schoolcontent.pearsoned.com · Web viewStudents will use their explanatory essay as the foundation for an oral presentation. Unit Reflection Students will reflect on the unit goals,

Grade 6 Unit Planning Guide

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myPerspectives Unit Planning Guide | Grade 6

GRADE 6 | UNIT 1: Childhood INSTRUCTIONAL MODELESSENTIAL QUESTION: What are some of the challenges and triumphs of growing up? WHOLE-CLASS LEARNING

ASSESSMENTS

SMALL-GROUP LEARNING

INDEPENDENT LEARNING

PERFORMANCE BASED ASSESSMENT: Nonfiction NarrativeNOTES:

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

SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice

Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights

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.

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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.



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DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION

SE pp 2-5

UNIT INTRODUCTION

SE pp 5-9

OVERVIEWWhole-Class Learning

SE pp 10-11

SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson

SE pp 12-16

SELECTION Anchor Textfrom Brown Girl DreamingJacqueline Woodson

SE pp 17-19

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

Unit Goals Video

Academic Vocabularyreflect, biography/autobiography, structure, recognize, memoir

Home Connection Letter

Spanish Home Connection Letter

Unit 1 Answer Key

STANDARDSL.6.6

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

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

Word Network

SummaryStudents write a summary of the Launch Text.

Launch Activity Students participate in an activity related to the unit theme.

QuickWriteStudents 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 QuestionWhat 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

Whole-Class Learning Strategies

Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.

MAKING MEANING

Concept Vocabularysquish, 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

STANDARDSRI.6.10

MAKING MEANING


Read the Selection

Selection Audio

from Brown Girl Dreaming: Accessible Leveled Text

Comprehension CheckStudents complete comprehension questions.

from Brown Girl Dreaming: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text.

STANDARDSRI.6.10

myPerspectives ELL 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 SupportUnit 1, Lesson 1

Time to Read

Unit 1, Lesson 1

Whole Group

Unit 1, Lesson 2

Vocabulary

Unit 1, Lesson 3

Time to Read

Unit 1, Lesson 3

Whole Group

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DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson

SE p 20


SE p 21


SE p 22


SE p 22


SE p 23MAKING MEANING

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

Close Read the Text

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

MAKING MEANING

Analyze Craft & Structure Determine Point of ViewStudents will analyze the examples of narrative elements.

Analyze Craft and Structure: Determine Point of View

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

STANDARDSRI.6.6

LANGUAGE DEVELOPMENT

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:squish, twist, shushes, humming, twirl, feathery


Word Study: OnomatopoeiaStudents complete activities relating to onomatopoeia.

Concept Vocabulary and Word Study

Word Study: Onomatopoeia (RP)


STANDARDSL.6.5

LANGUAGE DEVELOPMENT Conventions: Common, Proper, and Possessive NounsStudents identify common, proper, and possessive nouns.

Conventions: Common, Proper, and Possessive Nouns

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

STANDARDSL.6.2

myPerspectives ELL SupportAnalyze Craft and

Structure: Determine Point of View (RP)(TE p 21)

Word Study: Onomatopoeia (RP)(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)


Vocabulary

Unit 1, Lesson 5

Time to Read

Unit 1, Lesson 5

Work Time Instruction

Unit 1, Lesson 6

Time to Read

Unit 1, Lesson 6

Work Time InstructionSE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice


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Selection: quarrel, slightAcademic: whole, ground, judge

Read Aloud, Think Aloud“The Quarrel”

Classroom Conversation Small-Group Discussion

Read Independently

VocabularyWord Study: Short Vowel Sounds (CVC)Word Study: Comparative Endings

Word Study Reader: Cars Then and NowNarrative Essay: Prewrite

Work Time AssignmentsWord Study: Short Vowel Sounds in CVC Words and Comparative EndingsNarrative Essay: Prewrite

Read Independently

VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Compound Words

Reteach: Compound WordsNarrative Essay: Draft Work Time AssignmentsWord Study: Compound Words Interactive Reader Narrative Essay: Draft



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DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson

SE p 24


SE p 24


SE p 25


SE p 25

SELECTIONCalvin and HobbesBill Watterson

SE pp 26-31EFFECTIVE 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)

STANDARDSW.6.3.a; W.6.3.b; W.6.3.d

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)



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)

STANDARDSSL.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

Speaking and Listening: Debate (RP)


Selection Test: Brown Girl Dreaming

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

MAKING MEANING

Media Vocabularypanel, 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


MAKING MEANING

Close ReviewStudents will revisit the comic strip and record any new observations.

Close-Review



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Analyze the MediaStudents will respond to questions about the interview.

Media VocabularyStudents complete activities related to the Media Vocabulary words:panel, encapsulation, speech balloon

Media Vocabulary


Research and Discuss:Class DiscussionStudents research the connections between the comic characters’ names and the historical figures for whom they were named.

Research and Discuss:Class Discussion

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

STANDARDSRI.6.10; W.6.7; SL.6.1.a; SL.6.1.c; SL.6.1.d

myPerspectives ELL SupportWriting to Sources:

Nonfiction Narrative (RP)(TE p 24)

Personalize for Learning English Language Support: Writing an Autobiography

Writing to Sources: Nonfiction Narrative (RP)(TE p 24)

Personalize for Learning English Language Support: Writing an Autobiography

Speaking and Listening: Debate (RP) (TE p 25)

Speaking and Listening: Debate (RP) (TE p 25)

Audio Summary

Personalize for Learning English Language Support: Cultural Content(TE p 28)



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(TE p 24)

English Language Support Lesson: Autobiography (On Realize)

(TE p 24)


Vocabulary Selection: illustrations, traditionAcademic: finally, adult

Read Aloud, Think Aloud”“I Think I Can”

Classroom Conversation Collaborative Conversation

Unit 1, Lesson 8

Time to Read Read Independently

VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Long Vowels (CVCe)

Unit 1, Lesson 8

Whole GroupNarrative Essay: Revise Writing

Work Time InstructionReteach: Long Vowels (CVCe)Narrative Essay: Draft

Work Time AssignmentsWord Study: Long Vowels CVCeNarrative Essay: Draft

Unit 1, Lesson 9

Vocabulary Selection: overcome, translatorAcademic: select, positive

Read Aloud, Think Aloud“A Shooting Star from China”

Classroom Conversation Whole Class Discussion

Unit 1, Lesson 10


VocabularyWord Study: Compound WordsWord Study: Long Vowels (CVCe)



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE pp 32-34

PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE p 35

PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative

SE pp 36-37

OVERVIEWSmall-Group Learning

SE pp 38-41

SELECTIONDeclaration of the Rights of the ChildThe United Nations General Assembly

SE pp 42-45

PERFORMANCE TASK

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

PreWriting/PlanningStudents focus their topic, gather evidence, and connect across texts.

DraftingStudents organize and write a first draft.

STANDARDSW.6.3.a-e; W.6.9


Author’s Style: VoiceStudents evaluate the ways in which the author of the Launch Text develops his voice. STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; L.6.3.a

PERFORMANCE TASK

RevisingStudents evaluate and revise draft utilizing peer reviews.

Editing and ProofreadingStudents edit for conventions and proofread for accuracies.

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

ReflectingStudents reflect on their narrative essays.

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

Essential QuestionWhat are some of the challenges and triumphs of growing up?

Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify

Small-Group Learning Strategies


Working as a Team Take a position List your rules Apply the rules Name your group Create a communication

plan

Making a ScheduleStudents make a schedule with group for completing tasks.

Working on Group Projects Students choose specific roles for each member.

MAKING MEANING

Concept Vocabularyentitled; enactment; compulsory


First-Read Guide: Nonfiction

Read the Selection

Selection Audio

Declaration of the Rights of the Child: Accessible Leveled Text


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


STANDARDSRI.6.10; L.6.5

myPerspectives ELL SupportPersonalize 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)

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Work Time InstructionReteach: Word Study Reader: Do Animals Talk?Narrative Essay: Revise Work Time AssignmentsWord Study: Compound Words and Long Vowels CVCe Narrative Essay: Revise

Unit 1, Lesson 11


VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce the Vowel Sound in Ball

Unit 1, Lesson 11

Whole GroupNarrative Essay: Edit Writing

Work Time InstructionReteach: Vowel Sound in BallNarrative Essay: Edit

Work Time AssignmentsWord Study: Vowel sound in ballInteractive ReaderNarrative Essay: Revise and Edit

Unit 1, Lesson 12

Vocabulary Selection: mortified, disappointmentAcademic: for instance, because, even though

Read Aloud, Think Aloud”“The New Neighbor”


Unit 1, Lesson 13


VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Long e Spelling Patterns



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DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Declaration of the Rights of the ChildThe United Nations General Assembly

SE pp 46-47

SELECTION Declaration of the Rights of the ChildThe United Nations General Assembly

SE pp 48-49

SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer

SE pp 50-55


SE pp 56-57


SE pp 58-59MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:entitled; enactment; compulsory

Word Study: Latin Root: -puls-


Word Study: Latin Root: -puls- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Analyze Craft & Structure:StructureStudents will analyze the purpose of paragraphs in the reading.

Analyze Craft and Structure: Structure

Analyze Craft and Structure: Structure(RP)

STANDARDS


Conventions: Pronoun CaseStudents identify pronoun cases.

Conventions: Pronoun Case

Conventions: Pronoun Case (RP)


Writing to Sources: ParagraphStudents write an informational article or a report.

Writing to Compare: Paragraph

Writing to Compare: Paragraph (RP)


Selection Test: Declaration of the Rights of the Child

STANDARDSW.6.2; L.6.1.a

MAKING MEANING

Concept Vocabularyantagonism; refugee; distraught



Read the Selection

Selection Audio

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


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


STANDARDSRI.6.10; L.6.4.a

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:antagonism; refugee; distraught

Word Study: Synonyms and Antonyms


Word Study: Synonyms and Antonyms (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.

Analyze Craft & Structure:Development of IdeasStudents will show how the author develops the idea.

Analyze Craft and Structure: Development of Ideas

Analyze Craft and Structure: Development of Ideas (RP)

STANDARDS


Conventions: Reflexive and Intensive PronounsStudents identify reflexive and intensive pronouns.

Conventions: Reflexive and Intensive Pronouns

Conventions: Reflexive and Intensive Pronouns (RP)


Speaking and Listening: Oral PresentationStudents write and deliver a group oral presentation.

