6th grade ela - reading€¦ · web viewrl.6.4 determine the meaning of words and phrases as they...

6th GRADE ELA - READINGCulture, Conflict & Experience

UNIT 1: Number the Stars (8 weeks)Unit Theme: Growing Up & TransformationEnduring Understanding:

Risking personal safety to commit to one’s own beliefs and to demonstrate moral responsibility;

A person’s reaction to a dilemma can transform their character

Essential Questions:

What are human rights? What is social/moral responsibility? What is the relationship between personal safety and social

justice/responsibility? What civic responsibilities do humans have to one another?

Guiding Questions:

1. What are the basic rights and responsibilities that all people in the world should have?2. What is each person’s responsibility to human rights?3. How did anti-Semitism evolve in Europe? 4. What can we infer about the characters in a book through their speech, thoughts, and actions?5. How do we demonstrate friendship to one another?6. What does courage look like to you and how do ordinary people exhibit courage?7. How are people shaped by the world events that occur during their lives?8. How did the events of the Holocaust change the world’s perspective of human rights?9. How can learning about the lives of others (through literature) affect how we live our own lives?10. What are your strengths and struggles in the reading process?11. What goals can you set to improve your learning in the next unit?

NYS Common Core Standards Assessed:

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

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings, analyze the meaning of a specific word choice on meaning and tone.

RI.6.5. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

Teacher Designed Standards Assessed:

1. Students will reflect upon their work as readers/students by:a) identifying strengths.b) identifying struggles.c) setting goals to improve their work.d) revising their work to make it better.e) asking questions to improve their understanding.

ASSESSMENT TASKS

Task #1: One conflict that emerges within Number the Stars is the struggle between good and evil. Explain how this conflict is evident within society as a whole during WWII by completing the following chart. On the left side of the chart, explain how you see good in this society. On the right side, explain how you see evil in this society. Provide specific evidence from the text to support your answer.

Conflict: Good vs. Evil How does this conflict exist within society as a whole during WWII?

Good Evil

CCSS: RL 6.1, W. 6.2b, L 6.1, L. 6.2

Task #2:

“It is much easier to be brave if you do not know everything. And so your mama does not know everything. Neither do I. We know only what we need to know.”

When Uncle Henrik first says this to Annemarie she is hurt and confused. As the night continues, his statement makes more sense. Explain why Annemarie gains a greater understanding of Uncle Henrik’s statement. How does this relate to one of the enduring understandings of the unit: How a person faces conflict determines his or hercharacter.Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling. CCSS: RL 6.1, RL 6.2; W 6.2; L6.1, 6.2

Task #3: In this book the character Annemarie undergoes a transformation as a result of her experiences during WWII. Complete the flow chart below to describe these changes and their causes. Be sure to include the following:

Describe Annemarie in the beginning of the story Explain the historical background of Number the Stars. Include

information about Hitler’s power and influence, prejudice at that time, and the lost privileges of the Jews.

Consider how these factors affected Annemarie’s family. How did Annemarie grow and change from this experience?

Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling.

CCSS: RL 6.1, RL 6.2, RI 6.3; W 6.2, L6.1, 6.2

Name __________________________ Date ________________

The Transformation of Annemarie

Annemarie’s Character early in the book

Historical background of Number the Stars.

Affect of WWII on Annemarie’s Family

Transformation of Annemarie

Diagnostic and Pre/Post Assessments:

1. Students will respond to an essential question at the start of the unit What civic responsibilities do humans have to one another?

2. Students will respond to the unit theme by exploring the transformation of Annemarie

Formative Assessments:1. Authentic Assessment Tasks (related to the text)2. Quizzes (ungraded)3. Two Readers’ Notebook: one includes notes, vocabulary and the other

contains their reading responses. Both will serve as a resource to successfully complete performance tasks.

Summative Assessments:1. Authentic Assessment Tasks (related to the text)2. Book Report or Power Pont Presentation answering the question

“How does the past impact the way the characters of Number the Stars view the present and the future. What role do Mrs. Johansen’s stories play in forming AnnneMarie’s attitude toward the present and her ambitions for the future? (graded)

TEACHING AND LEARNING PLAN

Teaching and Learning Activities:

1. Students are pre-assessed using an anticipatory reading question.2. Students will learn weekly vocabulary through word attack skills,

context clues, dictionary skills and root/prefix/suffix analysis.3. Students will answer guiding questions, both literal and inferential,

for each section of the book.4. Students will learn historical background of Europe in WWII and the

holocaust.5. Students will visit the Holocaust Museum to learn about the

Holocaust through primary resources and eye witness accounts.6. Students will create a map identifying key Neutral, Allied, and Axis

powers in Europe during WWII.7. Students will read a biography of the author.8. Students will learn about the genre of historical fiction.9. Students will explore the question of how the narrator moves the

story forward.10. Students will learn to distinguish between fact and opinion.11. Students will write opinion responses based on the text.12. Students will cite evidence from the text in class discussions,

with graphic organizers, and in writing.13. Students will learn about foreshadowing/parallelism.14. Students will learn literary terms and complete a plot triangle for

the book.15. Students will learn how to compare and contrast.16. Students will learn characterization through text evidence and

inferential thinking17. Students will create a Venn diagram comparing and contrasting

two characters in the book.18. Students will learn the significance of symbolism in the story, in

particular the Star of David, the shell, the title, and the woods.19. Students will identify themes in the book, citing text evidence.20. Students will analyze important quotes through class

discussions. and writing.21. Students will identify cause and effect relationships.22. Students will learn about the progression of character from the

fantasy world of a child to the reality of the world she’s in.23. Students will analyze the main character’s transformation

utilizing evidence from the text, supplemental readings, and skills developed through the unit.

Resources Needed:

Unit Text: Number the Stars by Lois Lowry Night Crossing by Karen Ackerman

Nonfiction Texts: Portraits of Moral Courage in the Holocaust by Gay Block & Malka

Drucker Six Million Paper Clips: The Making of a Children’s Holocaust Memorial

by Peter W. Schroeder Night by Elie Wiesel Visit to the Holocaust Museum: A Living Tribute to those who died in

the Holocaust

Picture Books: Rose Blanche by Roberto Innocente The Harmonica by Tony Johnston The Butterfly by Patricia Polacco Terrible Things: An Allegory of the Holocaust by Eve Bunting

Biography: Lois Lowry

Drama: Schlinder’s List

Short Story: Diary of Anne Frank

Memoir: “Night of Fire at the Berlin Railroad Station” Harold Gardner Man’s Search for Meaning, Victor Frankl

Poetry: Little Polish Boy – by Peter L. Fischl The Butterfly – by Pavel Friedman

DVDs: Number the Stars by Sean Astin Paper Clips by David Smith

Websites: http://www.makebeliefscomix.com/ (ELL)

http://connections.smsd.org/veterans/wwii_sites.htm


http://www.makebeliefscomix.com/

UNIT 1: Essential Question:

WEEKLY CALENDAR (November 7 – January 27)Week Guiding

QuestionsTopics/Lessons

Assessments(diagnostic, formative, summative, interim)

Key Vocabulary

1 and 2 1) How did anti-Semitism evolve in Europe?

2)What rights and responsibility do we have in our world today?

Historic Context: WWII who was involved, why were they fighting, anti-semitism

Who is Lois Lowry?

What is the genre of historical fiction?

1. Pre-Assessment: Respond in Reader’s Response Notebook: What civic responsibilities do humans have to one another?

2.Vocabulary work

3.Map of Europe WWII – Neutral, Allied and Axis powers

4. Trip to the Holocaust Museum

Nazi, holocaust, anti-semitism, swastika, democracy, dictatorship

Additional Resources:Non-Fiction:Portraits of Moral Courage,Six Million Paperclips: The Making of a Children’s Holocaust Museum

http://connections.smsd.org/veterans/wwii_sites.htmLinks to many sites appropriate for students

Cards from Ackert: Provides historic background written on three different reading levels

Link to Memoir Unit “Night of Fire at the Berlin Railroad Station” Harold Gardner

Biography: Lois Lowry


Standards Assessed:

RI.6.3, RL.6.4, W.6.2, L.6.1, L.6.2, SL.6.1, SL.6.2


QuestionsTopics/Lessons Assessments

(diagnostic, formative, summative, interim)

Key Vocabulary

3 3) How are people shaped by the world events that occur during their lives?

