Common%CoreCatholicIdentity%Initiative% …...• CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy

Common Core Catholic Identity Initiative ELA Unit Plan Template

Original document by Susan Abelein, Ph.D. Catapult Learning, LLC; this document created in consultation: Susan Abelein, Ph.D., Carole Eipers, Laura Egan, Mary Jane Krebbs, Ph.D., Lorraine A. Ozar, Ph.D., Leanne Welch, PBVM for the Common Core Catholic Identity Initiative (CCCII). June 2012. Revised by S. Abelein – May 2014.

ELA UNIT PLAN Title/Theme Comparative Birth Narratives Grade/Subject 6 Religion Length of Unit/Timeframe 6 weeks Description During this unit, students will explore Christmas stories from two different

perspectives in Matthew and Luke’s Gospels and be able to conclude how the Gospel stories influence our culture. Students will study various Old Testament stories that reveal who Jesus is.

Overview During the seasons of Advent and Christmas, students will study and read the stories in the Old Testament (Genesis, Noah, Moses) and identify relevant symbolic language that will reveal deeper meaning and understanding of the Birth Narratives in Matthew and Luke’s Gospels. Using the New American Bible, students will read the Birth Narratives. They will then explore similarities and differences in the stories, determine the audience for each gospel, examine the use of sacred numbers and images to convince the followers of Jesus’ divine birth, and come to the conclusion that our Christmas traditions are a combination of both stories. The culminating activity is the compare-‐contrast essay.

THE BIG PICTURE Essential Question: How does history or a story change based on one’s perspective? How does the Old Testament reveal who

Jesus is? How does religion influence culture?

Catholic Identity Elements: Religion text: Walking by Faith, Brown Publishers Scripture stories from the Old Testament: Genesis, Noah, Moses Sacred Numbers in scripture Hail Mary Rosary – Joyful Mysteries Crèche scenes, St. Francis Nativity in artwork and literature Common Core Standards: Key Ideas and Details

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

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

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

Craft and Structure

Key Objectives Linked to the Standards: Students will be able to:

1. Using text Walking By Faith, identify the Bible as the word of God. Ch 1, New American Bible SL 6. 1, 2, 3, 4, 6

2. Describe and discuss the deeper Messianic meanings in the Old Testament WBF Ch 2, New American Bible RL6.1 / SL 6. 1, 2, 3, 4, 6

3. Identify God’s saving action in the story of Exodus

SL 6. 1, 2, 3, 4, 6

4. recognize and infer how the Eucharist (Jesus) is God’s saving action. Ch 6 SL 6. 1, 2, 3



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

• CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

• CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

• (RL.6.8 not applicable to literature)

• CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

English Language Arts Standards » Language » Grade 6

Conventions of Standard English

• CCSS.ELA-Literacy.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• CCSS.ELA-Literacy.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

• CCSS.ELA-Literacy.L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

and tone.*

Vocabulary Acquisition and Use

• CCSS.ELA-Literacy.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

• CCSS.ELA-Literacy.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word

5. After reading excerpts from the Moses story, students will use evidence of symbolic language in interpreting who Jesus was in Matthew and Luke’s Gospels. RL 6.4, 5 / SL 6. 1, 2, 3, 4, 6

6. Identify, give examples of, interpret and use correctly in writing, sacred numbers used in the Old Testament: 2, 3,7, 40 RL 6.4 / SL 6. 1, 2, 3, 4, 6

7. Recognize and describe the Old Testament connections in the Birth Narrative in Matthew’s Gospel SL 6. 1, 2, 3, 4, 6

8. Illustrate in storyboard form the Birth Narrative in Matthew’s Gospel.

9. Summarize in writing the Birth Narrative in Matthew’s Gospel, interpreting the deeper meaning of the symbolic language. RL 6.2, 3, 4, 6/L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6

10. Predict the known Christmas story traditions that will be found in Luke’s Gospel story of the Birth Narrative. SL 6. 1, 2, 3

11. Recognize the elements of the “Hail Mary” and the Rosary In Luke’s Gospel. SL 6. 1, 2, 3, 4, 6

12. Illustrate in storyboard form the Birth Narrative in Luke’s Gospel.

13. Summarize the Birth Narrative in Luke’s Gospel, distinguishing the differences in Matthew’s version. RL 6. 2, 3, 4, 6 /L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6

14. Differentiate the Birth Narratives using a ‘top hat’ format.

15. Use the writing process (write, edit, re-‐write) to write a compare-‐contrast essay on the Birth Narrative, interpreting the figurative language in each version, relating the figurative language to the revelation of who Jesus was, and formulating reasons for the differences. RL 6.9, /L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6



or phrase important to comprehension or expression.