Speaking and Listening: Oral Presentation

Speaking and Listening: Oral Presentation (RP)


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

STANDARDSL.6.1.a; SL.6.4

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Work GroupNarrative Essay: Speak to an Audience

Work Time InstructionReteach: Long e Spelling PatternsNarrative Essay: Speak to an Audience

Work Time AssignmentsWord Study: Long e Spelling PatternsNarrative Essay: Presentation Practice

Unit 1, Lesson 14

Vocabulary Selection: twirled, ruined Academic: direction, reason

Read Aloud, Think Aloud“The New Neighbor”


Unit 1, Lesson 15


VocabularyWord Study: Vowel Sound in BallWord Study: Long e Spelling Patterns

Unit 1, Lesson 15

Work Time InstructionWord Study Reader: National SymbolsNarrative Essay: Present

Work Time AssignmentsWord Study: Vowel Sound in Ball and Long e Spelling PatternsNarrative Essay: Present

Time to ReadRead IndependentlyBook Club



DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION from Bad BoyWalter Dean Myers

SE pp 60-65

SELECTION from Bad BoyWalter Dean Myers

SE pp 66-67

SELECTION I Was a Skinny Tomboy KidAlma Luz Villanueva

SE pp 68-73

SELECTION I Was a Skinny TomboyAlma Luz Villanueva

SE pp 74-75

SELECTION I Was a Skinny TomboyAlma Luz Villanueva

SE pp 76-77

MAKING MEANING

Concept Vocabularyrespected; desperate; disgusted

First-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.


Read the Selection

Selection Audio

from Bad Boy: Accessible Leveled Text


from Bad Boy: First Read Extension Questions

Research to ClarifyStudents choose one unfamiliar detail from the text to research.

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

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:

MAKING MEANING

Analyze Craft & Structure:Determine a Central IdeaStudents 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)

LANGUAGE DEVELOPMENT Conventions: Adjectives and AdverbsStudents identify adjectives and adverbs in sentences.

Conventions: Adjectives and Adverbs

Conventions: Adjectives and Adverbs (RP)

SELECTION TEST

Selection Test: from Bad Boy

STANDARDSRI.6.2; RI.6.5; RL.6.7; L.6.2

MAKING MEANING

Concept Vocabularyvictorious; stubborn; tenseness

First-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.


Read the Selection

Selection Audio

I Was a Skinny Tomboy Kid: Accessible Text

Comprehension CheckStudents complete comprehension questions.Extension Questions

I Was a Skinny Tomboy Kid: First Read Extension Questions

Research to ClarifyStudents choose one unfamiliar detail from the text to research. 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


MAKING MEANING

Analyze Craft & Structure:Determine ThemeStudents show how the poet develops the theme of the poem.

Analyze Craft and Structure: Determine Theme

Analyze Craft and Structure: Determine Theme (RP)

LANGUAGE DEVELOPMENT Author’s Style: Figurative LanguageStudents identify examples of Figurative Language.

Author’s Style: Figurative Language

Author’s Style: Figurative Language (RP)

Selection Test: I Was a Skinny Tomboy Kid

STANDARDSRL.6.2; RL.6.4; RL.6.9; L.6.5


Prepare to Compare: Development of ThemeStudents compare themes of Bad Boy” and “I Was a Skinny Kid”

Prepare to Compare: Development of Theme

Writing to Compare: Compare-and-Contrast EssayStudents analyze the different ways the memoir excerpt and the poem address a common theme.

Writing to Compare: Compare-and-Contrast Essay


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

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ELD Companion SupportTime to ReadRead IndependentlyBook Club

Read Aloud, Think AloudSupplemental






DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative

SE pp 78-79

PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative

SE p 79

INTRODUCE INDEPENDENT LEARNING

SE pp 80-81


SE pp 82-84

PERFORMANCE-BASED ASSESSMENT

SE pp 85-87PERFORMANCE TASK

Speaking and Listening Focus: Present a Nonfiction NarrativeStudents create and present a multimedia nonfiction narrative about childhood challenges.

Plan With Your GroupStudents will analyze the text, gather evidence and media examples and organize ideas.

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

STANDARDSSL.6.4; SL.6.5; SL.6.6

PERFORMANCE TASK

Present and EvaluateStudents present as a group and use checklist items to evaluate.


Essential Question

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

Independent Learning Strategies Create a Schedule Practice what you have

learned Take Notes

Independent Learning Strategies


Contents

MAKING MEANING

First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.

First Read Guide

Close-Read Guide

Close Read Guide

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


Quick WriteStudents write about a paragraph that grabbed their interest.

Share Your Independent LearningStudents 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.


STANDARDSRL.6.10; RI.6.10

PERFORMANCE-BASED ASSESSMENT PREP

Review Notes for a Nonfiction NarrativeStudents evaluate the strength of their content.


Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative responding to the prompt:

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

Nonfiction Narrative RubricStudents use the rubric to guide their revisions.

STANDARDSW.6.3.a-e

myPerspectives ELL SupportPersonalize for Learning English Language Support: Skim, Predict, and Use KWL

Personalize for Learning English Language Support: Order of Events

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DAY 36PERFORMANCE-BASED ASSESSMENT

SE pp 88-89PERFORMANCE-BASED ASSESSMENT

Speaking and Listening: Multimedia PresentationStudents will use their narrative as the foundation for a presentation.

Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.

Reflect on the Unit

Unit Test

STANDARDSSL.6.4; SL.6.5; SL.6.6ELD Companion SupportTime to ReadRead IndependentlyBook Club

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GRADE 6 | UNIT 2: Animal Allies INSTRUCTIONAL MODELESSENTIAL QUESTION: How can people and animals relate to each other? WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Explanatory TextNOTES:

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. Conduct research projects of various lengths to explore a topic and clarify meaning. Ensure that pronouns are in the proper case. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text Reading Buddies (890L)

Whole-Class Learning 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)






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Small-Group Learning 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)

Independent Learning 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.



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SE pp 90-93

UNIT INTRODUCTION

SE pp 94-97


SE pp 98-99

SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall

SE pp 100-110


SE p 111

Unit GoalsStudents 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 Vocabularyexclude, illustrate, communicate, elaborate, objective



Unit 2 Answer Key

STANDARDSL.6.6

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


Word Network





Evidence Log


Essential QuestionHow can people and animals relate to each other?





MAKING MEANING

Concept Vocabularyvanished; miserable; irritable; threateningly; impetuous; dominate


First-Read Guide: Memoir

Read the Selection

Selection Audio

from My Life With the Chimpanzees: Accessible Leveled Text STANDARDSRI.6.10

MAKING MEANING


from My Life With the Chimpanzees: First Read Extension Questions


Research to ExploreStudents choose something interesting from the text and formulate a research question.

STANDARDSRL.6.1; W.6.7



Personalize for Learning 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)

Page 18 of 64


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall

SE p 112


SE pp 113-114


SE p 115


SE p 116




Close Read the Text


STANDARDSRI.6.1

MAKING MEANING

Analyze Craft and Structure: Analyze Author’s Purpose and Point of ViewStudents 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 VocabularyStudents complete activities related to the Concept Vocabulary words:vanished; miserable; irritable; threateningly; impetuous; dominate

Word Study: Latin Suffix:-ableStudents complete activities related to the Latin Suffix -able

Concept Vocabulary and Word Study: Latin Suffix:

LANGUAGE DEVELOPMENT Conventions: Using Commas, Parentheses, and DashesStudents complete activities identifying Commas, Parentheses, and Dashes.

Conventions: Commas, Parentheses, and Dashes

Conventions: Commas, Parentheses, and Dashes (RP)

STANDARDSL.6.2.a


Writing to Sources: Explanatory EssayStudents write an essay explaining the process Goodall used.

Writing to Compare: Explanatory Essay

Writing to Compare: Explanatory Essay (RP)

STANDARDSW.6.2.a, W.6.2.b; W.6.2.c; W.6.2.d


Speaking and Listening: Whole-Group DiscussionStudents discuss chimpanzee behaviors that are similar to human behaviors.

Speaking and Listening: Whole-Group Discussion

Speaking and Listening: Whole-Group Discussion (RP)


SELECTION TEST

Selection Test: Warning: My Life With the Chimpanzees

STANDARDSSL.6.1.a; SL.6.1.c



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-able

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


STANDARDSRI.6.6; L.6.4.b; L.6.5.b


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)

Personalize for Learning 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)

Personalize for Learning English Language Support: Transition Words(TE p 116)

Speaking and Listening: Whole-Group Discussion (RP)(TE p 117)


Vocabulary Selection: shrink, appearAcademic: figure, mean, daily

Read Aloud, Think Aloud“Living with Urban Wildlife”


Unit 2, Lesson 5


VocabularyWord Study: Consonant BlendsWord Study: Contractions

Unit 2, Lesson 5

Whole GroupOrganize Information

Work Time InstructionWord Study Reader: Forces Around UsExplanatory Essay: Draft

Work Time AssignmentsWord Study: Consonant Blends and ContractionsExplanatory Essay: Draft

Unit 2, Lesson 6


VocabularyOops: Articles With Singular NounsWord Study: Introduce Multisyllabic Words

Unit 2, Lesson 6

Work Time InstructionReteach: Multisyllabic WordsExplanatory Essay: Draft Work Time AssignmentsWord Study: Multisyllabic Words Interactive ReaderExplanatory Essay: Draft



Page 20 of 64


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri

SE pp 118-121

SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri

SE pp 122-123


SE pp 124-225


SE p 126



Concept Vocabularyfascinated; sensation; symbol; erected; ceremony; commissioned



Read the Selection

Selection Audio

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


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


MAKING MEANING EXPRESSION


Close Read the Text


Analyze Craft and Structure: Analyze Key Ideas: CharacterizationStudents record details from the selection that develop Hachiko’s character.

Analyze Craft and Structure: Characterization

Analyze Craft and Structure: Characterization (RP)

STANDARDSRI.6.3

LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: fascinated; sensation; symbol; erected; ceremony; commissioned

Word Study: Latin Root: fascinare


Word Study: Latin Root: fascinare (RP)


Conventions: Spelling and CapitalizationStudents locate words that should be capitalized.

Conventions: Spelling and Capitalization

Conventions: Spelling and Capitalization (RP)


Writing to Sources: Informative EssayStudents 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)

STANDARDSW.6.2.b; W.6.2.d


Speaking and Listening: Partner DiscussionStudents conduct research to prepare for a partner discussion.

Speaking and Listening: Partner Discussion

Speaking and Listening: Partner Discussion (RP)


SELECTION TEST

Selection Test: Hachiko, Japan’s Most Famous Dog

STANDARDSSL.6.1.b



Page 21 of 64


STANDARDSRI.6.10

STANDARDSRI.6.10

myPerspectives ELL SupportAudio 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)


Vocabulary Selection: signals, track Academic: manufacture, concentrate

Read Aloud, Think Aloud”“Animals in Our World”


Unit 2, Lesson 8


VocabularyOops: Articles With Singular NounsWord Study: Introduce Synonyms

Unit 2, Lesson 8

Work Time InstructionReteach: SynonymsExplanatory Essay: Peer Conference

Work Time AssignmentsWord Study: SynonymsExplanatory Essay: Peer Conference

Unit 2, Lesson 9

Vocabulary Selection: independent, interestsAcademic: civil, chapter

Read Aloud, Think Aloud“Puppy Raisers”


Unit 2, Lesson 10


VocabularyWord Study: Multisyllabic WordsWord Study: Synonyms



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE pp 128-130

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE p 131

PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay

SE pp 168-169


SE pp 134-137

SELECTIONA BlessingJames Wright

SE pp 138-141

PERFORMANCE TASK

Write an Explanatory EssayStudents 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/PlanningStudents write a thesis, gather evidence, and connect across texts.


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


Conventions: Revising for Correct Pronoun CaseStudents fix mistakes with pronoun case in sentences. STANDARDSL.6.1.a; L.6.1.e

PERFORMANCE TASK



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

ReflectingStudents reflect on their essays.

STANDARDSW.6.2.c; W.6.2.e; W.6.4; W.6.5; W.6.6

Essential Question

How can people and animals relate to each other?





plan



MAKING MEANING

Concept Vocabularyripple; nuzzled; caress



Read the Selection

Selection Audio

A Blessing: Accessible Text


A Blessing: First Read Extension Questions

Research to ClarifyStudents choose one unfamiliar scientific detail of the text to research.


Close Read the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:ripple; nuzzled; caress

Word Study: Onomatopoeia

Page 22 of 64



Work Time InstructionWord Study Reader: MoneyExplanatory Reader: Revise

Work Time AssignmentsWord Study: Multisyllabic Words and Synonyms

Unit 2, Lesson 11


VocabularyOops: Articles With Plural NounsWord Study: Introduce Consonant Digraphs

Unit 2, Lesson 11

Whole GroupEdit Writing

Work Time InstructionReteach: Consonant DigraphsExplanatory Essay: Edit

Work Time AssignmentsWord Study: Consonant DigraphsInteractive ReaderExplanatory Essay: Edit

Unit 2, Lesson 12

Vocabulary Selection: trait, vertebrateAcademic: time after time, on account of

Read Aloud, Think Aloud”“Animal Ways of Life”


Unit 2, Lesson 13


VocabularyOops: Articles With Plural NounsWord Study: Introduce Words with Silent Consonants



DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION A BlessingJames Wright

SE pp 142-143

SELECTION PredatorsLinda Hogan

SE pp 144-146


SE p 147


SE pp 148-149



Analyze Craft & Structure: Analyze Elements of Poetry: Word Choice and ToneStudents 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 TensesStudents identify verbs in the poem.

Conventions: Verbs and Verb Tenses

Conventions: Verbs and Verb Tenses (RP)


STANDARDSL.6.1; L.6.5

MAKING MEANING

Concept Vocabularypungent; cultivate; tract



Read the Selection

Selection Audio

Predators: Accessible Text


Predators: First Read Extension Questions


Research to ExploreStudents research something from the text that interests them and formulate a research question.

STANDARDSRL.6.10; L.6.4.a

MAKING MEANING


Close Read the Text


Analyze the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:pungent; cultivate; tract

Word Study: Latin Suffix: -ent


Word Study: Latin Suffix: -ent (RP)


STANDARDSL.6.4.b

MAKING MEANING

Analyze Craft & StructureElements of Poetry: Structure, Speaker, and Word MeaningsStudents 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)

STANDARDSRL.6.5; L.6.1


Prepare to Compare: Comparing Imagery in PoetryStudents compare the poets’ use of imagery.

Prepare to Compare: Imagery in Poetry

Writing to Compare: Compare-and-Contrast EssayStudents compare the use of imagery in “A Blessing” and “Predators”.



Selection Test: Predators

STANDARDSW.6.2.d; SL.6.1; SL.6.2


Structure: Word Choice and Tone (RP)(TE p 142)

Conventions: Verbs and Verb Tenses (RP)(TE p 143)

Audio Summary

Predators: Accessible Text

Personalize for Learning English Language Support: Figurative Language

Word Study: Latin Suffix: -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)

Page 23 of 64



Work Time InstructionReteach: Words with Silent ConsonantsExplanatory Essay: Present

Work Time AssignmentsWord Study: Silent ConsonantsExplanatory Essay: Present

Unit 2, Lesson 14

Vocabulary Selection: adaptation, inheritedAcademic: false, criminal

Read Aloud, Think Aloud“Animal Ways of Life”


Unit 2, Lesson 15


VocabularyWord Study: Consonant DigraphsWord Study: Words with Silent Consonants

Unit 2, Lesson 15

Work Time InstructionWord Study Reader: Writing About Oneself

Work Time AssignmentsWord Study: Consonant Digraphs and Silent Consonant PairsExplanatory Essay: Present


StandardsPI.6.1; PI.6.4



DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Monkey MasterWaldemar Januszczak

SE pp 152-159

SELECTION Monkey MasterWaldemar Januszczak

SE pp 160-161

SELECTION Black Cowboy, Wild HorsesJulius Lester

SE pp 162-167


SE pp 168-169



Media Vocabularycomposition; 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


STANDARDSL.6.6

MAKING MEANING

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

Close Review

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

Analyze the Media

Media VocabularyStudents complete activities related to the Media Vocabulary words:composition; montage; caption

Media Vocabulary


Research and Discuss: Conduct ResearchStudents research and discuss findings about animal species or Congo’s life.

Research and Discuss: Conduct Research


STANDARDSRL.6.7; W.6.7; W.6.8; SL.6.1

MAKING MEANING

Concept Vocabularymilled; skittered; quivering


First-Read Guide: Fiction

Read the Selection

Selection Audio

Black Cowboy, Wild Horses: Accessible Leveled Text


Black Cowboy, Wild Horses: First Read Extension Questions



MAKING MEANING


Close Read the Text


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:milled; skittered; quivering

Word Study: Multiple-Meaning Words


Word Study: Multiple-Meaning Words (RP)


Analyze Craft & StructureAnalyze Plot StructureStudents identify the plot structure in the text.

Analyze Craft and Structure: Plot Structure

Analyze Craft and Structure: Plot Structure (RP)

STANDARDSRL.6.1; RL.6.3; L.6.4


Conventions: Perfect Tenses of VerbsStudents analyze types of verb tenses.

Conventions: Perfect Tenses of Verbs

Conventions: Perfect Tenses of Verbs (RP)


Speaking and Listening: Multimedia PresentationStudents create a presentation incorporating multimedia elements.

Speaking and Listening: Multimedia Presentation

Speaking and Listening: Multimedia Presentation (RP)


Selection Test: Black Cowboy, Wild Horses

STANDARDSRL.6.1; RL.6.3; SL.6.5; L.6.1

myPerspectives ELL SupportAudio Summary

Monday Master:Accessible Text

English Language Support Lesson: Taking

Audio Summary

Black Cowboy, Wild Horses: First Read Extension

Word Study: Multiple-Meaning Words (RP)(TE p 168)

Conventions: Perfect Tenses of Verbs (RP) (TE p 170)

Page 24 of 64









DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory Essay

SE pp 172-173

PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory Essay

SE p 173


SE pp 174-175


SE pp 176-178



Present an Explanatory EssayStudents present a slideshow that examines the effects the animals have on the characters in the selections.

Plan with Your GroupStudents analyze the text, gather evidence, and organize your ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

STANDARDSW.6.2.c; SL.6.2; SL.6.6

PERFORMANCE TASK


STANDARDSSL.6.4; SL.6.5

Essential QuestionHow can people and animals relate to each other?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide




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


STANDARDSRL.6.10; RI.6.10; SL.6.1


Review Evidence for an Explanatory EssayStudents evaluate the strength of their evidence


Writing to Sources: Explanatory TextStudents will write an essay to answer the following: How can animals and people help one another?

Explanatory Essay RubricStudents use the rubric to guide their revisions.

STANDARDSRI.6.7; W.6.2; W.6.10

myPerspectives ELL Support Accessible Leveled Texts

for Independent Learning Selections (On Realize)

Personalize for Learning English Language Support: Connecting Ideas(TE p 181)

Page 25 of 64











Speaking and Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.


Reflect on the Unit

Unit Test


Page 26 of 64


GRADE 6 | UNIT 3: Modern Technology INSTRUCTIONAL MODELESSENTIAL QUESTION: How is modern technology helpful and harmful to society? WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:

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. Conduct research projects of various lengths to explore a topic and clarify meaning. 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. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text That’s Not Progress! (910L)

Whole-Class Learning 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






Page 27 of 64


Small-Group Learning 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

Independent Learning 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 foundationfor 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.



Page 28 of 64





SE pp 184-187

UNIT INTRODUCTION

SE pp 188-191


SE pp 192-193

SELECTIONAnchor TextFeathered FriendArthur C. Clarke

SE pp 194-199


SE pp 200-201Unit GoalsStudents will deepen their perspective about the impact of modern technology by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularyconvince; acclaim; concept; declare; various



Unit 3 Answer Key

STANDARDSL.6.6

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


Word Network





Evidence Log


Essential QuestionHow is modern technology helpful and harmful to society?





MAKING MEANING

Concept Vocabularypathetically; distressed; mournfully; apologetically; lamented



Read the Selection

Selection Audio

Feathered Friend: Accessible Leveled Text


Feathered Friend: First Read Extension Questions



STANDARDSRL.6.10

MAKING MEANING


Close Read the Text


Analyze Craft & Structure: Determine ThemeStudents will identify key details that may contribute to one of the story’s themes.