Read chapters 1-2 Vocabulary/Guiding

Questions How does the narrator

help us to understand the story?

How do we distinguish fact from opinion?

Reading Responses: a. How does the narrator help us to understand the story?b. How would you respond to being chased by German soldiers?c. How did the characters in the book respond to being chased by German soldiers?

See attached lists for book vocabulary

Narrator, Fact, opinion

Standards Assesse

RL.6.1, RL.6.3, RL.6.4, RL.6.5, RL.6.6, L.6.1, L.6.2,

d W.6.2, SL.6.1, SL.6.2




Key Vocabulary

4 4) How do we learn about characters in a book?

Chapters 3-4 Vocabulary/Guiding

Questions What are character

traits? How do we learn

about character traits (text evidence and inference)?

How do we cite evidence from the text?

1. Reader’s Notebook: Identify character traits of the main characters

2. Use text evidence to identify indirect character traits


Character traits, cite, evidence, inference

Standards Assessed

RL.6.1, RL.6.3, RL.6.4, RL.6.5, L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2




Key Vocabulary

5 5) How do we demonstrate friendship to one another?


Questions Think aloud Quote

Analysis “Fairy Tales” How does

foreshadowing help to understand the story?

1. Graphic Organizer Friendship of Rosens and Johansens

2. Quickwrite Response to Discussion on Quote analysis


Foreshadowing, parallelism

Standards Assessed

RL.6.1, RL.6.3, RL.6.4, RL.6.5, L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2




Key Vocabulary

6 6) What does courage look like to you?


Questions How to approach a

performance task How do we compare

and contrast?

Performance Task #1

Create a venn diagram comparing and contrasting two characters


Standard RL.6.1, RL.6.3,

s Assessed

RL.6.4, RL.6.4W.6.2, L.6.1, L.6.2




Key Vocabulary

7 7) How do ordinary people exhibit courage?


Questions What is theme? What themes are

emerging from the text?

Think Aloud/Class Discussion Quote Analysis “Fearful that she had said the wrong thing…”

1. Quick Write What themes are emerging from this book?

2. Quickwrite: Response to Discussion on Quote analysis


theme

Standards Assessed

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.2, L.6.1, L.6.2, SL.6.1, SL.6.2




Key Vocabulary

8 8) How are people shaped by the world events that occur during lives?

Chapter 13 and 14 Vocabulary/Guiding

Questions How do we approach a

performance task Class discussion:

symbolism in the story Students will learn

about cause and effect Class Discussion what

are some cause and effect relationships in this book

Performance Task #2 – Quote Analysis

Quickwrite:Response to Discussion on Symbolism Quickwrite:Response to Discussion on cause and effect


Symbolism, Star of David

Cause, effect

Standards Assessed

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, L.6.2




Key Vocabulary

9 9) How can learning about the lives of others (through literature) affect how we live our own lives?

Chapter 15 -17 Vocabulary/GuidingQuestions Think Aloud/Class

Discussion Role of Fairy Tales in the book

Students will learn the elements of a plot triangle

Reading Response: How does Annemarie’s feelings about fairy tales change during the course of the book

Complete a plot triangle of the story


Plot, climax, rising action, falling action

Standards Assessed

RL.6.1, RL.6.2, RL.6.3, RL6.4, RL.6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, L.6.2

WEEKLY CALENDAR (November 7 – January 27)Week Guiding Questions Topics/Lessons Assessments


Key Vocabulary

10What are your strengths and weaknesses in the reading process?

What goals can you set to improve your learning in the next unit?

Wrapping up the Book: Dynamic Characters, Themes

Class Discussion: How did the ending make you feel?

1. Performance Task #3

2. Reading Response: What did you learn from this book?

3. Reading Response: Evaluate goals from MP1; set goals for next marking period.

Dynamic Characters, transformation

Standards Assessed

RL.6.1, RL.6.2, RL.6.3, RL6.4, RL 6.5, W.6.2, SL.6.1, SL.6.2, L.6.1, l.6.2

6th grade ela - reading€¦ · web viewrl.6.4 determine the meaning of words and phrases as they...

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