English Language Arts Standards » Reading: Informational Text » Grade 6

Key Ideas and Details

• CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• CCSS.ELA-Literacy.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

• CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

• CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

• CCSS.ELA-Literacy.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

• CCSS.ELA-Literacy.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integration of Knowledge and Ideas

• CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

• CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

• CCSS.ELA-Literacy.RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

16. Identify the Gospel from which major works of art

and traditional Christmas carols come. RI 6. 7 / SL 6. 5

17. Recognize the references to the traditional Magi in works of literature. RI 6.7 / SL 6. 1, 2, 3, 4, 6

18. Conclude that the crèche in their own homes and the collective Christmas story most of society knows are a combination of the Gospel stories.

SL 6. 1, 2, 3, 4, 6



English Language Arts Standards » Writing » Grade 6

Text Types and Purposes

• CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

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

◦ CCSS.ELA-Literacy.W.6.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

◦ CCSS.ELA-Literacy.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

◦ CCSS.ELA-Literacy.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

◦ CCSS.ELA-Literacy.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

◦ CCSS.ELA-Literacy.W.6.2e Establish and maintain a formal style.

◦ CCSS.ELA-Literacy.W.6.2f Provide a concluding statement or section that follows from the information or explanation presented.

• CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

◦ CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

◦ CCSS.ELA-Literacy.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

◦ CCSS.ELA-Literacy.W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

◦ CCSS.ELA-Literacy.W.6.3d Use precise words and



phrases, relevant descriptive details, and sensory language to convey experiences and events.

◦ CCSS.ELA-Literacy.W.6.3e Provide a conclusion that follows from the narrated experiences or events.

Production and Distribution of Writing

• CCSS.ELA-Literacy.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.)

• CCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

English Language Arts Standards » Speaking & Listening » Grade 6

Comprehension and Collaboration

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

◦ CCSS.ELA-Literacy.SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

◦ CCSS.ELA-Literacy.SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

◦ CCSS.ELA-Literacy.SL.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

◦ CCSS.ELA-Literacy.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

• CCSS.ELA-Literacy.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,



quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

• CCSS.ELA-Literacy.SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

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

• CCSS.ELA-Literacy.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

CCSS.ELA-Literacy.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 here for specific expectations.)

Summative Assessment(s): Essay Student will use the writing process (write, edit, re-‐write) to write a compare-‐contrast essay on the Birth Narrative, interpreting the figurative language in each version, relating the figurative language to the revelation of who Jesus was, and formulating reasons for the differences.

UNIT READINGS AND VOCABULARY Anchor Text and Author The New American Bible, The Catholic Student Bible

Fiction Text (s) Not applicable

Non-‐Fiction Text (s) Artwork: The Journey of the Magi by Stefanodi Giovanni Adoration of the Magi by various artists: Rubens, Albrect Durer, Diego Velazquez Literature: The Story of the Other Wise Man by Henry Van Dyke The Gift of the Magi by O. Henry (excerpt) Music:

Discovering Our Past: Ancient Civilization Glencoe Maps of the Holy Land Sacred Numbers in Scripture: http://listverse.com/2012/09/20/top-‐10-‐significant-‐numbers-‐in-‐biblical-‐numerology/. http://mysteriesofthebible.wordpress.com/2010/01/03/sacred-‐numbers-‐in-‐the-‐bible/.



Silent Night by Joseph Mohr and Franz Gruber The First Noel Hark the Herald Angels Sing by Charles Wesley and Felix Mendelssohn

Essential Unit Vocabulary

Matthew’s Gospel: genealogy exile Messiah betrothed righteousness conceived prophet homage preceded prostrated massacre ascertained lamentation consoled Magi Emmanuel Bethlehem Israel Frankincense Myrrh Luke’s Gospel Theophilus barren ordinances sanctuary incense womb disgrace pondered overshadow canticle handmaid circumcise prophesied redemption decree swaddling betrothed heavenly host dictated



Sacred Numbers One two three seven fourteen forty forty two

INSTRUCTIONAL ACTIVITIES q Catholic Identity q Reading q Writing q Speaking/Listening

q Language q Vocabulary q Viewing q Critical Thinking



Instructional activities: 1. Begin a discussion that develops a deeper awareness that all people are part of God’s story and the Bible introduces us to the story of our

faith. (Ref Ch 1 WBF) SL 6. 1, 2, 3, 4, 6 2. Review structure of the Bible, Old and New Testament, the Books of the Bible and forms of storytelling in the Bible. (Ref Ch1 WBF) SL 6. 1, 2,

3, 4, 6 3. Using text Walking By Faith, identify the Bible as the word of God. Ch 1, New American Bible SL 6. 1, 2, 3, 4, 6 4. Describe and discuss the deeper Messianic meanings in the Old Testament WBF Ch 2, New American Bible – Review story of Exodus-‐ Moses

RL6.1 / SL 6. 1, 2, 3, 4, 6 5. Identify God’s saving action in the story of Exodus, helping students understand the relationship between the Jewish celebration of Passover

and our celebration of the Eucharist. Exodus is the story of slavery to freedom, as celebrated in the Jewish Passover. (Ref WBF Ch 6) SL 6. 1, 2, 3, 4, 6

