, definitions, concrete details - I can develop the topic with specific quotesc. Teaching Points - I can use appropriate transitions to clarify relationships among ideas and conceptsd. Teaching Points - I can use precise language to inform or explain the topic - I can use language specific to my topic/domain to inform or explain the topice. Teaching Points - I can establish a formal tone in my writing - I can sustain a formal tone throughout my writingf. Teaching Points - I can provide a concluding statement or section - I can provide a conclusion that follows from the information or explanation

W 7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate - I can use research skills to find information - I can ask questions about a specific topic to help my research - I can refocus my research as neededW 8: Gather relevant information from 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 - I can find relevant information - I can asses the usefulness and credibility of sources - I can paraphrase information - I can quote information - I can create basic bibliographic informationW 9: Draw evidence from literary or informational texts to support analysis, reflection, and research

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”)

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”)

(primarily use for editing purposes)LU 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking a. I can ensure pronouns are in the proper case (subjective, objective, possessive) b. I can use intensive pronouns (myself, ourselves)LU 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing a. I can use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements b. I can spell correctlyLU 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening a. I can vary sentence patterns for meaning, reader/listener interest, and style b. I can maintain consistency in style and tone

Supporting StandardsW 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience - I can organize my writing using structures such as definition, classification, compare/contrast or cause and effectW6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum

of three pages in a single sitting - I can use technology X to publish my writing

Summative Assessment/Writing ProductsCreate a 2-5-page encyclopedia entry on (science/ss topic) with technology/multimedia (ex: Wikipedia…)

Success Criteria1. Clear introduction2. Clear organizational structure3. Development of topic with facts, definitions, quotes4. Use of appropriate transitions5. Use of appropriate and specific language6. Formal, consistent tone7. Clear conclusion8. Use of appropriate conventions

Unit 8: Film Study

Unit Overview: This unit culminates the year by having students focus on RL 7 which asks them to compare and contrast different forms/mediums of narrative focusing on what they see and hear versus what they perceive.

Specific Forms/Genre: FilmReading Primary Standards/Teaching Points for the Unit Speaking/Listening Supporting Standards /Teaching Points for the Unit

RL 7: Compare and contrast the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the text including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch Teaching Points - I can list what I see or hear as I read … - I can list what I perceive as I watch … - I can contrast my reading versus watching experience

SL 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, issues, building on others’ ideas and expressing their own clearly c. Teaching points - I can pose and respond to specific questions with elaboration and detail - I can make comments that contribute to the topic, text, or issue under discussionSL 2: Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study

Summative Assessment: Create a two-column chart that compares and contrasts reading selection X with the movie. Contrast what you see or hear as you read the book with what you perceive in the movie version.

Success Criteria:1. Comes with central similarity/difference idea between two forms of text2. Contrasts seeing/hearing with perceptions3. Uses apt descriptions in contrast along with impact4. Concludes with central similarity/difference idea

1.cdn.edl.io · web viewstudents will need to know: parts of a story (setting, characters,...

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