Analyze Craft and Structure: Determine Theme

Analyze Craft and Structure: Determine Theme (RP)

STANDARDSRL.6.1; RL.6.2; RL.6.5



Personalize for Learning 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)

Analyze Craft and Structure: Determine Theme (RP)(TE p 201)

Personalize for LearningEnglish Language Support:Cognates

Page 29 of 64






VocabularyOops: Articles with Proper NounsWord Study: Introduce Prefix un-

Unit 3, Lesson 1

Whole GroupWrite an Opinion Essay

Work Time InstructionReteach: Prefix un-Opinion Essay: Plan

Work Time AssignmentsWord Study: Prefix un-Interactive ReaderOpinion Essay: Plan

Unit 3, Lesson 2

Vocabulary Selection: audience, advertisingAcademic: task, predict

Read Aloud, Think Aloud”“It’s a Mean, Mean, World”


Unit 3, Lesson 3


VocabularyOops: Articles with Proper NounsWord Study: Introduce Antonyms

Unit 3, Lesson 3

Work Time InstructionReteach: AntonymsOpinion Essay: Plan

Work Time AssignmentsWord Study: Antonyms Opinion Essay: Plan

Page 30 of 64


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextFeathered FriendArthur C. Clarke

SE pp 202-203


SE p 204


SE p 205

SELECTIONAnchor TextTeens and TechnologyStefan Etienne

SE pp 206-209

SELECTIONAnchor TextTeens and TechnologyStefan Etienne

SE pp 210-211LANGUAGE DEVELOPMENT

Concept VocabularyStudents complete activities related to the Concept Vocabulary words: pathetically; distressed; mournfully; apologetically; lamented Word Study: Greek Root: -path-


Word Study: Greek Root: -path- (RP)


Conventions: Compound WordsStudents identify examples of compound words.

Conventions: Compound Words

Conventions: Compound Words (RP)

STANDARDS


Writing to Sources: ArgumentStudents write an argument taking a position on the story’s theme.

Writing to Sources: Argument

Writing to Sources: Argument (RP)

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

EFFECTIVE EXPRESSION Speaking and Listening: Multimedia PresentationStudents create a presentation explaining another way in which high-tech and low-tech methods can complement each other and be more effective than either one on its own.


Speaking and Listening: Multimedia Presentation (RP)


SELECTION TEST

Selection Test: Feathered Friend

STANDARDSSL.6.4; SL.6.5; L.6.3.b

MAKING MEANING

Concept Vocabularymicrochips; trigonometry; pixels

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


Read the Selection

Selection Audio

Teens and Technology: Accessible Leveled Text


Teens and Technology: First Read Extension Questions


Research to ExploreStudents choose something

MAKING MEANING


Close Read the Text


Analyze Craft & Structure: Determine Author’s Purpose and Point of ViewStudents will identify details from the blog post that reveal Etienne’s point of view.

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

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

STANDARDSRI.6.1; RI.6.5; RI.6.6



Page 31 of 64


L.6.1; L.6.4.b; L.6.5 interesting from the text and formulate a research a question.

STANDARDSRl.6.10

myPerspectives ELL SupportWord Study: Greek Root:

-path- (RP)(TE p 202)

Conventions: Compound Words (RP)(TE p 203)

English Language Support Lesson: Greek root –path (On Realize)

Writing to Sources: Argument (RP)(TE p 204)

Speaking and Listening: Multimedia Presentation (RP)(TE p 205)

Audio Summary

Teens and Technology: Accessible Leveled Text

Personalize for Learning English Language Support: Idioms(TE p 208)

Analyze Craft and Structure: Author’s Purpose and Point of View (RP)(TE p 211)

Personalize for Learning English Language Support: Asking Questions(TE p 210)


Vocabulary Selection: tragedy, strandedAcademic: pathological, argue

Read Aloud, Think Aloud“Japanese Tsunami: Stories of Survival”


Unit 3, Lesson 5


VocabularyWord Study: Prefix un-Word Study: Antonyms

Unit 3, Lesson 5

Whole GroupOrganize Writing

Work Time InstructionWord Study Reader: From Book to MovieOpinion Essay: Draft

Work Time AssignmentsWord Study: Prefix un- and AntonymsOpinion Essay: Draft

Unit 3, Lesson 6


VocabularyOops: Forms of To BeWord Study: Introduce Plural Nouns

Unit 3, Lesson 6

Whole GroupConnect Ideas in Sentences

Work Time InstructionReteach: Plural NounsOpinion Essay: Draft Work Time AssignmentsWord Study: Plural Nouns Opinion Essay: Draft



Page 32 of 64


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextTeens and TechnologyStefan Etienne

SE pp 212-213

SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan

SE pp 214-219


SE pp 220-221


SE pp 222-223

SELECTIONThe Internet of ThingsIBM Social Media

SE pp 224-227


Technical VocabularyStudents complete activities related to the Concept Vocabulary words:microchips; trigonometry; pixels

Word Study: Greek Root: -gen-Students complete activities related to the Greek Root–gen-


Word Study: Greek Root: -gen- (RP)


Conventions: Appositives and Appositive PhrasesStudents identify examples of Appositives and Appositive Phrases.

Conventions and Style: Appositives and Appositive Phrases

MAKING MEANING

Concept Vocabularysignificance; consumed; enticing; subjected; absorbed

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


Read the Selection

Selection Audio

The Black Hole of Technology: Accessible Leveled Text


The Black Hole of Technology: First Read Extension Questions


LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: significance; consumed; enticing; subjected; absorbed

Word Study: Multiple-Meaning Words


Word Study: Multiple-Meaning Words (RP)


Conventions: Independent and Dependent ClausesStudents identify subordinate and relative clauses.

Conventions: Independent and Dependent Clauses

Conventions: Independent and Dependent Clauses (RP)

STANDARDS


Prepare to Compare: Comparing Points of ViewStudents compare points of view of each blogger.

Prepare to Compare: Comparing Points of View

Writing to Compare: Explanatory EssayStudents compare and contrast the two arguments.

Writing to Compare: Explanatory Essay


Selection Test: the Black Hole of Technology

STANDARDSRI.6.8; RI.6.9; W.6.2.a

MAKING MEANING

Media Vocabularyimages; animation; audio; voiceover; narrator

First ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.

First-Review Guide Media: Video

Read the Selection

Selection Audio

The Internet of Things


Close ReviewStudents will review the Close Revie Model and complete the close review sections in the selection.

Analyze the MediaStudents will respond to questions about the video, citing evidence.



Page 33 of 64


Conventions and Style: Appositives and Appositive Phrases (RP)

STANDARDSRI.6.4; L.6.1; L.6.2.a; L.6.4.b


Close Read the Text


Analyze Craft and Structure: Author’s Purpose and Point of ViewStudents will locate examples of point of view from the text.

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


STANDARDSRI.6.1; RI.6.4; RI.6.6; RI.6.10; L.6.5.a

RL.6.4; L.6.1; L.6.2.a; L.6.4.a; L.6.4.d Media Vocabulary



Writing to Sources: Objective SummaryStudents write summary of the video.

Writing to Sources: Objective Summary

Speaking and Listening: Oral ReportStudents create and present an oral report.

Speaking and Listening: Oral Report


STANDARDSW.6.2; SL.6.2; SL.6.4; SL.6.5

myPerspectives ELL SupportWord Study: Greek Root:

-gen- (RP)(TE p 212)

Conventions and Style: Appositives and Appositive Phrases (RP)(TE p 213)

Audio Summary

The Black Hole of Technology: Accessible Leveled Text


Word Study: Multiple-Meaning Words (RP)(TE p 220)

Conventions: Independent and Dependent Clauses (RP)(TE p 221)

Personalize for Learning English Language Support: Supporting Claim(TE p 223)

English Language Support Lesson: Argumentative Essay (On

Selection Audio

The Internet of Things

Personalize for Learning English Language Support: Reviewing Video(TE p 227)



Page 34 of 64


English Language Support Lesson: Appositives and Appositive Phrases (On Realize)

(TE p 219)

Personalize for Learning English Language Support: Syntax(TE p 216)

Personalize for Learning English Language Support: Figurative Language(TE p 219)

Realize)


Vocabulary Selection: magma, lava Academic: myth, settle

Read Aloud, Think Aloud”“Changes on Earth”


Unit 3, Lesson 8


VocabularyOops: Forms of To BeWord Study: Introduce r-Controlled Vowels

Unit 3, Lesson 8

Work Time InstructionReteach: r-Controlled Vowels

Work Time AssignmentsWord Study: r-Controlled VowelsOpinion Essay: Draft

Unit 3, Lesson 9

Vocabulary Selection: funnel, moistureAcademic: surprised, grown

Read Aloud, Think Aloud“What are Tornadoes”


Unit 3, Lesson 10


VocabularyWord Study: Plural NounsWord Study: r-Controlled Vowels



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE pp 228-230

PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE p 231


SE pp 232-233


SE pp 234-237

SELECTIONThe Fun They HadIsaac Asimov


Write an ArgumentStudents write an argument responding to the question: Which blogger made a better case for his or her argument?

PreWriting/PlanningStudents write a claim, plan the argument, gather evidence, and connect across texts.


STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.10


Create Cohesion: TransitionsStudents use a variety of transitions that accurately show specific relationships among ideas. STANDARDSW.6.1.c

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their argument and share in small groups.

ReflectingStudents reflect on their arguments.

STANDARDSW.6.1.b-c; W.6.5; W.6.6

Essential Question

How is modern technology helpful and harmful to society?





plan



MAKING MEANING

Concept Vocabularyscornful; sorrowfully; nonchalantly



Read the Selection

Selection Audio

The Fun They Had: Accessible Leveled Text



The Fun They Had: Accessible Leveled Text

Personalize for Learning English Language Support: Formal vs. Informal English(TE p 241)

Page 35 of 64



Whole GroupRevise Writing

Work Time InstructionWord Study Reader: Wearable ArtOpinion Essay: Revise

Work Time AssignmentsWord Study: : Plural Nouns and r-Controlled VowelsOpinion Essay: Revise

Unit 3, Lesson 11


VocabularyOops: Past Tense VerbsWord Study: Introduce Final Syllable Consonant + -le

Unit 3, Lesson 11

Work Time InstructionReteach: Final Syllable Consonant + -leOpinion Essay: Edit

Work Time AssignmentsWord Study: Final Syllable Consonant + -leInteractive ReaderOpinion Essay: Edit

Unit 3, Lesson 12

Vocabulary Selection: massive, surroundedAcademic: substantial, engage, current

Read Aloud, Think Aloud”“Teenage Girl Found Alive 15 Days After Haiti Earthquake”


Unit 3, Lesson 13


VocabularyOops: Past Tense VerbsWord Study: Introduce Syllable Pattern V/CV



DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTIONThe Fun They HadIsaac Asimov

SE p 243

SELECTION The Fun They HadIsaac Asimov

SE p 244


SE p 245


SE p 246




The Fun They Had: First Read Extension Questions



MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:scornful; sorrowfully; nonchalantly

Word Study: Latin Prefix: non-


Word Study: Latin Prefix: non- (RP)


STANDARDSRL.6.2; L.6.b

MAKING MEANING

Analyze Craft & Structure:Analyze Science Fiction WritingStudents will identify how elements develop the theme, setting or plot.

Analyze Craft and Structure: Analyze Science Fiction Writing

Analyze Craft and Structure: Analyze Science Fiction Writing (RP)

STANDARDSRL.6.5


Author’s Style: Word ChoiceStudents consider a word’s denotation and connotation.

Author’s Style: Word Choice

Author’s Style: Word Choice (RP)

STANDARDSL.6.5.c


Writing to Sources: FlashbackStudents write a flashback from the point of view of Margie’s great-grandfather as a young boy.

Writing to Sources: Flashback

Writing to Sources: Flashback (RP)


Selection Test: The Fun They Had


myPerspectives ELL SupportWord Study: Latin Prefix:

non- (RP)(TE p 244)

Analyze Craft and Structure: Analyze Science Fiction Writing (RP)(TE p 245)

Author’s Style: Word Choice (RP)(TE p 246)

Personalize for Learning English Language Support: Greek and Latin Affixes(TE p 246)

English Language Support Lesson: Action Verbs

Writing to Sources: Flashback (RP)(TE p 247)

Page 36 of 64



Work Time InstructionReteach: Syllable Pattern V/CVOpinion Essay: Present and Publish

Work Time AssignmentsWord Study: Syllable Pattern V/CVOpinion Essay: Present

Unit 3, Lesson 14

Vocabulary Selection: consequences, bullyAcademic: occasional, avoid, threatening, approach

Read Aloud, Think Aloud“What Would You Do”


Unit 3, Lesson 15


VocabularyWord Study: Final Syllable Consonant + -leWord Study: Syllable Pattern V/CV

Unit 3, Lesson 15

Work Time InstructionWord Study Reader: Water

Work Time AssignmentsWord Study: Final Syllable Consonant + -le and Syllable Pattern V/CVOpinion Essay: Present




DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Is Our Gain Also Our Loss?Cailin Loesch

SE pp 248-251

SELECTION Is Our Gain Also Our Loss?Cailin Loesch

SE pp 252-253

SELECTION Is Our Gain Also Our Loss?Cailin Loesch

SE pp 254-255

SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your Phone

SE pp 256-258

SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your Phone


Concept Vocabularygradually; nostalgic; continuation



Read the Selection

Selection Audio

Is Our Gain Also Our Loss?: Accessible Leveled Text


Is Our Gain Also Our Loss?: First Read Extension Questions


STANDARDSRl.6.10; L.6.4

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:gradually; nostalgic; continuation

Word Study: Latin Suffix: -ation


Word Study: Latin Suffix: -ation (RP)


Analyze Craft & Structure:Development of Ideas: Reflective WritingStudents will analyze how the author introduces and develops ideas.

Analyze Craft and Structure: Reflective Writing

Analyze Craft and Structure: Reflective Writing (RP)

STANDARDSL.6.1.a; L.6.2; PI.2


Conventions: Comparative Adjectives and AdverbsStudents identify comparative words.

Conventions: Comparative Adjectives and Adverbs

Conventions: Comparative Adjectives and Adverbs (RP)


Speaking and Listening: Multimedia PresentationStudents make a presentation evaluating the effectiveness of a commercial.


Speaking and Listening: Multimedia Presentation(RP)


Selection Test: Is Our Gain Also Our Loss?

STANDARDSSL.6.1; W.6.2; SL.6.2; SL.6.3; SL.6.4; SL.6.5

MAKING MEANING

Media Vocabularypodcast; host; interview

First ReviewStudents Listen, Note, Connect, and Respond as they review the media the first time.

First-Review Guide: Media-Audio

Read the Selection

Selection Audio

Bored…And Brilliant?


Close ReviewStudents will listen to the podcast again and record any new observations.

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

STANDARDSL.6.6


Research: Multimedia Slideshow, BrochureStudents research and create a slideshow or a brochure.

Research: Multimedia Slideshow, Brochure


STANDARDSW.6.2; W.6.5; SL.6.1; SL.6.a-c; SL.6.5

Page 37 of 64









DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument

SE pp 260-261

PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument

SE p 261


SE pp 262-263


SE pp 264-266



Present an ArgumentAs a group, students develop a presentation about the benefits of technology and if they outweigh the disadvantage.

Plan with Your GroupStudents analyze the text, gather details and media, and organize your ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.

STANDARDSW.6.1.a-b; W.6.7

PERFORMANCE TASK


STANDARDSSL.6.1.a; SL.6.1.c-d; SL.6.2; SL.6.4; SL.6.5

Essential QuestionHow is modern technology helpful and harmful to society?


learned Take Notes



Contents

Accessible Leveled Texts available for Independent Learning Selections (On Realize)

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide








Review Evidence for an ArgumentStudents evaluate the strength of their evidence


Writing to Sources: ArgumentStudents will write an argument to answer the following: Do we rely on technology too much?

Argument RubricStudents use the rubric to guide their revisions.

STANDARDSW.6.1.a; W.6.9.b; W.6.10

Page 38 of 64


myPerspectives ELL SupportAccessible Leveled Texts for

Independent Learning Selections (On Realize)










Speaking and Listening: Oral PresentationStudents will use their argument as the foundation for an oral presentation.


Reflect on the Unit

Unit Test



Page 39 of 64


GRADE 6 | UNIT 4: Imagination INSTRUCTIONAL MODELESSENTIAL QUESTION: Where can imagination lead?

WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: Fictional NarrativeNOTES:

Unit 4 Overview

In this unit, students will read texts and watch a video about the power of imagination.

Unit Goals

Students will be able to: Read and analyze character and plot development. Expand your knowledge and use of academic and thematic vocabulary. Write a fictional narrative as you develop imagined experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Combine sentences for variety. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text The Great Universal Undo, (670L)

Whole-Class Learning Anchor Text, Drama: The Phantom Tollbooth, Act I, Susan Nanus (NP) Anchor Text, Drama: The Phantom Tollbooth, Act II, Susan Nanus (NP) Media, Video: The Phantom Tollbooth






Page 40 of 64


Small-Group Learning Novel Excerpt: from Alice’s Adventures in Wonderland, Lewis Carroll (1080L) Poetry Collection: Jabberwocky, from Through the Looking Glass, Lewis Carroll (NP) Reflective Essay: The Importance of Imagination, Esha Chhabra (890L)

Independent Learning Novel Excerpt: fromThe Wonderful Wizard of Oz, L. Frank Baum, (1030L) Poetry: Our Wreath of Rosebuds, Corrine (NP) Poetry: Fantasy, Gwendolyn Bennett (NP) Novel Excerpt: The Shah of Blah from Haroun and the Sea of Stories, Salman Rushdie, (1060L) Interview: Magic, Mystery, and Mayhem: An Interview with J.K. Rowling, (1000)

Performance-Based Assessment Part 1 – Writing to Sources: Fictional Narrative

Students will write a answering the following question:

How can imagination lead you to somewhere unexpected?

Part 2 – Speaking & Listening: Oral Presentation Students will use their journal entries to present a three- to five-minute oral presentation.

Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and where imagination can lead.



Page 41 of 64





SE pp 272-275

UNIT INTRODUCTION

SE pp 276-279


SE pp 280-281

SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus

SE pp 282-293


SE pp 294-307

Unit GoalsStudents will deepen their perspective about imagination by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularyaspect; transform; novelty; analogy; resolution



Unit 4 Answer Key

STANDARDSL.6.6

Launch TextStudents will read “The Great Universal Undo.” Students will then be able to engage in discussions about imagination.


Word Network





Evidence Log


Essential QuestionWhere can imagination lead?





MAKING MEANING

Concept Vocabularyordinance; unethical; mismanaged; ferocious; hospitality; empire


First-Read Guide: Drama

Read the Selection

Selection Audio

The Phantom Tollbooth, Act I: Accessible Text

STANDARDSRL.6.10

MAKING MEANING

Read the Selection


The Phantom Tollbooth, Act I: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text to research.

Research to ExploreStudents choose something interesting from the text and formulate a research industry.

STANDARDSRL.6.10

Page 42 of 64






Audio Summary

The Phantom Tollbooth, Act I: Accessible Text

Personalize for Learning English Language Support: Syntax (TE p 286)

Personalize for LearningEnglish Language Support:Multiple-Meaning Words(TE p 295)

Personalize for LearningEnglish Language Support:Domain-Specific Vocabulary(TE p 300)



VocabularyOops: Progressive Tense VerbsWord Study: Introduce Greek and Latin Roots

Unit 4, Lesson 1

Work Time InstructionReteach: Greek and Latin Roots

Work Time AssignmentsWord Study: Greek and Latin RootsInteractive Reader

Unit 4, Lesson 2

Vocabulary Selection: jubilant, refinedAcademic: environment, limited, source, local

Read Aloud, Think Aloud”“Suppose”


Unit 4, Lesson 3


VocabularyOops: Progressive Tense VerbsWord Study: Introduce Inflected Endings

Unit 4, Lesson 3

Work Time InstructionReteach: Inflected Endings

Work Time AssignmentsWord Study: Inflected Endings Interactive Reader

Page 43 of 64


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus

SE pp 308-309


SE pp 310


SE p 311

SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus

SE pp 312-327




Close Read the Text


Analyze Craft & Structure:Dialogue in DramaStudents explain what passages of dialogue reveal about a character, the setting, and an action.

Analyze Craft and Structure: Dialogue in Drama

Analyze Craft and Structure: Dialogue in Drama (RP)

STANDARDSRL.6.3; RL.6.5; RL.6.6


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:ordinance; unethical; mismanaged; ferocious; hospitality; empire

Word Study: Prefix: mis-


Word Study: Prefix: mis- (RP)


STANDARDSL.6.4

LANGUAGE DEVELOPMENT Conventions: Sentence Parts and TypesStudents identify examples of complete subjects and complete predicates in sentences.

Conventions: Sentence Parts and Types

Conventions: Sentence Parts and Types (RP)

STANDARDSL.6.1

MAKING MEANING

Concept Vocabularysuspiciously; obstacle; pessimistic; malicious; insincerity; compromise


First-Read Guide: Drama

Read the Selection

Selection Audio

The Phantom Tollbooth, Act II: Accessible Text

STANDARDSRL.6.10

MAKING MEANING


The Phantom Tollbooth, Act II: First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the text to research.

Research to ExploreStudents choose something interesting from the text and formulate a research industry.

STANDARDSRL.6.10


Structure: Dialogue in Drama (RP)(TE p 309)

Word Study: Prefix: mis- (RP)(TE p 310)

Conventions: Sentence Parts and Types (RP)(TE p 311)

Audio Summary

The Phantom Tollbooth, Act II: Accessible Text

Personalize for Learning English Language Support: Formal English(TE p 336)



Page 44 of 64


Personalize for Learning English Language Support: Asking Questions(TE p 308)

Personalize for Learning English Language Support: Latin Prefix mis-(TE p 311)

Personalize for Learning English Language Support: Figurative Language(TE p 316)

Personalize for Learning English Language Support: Nursery Rhymes(TE p 320)

Personalize for Learning English Language Support: Syntax(TE p 326)

English Language Support Lesson: Denotation and Nuance (On Realize)


Vocabulary Selection: extraterrestrial, soaringAcademic: consuming, sequence, privilege

Read Aloud, Think Aloud“Give Me Books, Give Me Wings”


Unit 4, Lesson 5


VocabularyWord Study: Inflected EndingsWord Study: Greek and Latin Roots

Unit 4, Lesson 5

Work Time InstructionReteach: Word Study Reader, How the News Gets to You

Work Time AssignmentsWord Study: Greek and Latin Roots and Inflected Endings

Unit 4, Lesson 6


VocabularyOops: Subject-Verb AgreementWord Study: Introduce Vowel Patterns for Long a and Long o Sounds

Unit 4, Lesson 6

Work Time InstructionReteach: Introduce Vowel Patterns for Long a and Long o Sounds Work Time AssignmentsWord Study: Introduce Vowel Patterns for Long a and Long o SoundsInteractive Reader



Page 45 of 64


DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus

SE pp 340-341


SE pp 342-343


SE p 344


SE p 345

SELECTIONMediaThe Phantom Tollbooth



Close Read the Text


Analyze Craft & Structure:Stage DirectionsStudents explain the information stage directions provide.

Analyze Craft and Structure: Stage Directions

Analyze Craft and Structure: Stage Directions (RP)

STANDARDSRL.6.5


Concept VocabularyStudents complete activities related to the Concept Vocabulary words:suspiciously; obstacle; pessimistic; malicious; insincerity; compromise

Word Study: Latin Suffix: -ity


Word Study: Latin Suffix: -ity (RP)

Conventions: Simple, Compound, and Complex SentencesStudents mark independent and dependent clauses.

Conventions: Simple, Compound, and Complex Sentences

Conventions: Simple, Compound, and Complex Sentences (RP)

STANDARDSL.6.1; L.6.3.a; L.6.4.b


Writing to Sources: Narrative RetellingStudents write a narrative retelling from Tock’s Point of View.

Writing to Sources: Narrative Retelling

Writing to Sources: Narrative Retelling (RP)

STANDARDSW.6.3.a; W.6.3.b; W.6.3.c


Speaking and Listening: Dramatic ReadingStudents conduct a dramatic reading of a scene from Act I or Act II

Speaking and Listening: Dramatic Reading

Speaking and Listening: Dramatic Reading (RP)


Selection Test: The Phantom Tollbooth, Act II

STANDARDSSL.6.1.a-b; SL.6.4; SL.6.6

MAKING MEANING

Media VocabularyStop motion animation; timing; solid drawing


First-Review Guide: Media-Video

Read the Selection

Selection Audio

The Phantom Tollbooth


Close ReviewStudents will review the video and record any new observations.

Close Review

Analyze the MediaStudents will respond to questions about the video,



Page 46 of 64


citing textual evidence.

Media VocabularyStudents complete activities related to the Concept Vocabulary words:Stop motion animation; timing; solid drawing; emissions; efficiently

Media Vocabulary


Prepare to Compare: Comparing Media With Text Students record similarities and differences in characters, settings, and events.

Prepare to Compare: Comparing Media with Text

Writing to Compare: Compare-and-Contrast EssayStudents compare and contrast the ways in which what you “see” and “hear” when reading the drama and watching the video.



STANDARDSRL.6.7; W.6.2.a; W.6.2.b; W.6.2.d; W.6.2.e; SL.6.1.a;



Page 47 of 64


SL.6.1.d; SL.6.2; L.6.1; L.6.10 myPerspectives ELL Support

Analyze Craft and Structure: Stage Directions (RP)(TE p 341)

Personalize for Learning English Language Support: Paraphrase(TE p 340)

Word Study: Latin Suffix: -ity (RP)(TE p 342)

Conventions: Simple, Compound, and Complex Sentences (RP)(TE p 343)

Writing to Sources: Narrative Retelling (RP)(TE p 344)

Personalize for Learning English Language Support: Narrative Retelling(TE p 344)

English Language Support Lesson: Narrative Retelling (On Realize)

Speaking and Listening: Dramatic Reading (RP)(TE p 345)

Personalize for Learning English Language Support: Taking Notes (TE p 346)

Personalize for Learning English Language Support: Sentence Starters(TE p 350)


Vocabulary Selection: request, discouraged Academic: control, stem, nest

Read Aloud, Think Aloud”“Olympic Champions”


Unit 4, Lesson 8


VocabularyOops: Subject-Verb AgreementWord Study: Introduce Patterns y and igh

Unit 4, Lesson 8

Work Time InstructionReteach: Long i vowel pattern Work Time AssignmentsWord Study: Long i vowel pattern

Unit 4, Lesson 9

Vocabulary Selection: amputated, setbacksAcademic: contain, define, interaction

Read Aloud, Think Aloud“Try It!”


Unit 4, Lesson 10


VocabularyWord Study: Vowel Patterns for Long a and long o SoundsWord Study: Vowel Patterns y and igh



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative

SE pp 352-354

PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative

SE p 355

PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative

SE pp 356-357


SE pp 358-361

SELECTIONfrom Alice’s Adventures in WonderlandLewis Carroll


Write a Fictional NarrativeStudents write a fictional narrative responding to the following question: What happens on a particular day to characters that inhabit an imaginary place similar to the places described in The Phantom Tollbooth?

PreWriting/PlanningStudents create a story map, gather evidence, and connect across texts.


STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; W.6.3.e; W.6.10


Conventions: Combining Sentences for VarietyStudents use a variety of sentences in their writing. STANDARDSL.6.1; L.6.3.a; PII.6

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their narrative and share in small groups.

ReflectingStudents reflect on their narrative.

STANDARDSW.6.3.a; W.6.3.c; W.6.3.d; W.6.3.e; W.6.5

Essential Question

Where can imagination lead?





plan



MAKING MEANING

Concept Vocabularylatitude; longitude; downward



Read the Selection

Selection Audio

from Alice’s Adventures in Wonderland: Accessible Leveled Text


from Alice’s Adventures in Wonderland: First Read Extension Questions


Research to ExploreStudents research on unfamiliar detail from the text and formulate a research question.


myPerspectives ELL Support Personalize for Learning

English Language Support: Syntax(TE p 355)

Audio Summary

from Alice’s Adventures in Wonderland: Accessible Leveled Text

Personalize for Learning

Page 48 of 64



Work Time InstructionWord Study Reader: Dance

Work Time AssignmentsWord Study: Vowel Patterns for Long a and Long i Vowel Patterns

Unit 4, Lesson 11


VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce r- Controlled Vowels

Unit 4, Lesson 11

Work Time InstructionReteach: r- Controlled Vowels

Work Time AssignmentsWord Study: r- Controlled VowelsInteractive Reader

Unit 4, Lesson 12

Vocabulary Selection: culture, hereditaryAcademic: group, common, depend, cycle

Read Aloud, Think Aloud”“The Chumash People of California”


Unit 4, Lesson 13


VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Suffixes –ful and -ly



DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION from Alice’s Adventures in WonderlandLewis Carroll

SE p 368

SELECTION from Alice’s Adventures in WonderlandLewis Carroll

SE p 369


SE p 370


SE p 371

SELECTION Jabberwocky from Through the Looking GlassLewis Carroll



Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:latitude; longitude; downward

Word Study: Latin Root: -lat-


Word Study: Latin Root: -lat- (RP)


STANDARDSL.6.4.b; L.6.5.a

MAKING MEANING

Analyze Craft & Structure:Characterization and PersonificationStudents analyze examples of direct characterization, indirect characterization, and personification.

Analyze Craft and Structure: Characterization and Personification

Analyze Craft and Structure: Characterization and Personification (RP)

STANDARDSRL.6.3; RL.6.4


Conventions: Conjunctions and InterjectionsStudents identify conjunctions and interjections.

Conventions: Conjunctions and Interjections

Conventions: Conjunctions and Interjections (RP)

STANDARDSL.6.1


Research: ReportStudents research and write a historical report or an explanatory report.

Research: Report

Research: Report (RP)


Selection Test: from Alice’s Adventures in Wonderland

STANDARDSW.6.2.a; W.6.7; W.6.8

MAKING MEANING

Concept Vocabularyslain; beamish; chortled



Read the Selection

Selection Audio

Jabberwocky from Through the Looking Glass: Accessible Text


Jabberwocky from Through the Looking Glass: First Read Extension Questions




myPerspectives ELL SupportWord Study: Latin Root:

-lat- (RP)(TE p 368)

Analyze Craft and Structure: Characterization and Personification (RP)(TE p 369)

Conventions: Conjunctions and Interjections (RP)(TE p 370)


Research: Report (RP)(TE p 371)

Audio Summary

Jabberwocky: Accessible Text


Page 49 of 64



Work Time InstructionReteach: Suffixes –ful, and -ly

Work Time AssignmentsWord Study: Suffixes –ful, and -ly

Unit 4, Lesson 14

Vocabulary Selection: mission, missionaries Academic: feature, trait, develop

Read Aloud, Think Aloud“The Chumash People of California”


Unit 4, Lesson 15


VocabularyWord Study: r-Controlled VowelsWord Study: Suffixes –ful, -ly

Unit 4, Lesson 15

Work Time InstructionWord Study Reader: Popular Foods in the U.S.

Work Time AssignmentsWord Study: r-Controlled Vowels and Suffix -ly




DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Jabberwocky from Through the Looking GlassLewis Carroll

SE pp 376- 377

SELECTION Jabberwocky from Through the Looking GlassLewis Carroll

SE pp 378-379

SELECTION The Importance of ImaginationEsha Chhabra

SE pp 380-383


SE pp 384-385




Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:slain; beamish; chortled

Word Study: Old English Suffix: -ish


Word Study: Old English Suffix: -ish (RP)


Analyze Craft & Structure:Analyze Meaning and Tome: Sound DevicesStudents analyze how Lewis Carroll uses sound devices in “Jabberwocky”.

Analyze Craft and Structure: Sound Devices

Analyze Craft and Structure: Sound Devices (RP)



Conventions: Standard English, Invented Language, and SyntaxStudents identify invented words in the stanza.

Conventions: Standard English, Invented Language, and Syntax

Conventions: Standard English, Invented Language, and Syntax (RP)


Speaking and Listening: Dramatic Reading, Multimedia PresentationStudents present a reading or presentation of Jabberwocky.

Speaking and Listening: Dramatic Reading, Multimedia Presentation

Speaking and Listening: Dramatic Reading, Multimedia Presentation (RP)


Selection Test: Jabberwocky

STANDARDSRL.6.4; L.6.1.e; L.6.5.b

MAKING MEANING

Concept Vocabularyparameters; assumption; boundaries



Read the Selection

Selection Audio

The Importance of Imagination: Accessible Leveled Text


The Importance of Imagination: First Read Extension Questions



STANDARDSRI.6.10; L.6.4.a; L.6.4.d

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:parameters; assumption; boundaries

Word Study: Connotations and Denotations


Word Study: Connotations and Denotations (RP)


Analyze Craft & Structure:Author’s InfluencesStudents cite examples of author’s influences and how each affected the central idea of the text.

Analyze Craft and Structure: Author’s Influences

Analyze Craft and Structure: Author’s Influences (RP)

STANDARDSRL.6.1; RL.6.2; RL.6.3;


Conventions: Pronoun-Antecedent AgreementStudents identify examples of pronouns and antecedents.

Conventions: Pronoun-Antecedent Agreement

Conventions: Pronoun-Antecedent Agreement (RP)


Writing to Sources: Essay Students write a comparison-and-contrast or a cause-and-effect essay.

Writing to Sources: Essay

Writing to Sources: Essay (RP)


Selection Test: The Importance of Imagination

STANDARDSW.6.2.a; W.6.2.b; W.6.2.c; W.6.2.e; L.6.1.c; L.6.1.d

Page 50 of 64









DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional Narrative

SE pp 388-389

PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional Narrative

SE p 390


SE pp 390-391


SE pp 392-394



Present a Fictional NarrativeAs a group, students present a presentation answering this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?

Plan with Your GroupStudents analyze the text, gather evidence, and organize ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDSW.6.3.a; W.6.3.b

PERFORMANCE TASK


STANDARDSW.6.3.e; SL.6.1.a; SL.6.1.b; SL.6.4; SL.6.5

Essential QuestionWhere can imagination lead?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide








Review Evidence for a Fictional NarrativeStudents evaluate the strength of their evidence


Writing to Sources: Fictional NarrativeStudents will write a narrative to answer the following: How can imagination lead you to somewhere unexpected?

Fictional Narrative RubricStudents use the rubric to guide their revisions.

STANDARDSW.6.3; W.6.3.d; W.6.10



Personalize for Learning English Language Support: Sequence and Pacing(TE p 397)

Page 51 of 64











Speaking and Listening: Oral PresentationStudents will use their narratives as the foundation for an oral presentation.


Reflect on the Unit

Unit Test



Page 52 of 64


GRADE 6 | UNIT 5: Exploration INSTRUCTIONAL MODELESSENTIAL QUESTION: What drives people to explore?

WHOLE-CLASS LEARNING

ASSESSMENTS



PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:

Unit 5 Overview

In this unit, students will read many examples about exploration.

Unit Goals


Evaluate written arguments by analyzing how authors state and support their claims. Expand knowledge and use of academic and thematic vocabulary. Write an argument in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Correct errors with verbs. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.

Selections & Media

Launch Text What On Earth is Left to Explore (950L)

Whole-Class Learning Anchor Text, Memoir: from A Long Way Home, Saroo Brierly (1130L) Media, Video: Animation All About Exploration

Small-Group Learning News Article: Mission Twin Possible, Time for Kids (980L) Epic Retelling: from Tales from the Odyssey, Mary Pope Osborne (710L) Blog: To the Top of Everest, Samantha Larson (1040L) Media, Graphic Novel: from Lewis & Clark, Nick Bertozzi






Page 53 of 64


Independent Learning Opinion Piece: Mars Can Wait. Oceans Can’t, Amitai Etzioni (1400L) Nonfiction Narrative: from Shipwreck at the Bottom of the World, Jennifer Armstrong (1110L) Historical Fiction: from Sacajewea, Joseph Bruchac (790L) Expository Nonfiction: The Legacy of Arctic Explorer Matthew Henson, James Mills (1240L) Informative Article: Should NASA Pay Companies to Fly Astronauts to the International Space Station?, Time for Kids (1120L) Informative Article: Should Polar Tourism Be Allowed?, Emily Goldberg (1210L)


Part 1 – Writing to Sources: Argument

Students will write an argument addressing the following question:

What fuels people’s desire to explore?


Students use their argument as the foundation for a brief oral presentation.

Unit Reflection

Students will reflect on the unit goals, learning strategies, the texts, and the driving forces behinds people’s desire to explore.



Page 54 of 64





SE pp 400-403

UNIT INTRODUCTION

SE pp 404-407


SE pp 408-409

SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley

SE pp 410-416


SE pp 417-422Unit GoalsStudents will deepen their perspective about exploration by reading, writing, speaking, listening, and presenting.

Unit Goals Video

Academic Vocabularycritical; restrict; propel; stable; coherent



Unit 5 Answer Key

STANDARDSL.6.6

Launch TextStudents will read “What On Earth is Left to Explore.” Students will then be able to engage in discussions about exploration.


Word Network





Evidence Log


Essential QuestionWhat drives people to explore?





MAKING MEANING

Concept Vocabularydeliberate; quest; thorough; obsessive; intensity; relentlessly



Read the Selection

Selection Audio

from A Long Way Home: Accessible Leveled Text

STANDARDSRI.6.10

MAKING MEANING

Read the Selection

Selection Audio


STANDARDSRI.6.10



Personalize for Learning English Language Support: Context(TE p 407)

Audio Summary




Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 419)

ELD Companion Support

Page 55 of 64




Page 56 of 64


DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley

SE p 423


SE p 424


SE p 425


SE p 426




from A Long Way Home: First Read Extension Questions


Research to ExploreStudents choose something that interests them from the text and formulate a research question.

MAKING MEANING


Close Read the Text


STANDARDSRI.6.1

MAKING MEANING

Analyze Craft & Structure:Analyze Word Choice: Figurative and Technical MeaningsStudents will identify examples of figurative and technical language.

Analyze Craft and Structure: Figurative and Technical Meanings

Analyze Craft and Structure: Figurative and Technical Meanings (RP)

STANDARDSRI.6.4; L.6.5.a

LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:deliberate; quest; thorough; obsessive; intensity

Word Study: Latin Suffix: -ive


Word Study: Latin Suffix: -ive (RP)


STANDARDSL.6.4.b


Author’s Style: AnalogiesStudents recognize analogies.

Author’s Style: Analogies

Author’s Style: Analogies (RP)

STANDARDSL.6.5.b

myPerspectives ELL SupportPersonalize for Learning English Language Support: Academic Vocabulary(TE p 424)

Analyze Craft and Structure: Figurative and Technical Meanings (RP)(TE p 425)

Word Study: Latin Suffix: -ive (RP)(TE p 426)

Author’s Style: Analogies (RP)(TE p 427)

Personalize for Learning English Language Support: Using Analogies(TE p 427)



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Vocabulary Selection: paleontology, migrateAcademic: mention, authentic, demonstrate, fulfillment

Read Aloud, Think Aloud“Fossil Seekers”


Unit 5, Lesson 5


VocabularyWord Study: Consonant DigraphsWord Study: Vowel Sounds in Moon and foot

Unit 5, Lesson 5

Work Time InstructionWord Study Reader: Ocean

Work Time AssignmentsWord Study: Consonant Digraphs and Vowel Sounds in Moon and foot

Unit 5, Lesson 6


VocabularyOops: Prepositions with LocationWord Study: Introduce Inflected Endings –s, -ed, -ing

Unit 5, Lesson 6

Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Inflected Endings



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DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley

SE pp 428


SE p 429

SELECTIONAnimation All About ExplorationDara O Briain

SE pp 430-432


SE p 433


SE p 433EFFECTIVE EXPRESSION

Writing to Sources: ArgumentStudents write an argument in response to the following question: Is Saroo Brierly an explorer? Why, or why not?

Writing to Sources: Argument

Writing to Sources: Argument (RP)

STANDARDSW.6.1.a-e


Speaking and Listening: Annotated MapStudents will create and discuss an annotated map of Saroo Brierley’s hometown and the area around it.

Speaking and Listening: Annotated Map

Speaking and Listening: Annotated Map (RP)


SELECTION TEST

Selection Test: A Long Way Home

STANDARDSSL.6.1.a-d; SL.6.2; SL.6.5

MAKING MEANING

Media Vocabularycut-out animation; object animation; real-time animation; character design


First-Review Guide: Media-Video

Watch the Selection

Selection Audio

Animation All About Exploration


Close ReviewStudents watch the video again and record any new observations.

Analyze the MediaStudents will respond to questions about the video, citing textual evidence.


Writing to Sources: Explanatory EssayStudents write a short essay drawing conclusions about the role of humor in the video.

Writing to Sources: Explanatory Essay

STANDARDSW.6.2.b; W.6.2.d


Speaking and Listening: Group DiscussionStudents identify serious facts and ideas presented in the video.

Speaking and Listening: Group Discussion


SELECTION TEST

Selection Test: Animation All About Exploration

STANDARDSSL.6.1.a; SL.6.2



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STANDARDSL.6.10

myPerspectives ELL SupportWriting to Sources:

Argument (RP)(TE p 428)

Personalize for Learning English Language SupportDefine Key Terms(TE p 428)

English Language Support Lesson: Mood (On Realize)

Speaking and Listening: Annotated Map (RP)(TE p 429)

Audio Summary

Personalize for Learning English Language SupportHumor(TE p 430)

Personalize for Learning English Language SupportDrawing Conclusions(TE p 432)


Vocabulary Selection: sundown, originAcademic: identify, consider, relative, exchange

Read Aloud, Think Aloud“Robots at Work”

Classroom Conversation Collaborative Discussion

Unit 5, Lesson 8


VocabularyWord Study: Prepositions with LocationWord Study: Introduce Consonant Sound /j/: g, j, dge

Unit 5, Lesson 8

Work Time InstructionReteach: Consonant Sound /j/

Work Time AssignmentsWord Study: Consonant Sound /j/

Unit 5, Lesson 9

Vocabulary Selection: lot, wakeAcademic: suckered, slick, wheelie, flunk

Read Aloud, Think Aloud“Wayfarer: There is No Path” and “In This Short Life”


Unit 5, Lesson 10


VocabularyWord Study: Inflected EndingsWord Study: Consonant Sound /j/: g, j, dge



DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument

SE pp 434-436


SE p 437


SE pp 438-439


SE pp 440-443

SELECTIONMission TwinpossibleTime for Kids


Write an ArgumentStudents write an argument stating and supporting a position on this question: Is exploration a courageous act that requires a unique sense of adventure? Or, is exploration so natural to human beings that anyone can be an explorer?

PreWriting/PlanningStudents write a claim, consider possible counterarguments, gather evidence and connect across texts.


STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.1.e; W.6.9.b; W.6.10


Conventions: Correcting Errors With VerbsStudents identify incorrect forms of troublesome verbs. STANDARDSL.6.1.e; L.6.4.c

PERFORMANCE TASK



Publishing and PresentingStudents create a final version of their argument and share in small groups.

ReflectingStudents reflect on their argument.

STANDARDSW.6.1.a; W.6.1.c; W.6.1.d; W.6.5; W.6.6; L.6.1.e; L.6.3.b

Essential Question

What drives people to explore?





plan



MAKING MEANING

Technical Vocabularyprogram manager; sample group; endurance test



Read the Selection

Selection Audio

Mission Twinpossible : Accessible Leveled Text


Mission Twinpossible : First Read Extension Questions


Research to ExploreStudents research something that interests them from the text.

STANDARDSRI.6.10; L.6.4

myPerspectives ELL SupportPersonalize for Learning English Language Support: Irregular Verbs(TE p 437)

Audio Summary

Mission Twinpossible : Accessible Leveled Text

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Work Time InstructionWord Study Reader: Our National Government

Work Time AssignmentsWord Study: Inflected Endings and Consonant Sound /j/

Unit 5, Lesson 11


VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Vowel Patterns augh, ough

Unit 5, Lesson 11

Work Time InstructionReteach: Vowel Patterns augh, ough

Work Time AssignmentsWord Study: Vowel Patterns augh, ough

Unit 5, Lesson 12

Vocabulary Selection: environment, ecosystemAcademic: suggest, defense, thoughts, question

Read Aloud, Think Aloud”“Earth’s Ecosystems”


Unit 5, Lesson 13


VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Multisyllabic Words



DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Mission TwinpossibleTime for Kids

SE pp 448-449

SELECTION Mission TwinpossibleTime for Kids

SE pp 450-451

SELECTION from Tales from the OdysseySE pp 452-454

SELECTION from Tales from the OdysseySE p 455

SELECTION from Tales from the OdysseySE pp 456-457

MAKING MEANING


Close Read the Text


Analyze the Text


Concept VocabularyStudents complete activities related to the Technical Vocabulary words:program manager; sample group; endurance test

Word Study: Latin Root: -dur


Word Study: Latin Root: -dur (RP)


Analyze Craft & Structure:Determine the Central Idea: Make Inferences Students make inferences about the main idea of a paragraph.

Analyze Craft and Structure: Determine the Central Idea: Make Inferences


Conventions: Prepositions and Prepositional PhrasesStudents locate prepositions and prepositional phrases.

Conventions: Prepositions and Prepositional Phrases

Conventions: Prepositions and Prepositional Phrases (RP)


Research: How-To-EssayStudents write a how-to essay explaining the steps in a process.

Research: How-To-Essay

Research: How-To-Essay (RP)


Selection Test: Mission Twinpossible

STANDARDSW.6.2.a-c; W.6.7; W.6.8

MAKING MEANING

Concept Vocabularyinvaded, violent, offended, wrath



Read the Selection

Selection Audio

from Tales From the Odyssey: Accessible Leveled Text


from Tales From the Odyssey First Read Extension Questions


Research to ExploreStudents research something that interests them from the text.

STANDARDSRL.2, RL.5, RL.10, L.4

MAKING MEANING


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities related to the Concept Vocabulary words:invaded, violent, offended, wrath

Word Study: Latin Root: vad-


Word Study: Latin Root: -vad- (RP)


STANDARDSL.6.4.b; L.6.4.d

MAKING MEANING

Analyze Craft & Structure:Comparison-and-Contrast OrganizationStudents analyze examples of comparisons and contrasts in the text.

Analyze Craft and Structure: Universal Theme

Analyze Craft and Structure: Universal Theme (RP)


Conventions: Participles and GerundsStudents identify and label participles, gerunds, gerund phrases, and participial phrases in sentences.

Analyze Craft: Comparison-and-Contrast Organization (RP)(TE p 456)

Conventions: Participles and Gerunds (RP)(TE p 457)

STANDARDSRL.4, L.1, L.4, L.4.b, L.4.c

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Work Time InstructionReteach: Multisyllabic Words

Work Time AssignmentsWord Study: Multisyllabic Words

Unit 5, Lesson 14

Vocabulary Selection: tundra, wetland Academic: generally, doubled, recovered, position

Read Aloud, Think Aloud“Earth’s Ecosystems”


Unit 5, Lesson 15


VocabularyWord Study: Vowel Patterns augh, oughWord Study: Multisyllabic Words

Unit 5, Lesson 15

Work Time InstructionWord Study Reader: Many Ways to Communicate

Work Time AssignmentsWord Study: Vowel Patterns augh, ough and Multisyllabic Words




DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION To the Top of Everest Samantha Larson

SE pp 462-471

SELECTION To the Top of Everest Samantha Larson

SE pp 472-475

SELECTION from Lewis & ClarkNick Bertozzi

SE pp 476-482


SE p 483



Concept Vocabularyexpedition, trek, journeys, destination



Read the Selection

Selection Audio

To the Top of Everest Accessible Leveled Text


To the Top of Everest First Read Extension Questions

Research to ClarifyStudents research one unfamiliar detail from the excerpt.


Close Read the Text


Analyze the Text

Concept VocabularyStudents complete activities

MAKING MEANING

Analyze Craft & Structure:Central IdeaStudents will identify a central idea.

Analyze Craft and Structure: Central Idea

Analyze Craft and Structure: Central Idea (RP)


Conventions: Subject ComplementsStudents identify subject complements in phrases and sentences.

Conventions: Subject Complements

Conventions: Subject Complements (RP)

Selection Test: To the Top of Everest


Prepare to Compare: Comparing ArgumentsStudents compare arguments and notes.

Prepare to Compare: Comparing Arguments

Writing to Compare: Opinion EssayStudents use their notes to write an opinion essay.

Writing to Compare: Opinion Essay

STANDARDSRL.9, RI.2, RI.3, RI.10, L.1, L.4, L.4.b, L.4.c, L.4.d, W.2, W.2.b, W.9, W.9.a

MAKING MEANING

Media Vocabularypenciller; inker; letterer

Media Vocabulary

First Review Students Look, Note, Connect, Respond as they study the images.

First Review Guide: Media: Art/Photography

View the Selection

Selection Audio

from Lewis & Clark:Accessible Text


from Lewis & Clark:First Read Extension Questions

Close ReviewStudents will revisit the graphic novel and record any new observations.

Analyze the MediaStudents will respond to questions about the graphic novel.

Media Vocabulary

STANDARDSRL.10; L.7.6


ResearchStudents write a timeline that shows the important events that happened during the Lewis and Clark expedition.

Research:Annotated Timeline

STANDARDSRI.7, W.7, W.8


Assemble and PresentAssign group members to explain the information about each event during the presentation.


STANDARDSSL.2; SL.5

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DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument

SE pp 474-475

PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument

SE p 475


SE pp 476-477


SE pp 478-480



Present an Argument: Students write and present an argument in the form of an advertisement that answers the question: Why should we explore new frontiers?

Plan with Your GroupStudents analyze the text, gather details and media, and organize their ideas.

Rehearse with Your GroupStudents practice the presentation, fine-tune the content, and improve their use of media.

STANDARDSW.6.1.b; W.6.4

PERFORMANCE TASK


STANDARDSSL.6.2; SL.6.4; SL.6.5; L.6.3.b

Essential QuestionWhat drives people to explore?


learned Take Notes



Contents

MAKING MEANING


First-Read Guide

Close-Read Guide

Close-Read Guide






STANDARDSRL.6.10; RI.6.10; SL.6.6


Review Evidence for an ArgumentStudents evaluate the strength of their evidence


Writing to Sources: ArgumentStudents will write an argument to answer the following: What fuels people’s desire to explore?

Argument RubricStudents use the rubric to guide their revisions.

STANDARDSW.6.1.b; W.6.10; L.6.3.b



Personalize for Learning English Language Support: Sentence Starters(TE p 483)

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Speaking and Listening: Oral PresentationStudents will use their essay as the foundation for a brief oral presentation.


Reflect on the Unit

Unit Test



Documents

schoolcontent.pearsoned.com · Web viewStudents will use their explanatory essay as the foundation for an oral presentation. Unit Reflection Students will reflect on the unit goals,