6. Recognize and infer how the Eucharist (Jesus) is God’s saving action for all people. Students will relate the story of Jesus leading us from death into new life, as celebrated in the Eucharist. (Ref Ch 6) SL 6. 1, 2, 3

7. After reading excerpts from the Moses story, students will use evidence of symbolic language in interpreting who Jesus was in Matthew and Luke’s Gospels. (i.e. Moses coming from the water, Passover, commandments, 40) RL 6.4, 5 / SL 6. 1, 2, 3, 4, 6

8. Identify and give examples of, interpret and use correctly in writing, the sacred numbers used in the Old Testament: 2, 3,7, 40 RL 6.4 / SL 6. 1, 2, 3, 4, 6

9. In a review and recall class discussion, students will recognize and describe the Old Testament connections in the Birth Narrative in Matthew’s Gospel SL 6. 1, 2, 3, 4, 6

10. After reading and discussing the story over a 2-‐day period, students will use Cornell note taking to outline the Gospel story in Matthew. 11. Students will illustrate in storyboard form the Birth Narrative in Matthew’s Gospel using the Cornell notes from the Gospel story. 12. Using the story board and Cornell notes, students will summarize in writing the Birth Narrative in Matthew’s Gospel, interpreting the deeper

meaning of the symbolic language. RL 6.2, 3, 4, 6/L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6

13. In a class discussion, students will predict the known Christmas story traditions that will be found in Luke’s Gospel story of the Birth Narrative. SL 6. 1, 2, 3

14. Using the New American Bible, students will read and discuss Luke’s account of the Birth Narrative. 15. During the study of Luke’s account, students will recognize the elements of the “Hail Mary” and the Rosary In Luke’s Gospel. SL 6. 1, 2, 3, 4, 6 16. After reading and discussing the story over a 3 day period, students will use Cornell note taking to outline the Gospel story in Luke. 17. Students will Illustrate in storyboard form the Birth Narrative in Luke’s Gospel, showing major events in sequential order. 18. Using the story board and Cornell notes, students will summarize in writing the Birth Narrative in Luke’s Gospel, distinguishing the

differences in Matthew’s version. RL 6. 2, 3, 4, 6 /L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6

19. Differentiate the Birth Narratives using a ‘top hat’ format. Students may work in team of 4 to complete this. 20. Discuss why the two versions of Jesus’ birth are so different and recognize the audience for each story. 21. In discussion, students will cite references in the Old Testament that reveal who Jesus was.

22. Use the writing process (write, edit, re-‐write) to write a compare-‐contrast essay on the Birth Narrative, interpreting the figurative language

in each version, relating the figurative language to the revelation of who Jesus was, and formulating reasons for the differences. RL 6.9, /L 6.1, 2, 3, 4, 5, 6 / RI 6.7, 8, 9, 10 / W 6. 1, 2, 3, 4, 5, 6

23. Identify the Gospel from which major works of art and traditional Christmas carols come. Artwork: The Journey of the Magi by Stefanodi

Giovanni Adoration of the Magi by various artists: Rubens,Albrect ; Music: Silent Night by Joseph Mohr and Franz Gruber, The First Noel, Hark the Herald Angels, Sing by Charles Wesley and Felix Mendelssohn , Durer, Diego Velazquez RI 6. 7 / SL 6. 5

24. Via the internet, show works of art that will lead students to recognize the references to the traditional Magi in works of literature. Artwork:

The Journey of the Magi by Stefanodi Giovanni Adoration of the Magi by various artists: Read the children’s book The Story of the Other Wise Man by Henry Van Dyke and excerpt from O Henry’s Gift of the Magi RI 6.7 / SL 6. 1, 2, 3, 4, 6

25. Conclude that the crèche in their own homes and the collective Christmas story most of society knows are a combination of the Gospel stories.

SL 6. 1, 2, 3, 4,

Instructional Resources



Discovering Our Past: Ancient Civilization Glencoe Maps of the Holy Land Sacred Numbers in Scripture: http://listverse.com/2012/09/20/top-‐10-‐significant-‐numbers-‐in-‐biblical-‐numerology/. http://mysteriesofthebible.wordpress.com/2010/01/03/sacred-‐numbers-‐in-‐the-‐bible/.

Artwork: The Journey of the Magi by Stefanodi Giovanni Adoration of the Magi by various artists: Rubens, Albrect Durer, Diego Velazquez Literature: The Story of the Other Wise Man by Henry Van Dyke The Gift of the Magi by O. Henry (excerpt) Music: Silent Night by Joseph Mohr and Franz Gruber The First Noel Hark the Herald Angels Sing by Charles Wesley and Felix Mendelssohn

Cross Curricular Link(s)

Art – Classic artist portrayals of the Birth Narratives Literature – Old Testament stories, Birth Narratives from Matthew and Luke’s Gospel, The Story of the Other Wiseman, The Gift of the Maji Writing – Cornell note taking, summaries, compare/contrast essay/ story board/ top-‐hat

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Common%CoreCatholicIdentity%Initiative% …...• CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy