Mount Vernon City School District Calendarized Sixth Grade Map Expeditionary …mvcsd.sharpschool.net/UserFiles/Servers/Server_87286/... · 2015. 1. 13. · character, Bud. Use a

Mount Vernon City School District

Calendarized Sixth Grade Map Expeditionary Learning Module 2A

Genre: Fiction

Major Theme: Rules

Major Standards:

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

drawn from the text.

• RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments.

• RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the

characters respond or change as the plot moves toward a resolution.

• RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and

connotative meanings; analyze the impact of a specific word choice on meaning and tone.

• 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.

• RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing

an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the

text to what they perceive when they listen or watch.

• 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.



Major Reading Skills:

Identifying, analyzing, evaluating, and connecting story elements.

Explain how actions contribute to the sequence of events

Making Inferences

Main Ideas

Context Clues

Identifying, evaluating, and connecting details within a text

Research

Citing Evidence

Assessments:

Analyzing text

Argumentative Essay

Summarizing

Composing and Information Text

Figurative Language

On demand Writing Assessments

Final Performance Assessment: As a final performance task, students will use research as the basis for

writing an individual evidence-based essay to inform readers about one of their own “rules to live by.”



Week of: Lessons Intervention and Enrichment Activities

Lesson Modifications

January 5-9

Unit 1 Lesson1

Direct Instruction/Intervention

Cite text-based evidence Make inferences

Use a world splash to help build prior knowledge. Select 7-10 vocabulary words or phrases from Bud, Not Buddy. Write the words/phrases on the board and have students discuss and make predictions about the text. Before Reading-students will complete a do now about the Great Depression. Students will discuss what life was probably like during that time. Suggestions for Standards-Based Instruction To help students master questions that measure RL.6.1, instruction might focus on building students’ capacity to comprehend grade-level complex texts and providing guiding questions and instructing students to locate textual evidence to support interpretive and analytical statements made about texts.

Lesson 1: Chapter 1 (RL.6.1), (SL.6.1)

Maintain Lesson Integrity Complete Work Time A and B, Closing and Assessment Assign homework



Unit 1 Lesson 2

Additional Activities As you read, think about what you are learning about the

character, Bud. Use a sticky note to find evidence from the text of his thoughts, feelings, and actions. How is the character of Bud developing in the story

Use these notes to form a theory about your character. For example, Sometimes my character is________. For example, _______. But other times, he is _______. For example_________. This makes me think_____. (See Appendix)

In order to help students track their thinking, have them complete summary chart for chapter 1

As students read, have them think about what they are learning about the character, Bud. Students should use sticky notes to record Bud’s thoughts, feelings, and actions.

In order to help students track their thinking, students may also complete a summary chart for chapter1 (See Appendix)

Inference Notes. This strategy uses a graphic organizer for organizing literal information in the inside wedges of the circle and inferences in the outer wedges of the circle.

Direct Instruction/Intervention and Enrichment Activities

figurative language analyze word choice

Use the table below to compare and contrast the behavior of the Amos’s and Bud.

Lesson 2 Chapter 2 (RL.6.4), (L.6.5) Introduce figurative Language and word choice in Bud, Not Buddy by completing worktime A and B. Use the Anchor charts for Answering Selected Response Questions to meet the students' needs that are having difficulty with developing responses to guided and text based questions. Ready CCLS Lessons for support and mini lesson execution Lesson 8: Determining Theme or Central Idea Assign homework



Unit 1 Lesson 3

Mrs. Amos Mr. Amos Todd Bud

Additional Activities

Use the information in the chart to develop a short constructed response using the 2 point rubric (See Appendix).

Sample response questions may include: How are Bud and Todd similar, yet different? Use

evidence from the text to support your response. Zoom in on a particular scene and pay close attention to

the character's actions. What do their actions reveal about their relationship?

Direct Instruction/Intervention and Enrichment

figurative language Suggestions for Standards-Based Instruction To help students succeed with questions measuring RL.6.4 and analyzing similes, instruction can focus on building students’ capacity to comprehend grade-level complex texts and analyzing possible qualities that bridge the two subjects being compared in

Lesson 3 Chapter 3 Conduct a brief review about Author's Word Choice, Meaning and Tone using a KWL chart. Distribute graphic organizer model the first box for the students using teacher's resource page 47. Students work



the simile, then eliminating those qualities that are not plausible or supported by textual details.

Additional Activities Optional Activity

Complete character analysis graphic organizer about Bud Complete summary chart for chapter 3

Word Choice Impact. This strategy will provide students opportunities to explore word choice and how specific choices impact meaning. Define and demonstrate examples of connotations and denotations. Demonstrate to students how word choice can impact meaning. Show students the sentence, “Jose walked into the room.” Volunteers act out ways that the student in the sentence might enter the room and the teacher models revising the sample sentence’s verb accordingly. Students then suggest other replacements for the verb in the sentence to increase the specificity of the word and explore connotation. Students follow this demonstration by selecting words with powerful connotations for their own writing.

independently on the remainder of the graphic organizer. Reconvene and elicit responses form students to check understanding. Complete worktime B. Ask closing and

assessment question. Assign homework



Week of: Lesson: Intervention and Enrichment Activities Lesson Modifications

January 12-16

Unit 1 Lesson 4 Lesson 5

Direct Instruction/Intervention and Enrichment determine the meaning of figurative language(metaphors

and similes) analyze how word choice affects tone and meaning

Suggestions for Standards-Based Instruction To help students succeed with questions measuring RL.6.4 and analyzing similes, instruction can focus on building students’ capacity to comprehend grade-level complex texts and analyzing possible qualities that bridge the two subjects being compared in the simile, then eliminating those qualities that are not plausible or supported by textual details. Additional Activities The following questions can be used to monitor the comprehension of students who need additional support. 1. Why isn’t Bud mad at Todd? 2. What is Bud’s favorite saying? 3. What else was in Bud’s suitcase? 4. Why did mama hate the hat in her picture? 5. What does mama tell Bud about his name? Direct Instruction/Intervention and Enrichment Activities

determine the meaning of figurative language analyze authors word choice

Lesson 4 Chapter 4 Eliminate Entrance Ticket and Maintain the remainder of the lesson's integrity. To meet students’ needs sentence starters can be utilized to develop group discussions and encourage them to use evidence in their claims. Lesson 5 Chapter 5



analyze figurative language Suggestions for Standards-Based Instruction Activities To help students succeed with questions measuring RL.6.4 and analyzing similes, instruction can focus on building students’ capacity to comprehend grade-level complex texts and analyzing

possible qualities that bridge the two subjects being compared in the simile, then eliminating those qualities that are not plausible or supported by textual details. Additional Activities/ Optional

Oftentimes authors mention an object or something else several times throughout the story to represent a big idea. Readers ought to notice these repeated things and think about what they represent. Have students respond to the following: One thing the author mentions a few times is_________. This might represent_________. I think this because___________. Have students post places where this object is mentioned and begin to chart what it represents and why.

The following questions can be used to monitor the comprehension of students who need additional support. Questions for Chapters 5-7

Mid-Unit Assessment: Figurative Language and Word Choice in Bud, Not Buddy



What are Bud’s memories of his mother like? Why is his name so important to Bud?

Describe Bud’s experience at the Mission. How does Bud feel at the end of chapter 7 when he finds

out Miss Hill has moved?



Week of Lessons Intervention and Enrichment Activities


January 19-23

Unit 1 Lessons 6-11

Direct Instruction/Intervention and Enrichment Activities Citing text based evidence Determining theme Analyze how key individuals, events, or ideas are

developed throughout a text. Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RI.6.1, instruction can focus on building students’ ability to comprehend grade-level complex texts and identifying specific, relevant evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text.

To help students succeed with questions measuring RI.6.2, instruction can focus on building students’ capacity to comprehend grade-level complex texts and activities and discussions that ask students to identify specific details in a text that relate to a central idea.

To help students succeed with questions measuring RI.6.4, instruction can focus on determining the meaning of a word used in grade-level complex texts. Students can practice this skill by accurately identifying text-based clues to the meaning of a word, and describing how different words have an impact on the meaning of a text.

To help students succeed with questions measuring RI.6.5, instruction can focus on building students’

Lessons 6-11 Chapters 6-12 Eliminate entrance ticket Maintain integrity of work time A-C

for lessons 6-11 Ready CCLS Lessons for support and mini lesson execution Lesson 3: Citing Evidence to Make

Inferences Lesson 10: Determining Word Meaning: Figurative, Connotative, and Technical Lesson 1: Determining Central Idea

and Details Lesson 11: Analyzing Text Structures



capacity to connect sections of a text to the structure of the text and the overall development of ideas.


Write a story which uses at least 20 of your Bud Not Buddy vocabulary words correctly. Any kind of story you want--be funny, or be serious, a real story, or fiction. Check your understanding of the words you choose to be sure they are used as the write part of speech. You may change the form, tense, or part of speech of the words you choose.

The following questions can be used to monitor the comprehension of students who need additional support. Chapter 6: 1. Why was the soup kitchen line so long? 2. Why was the man guarding the line so angry at Bud? 3. Why did the man call Bud “Clarence”? 4. Why did the “pretend” parents hit Clarence so hard? 5. Why were people in line so quiet? 6. What was so ironic (a contrast between expectations and reality) about the sign above the soup kitchen? 7. Why are there signs in the soup kitchen? 8. What did the “pretend” mom share with Bud? Chapter 7 1. What does the author use to show us what Bud is feeling? 2. List the imagery used to describe being in the library. 3. What happened to Miss Hill? 4. Bud takes revenge on Todd, studies the picture of his mother, meets a “pretend” family, and goes to the library.



5. Do you agree with Bud that his mother should have told him the things she thought he was too young to hear? Are there some things that it is best not to tell a child? Chapter 8 1. What does “on the lam” mean? 2. What does Bugs think happened to Bud at the Amos’s? 3. How do Bud and Bugs become brothers forever? 4. On another sheet of paper, draw Hooverville. 5. What three characteristics do people who live in Hooverville have? 1. 2. 3. 6. What did Bud use for china (dishes)? 7. What did the boys eat? 8. Where does Deza say Bud’s family is now? 9. What is so ironic about the statement “we’re white people. We ain’t in need of a handout.” 10. What is special about the five stones Bud carries? 11. Why were the people so quiet as they ran for the train? Chapters 9 and 10 1. Why does Bud start walking to Grand Rapids? 2. Why is Lefty Lewis worried that he and Bud are out late at night in Owosso, Michigan? 3. What’s the difference between knowledge and wisdom? How do you become knowledgeable or wise? In what way is Bud

knowledgeable? Is he wise? Use at least three examples from the story to answer the questions. 4. Why was the stranger concerned about their safety while they were in Owosso, Michigan? 5. Why did Bud attempt to steal the stranger’s car?





January 26 - 30

Unit 1 Lesson 12 Unit 2 Lesson 1

End of Unit Assessment : Analyzing an Excerpt from Barack Obama's Direct Instruction/Intervention and Enrichment

determine theme a theme based on details in a literary text

compare and contrast genres Suggestions for Standards-Based Instruction Activities


To help students succeed with questions measuring RI.6.5, instruction can focus on building students’ capacity to connect sections of a text to the structure of the text and the overall development of ideas.


Throughout the book, Bud carried around flyers for the band Herman E. Calloway and the Dusky Devastators of the Depression!!!!!! They were described as “Masters of the New Jazz.” Research a jazz band that might have been traveling at the same time as the band in the book. Consider:

Lesson 1 RL.6.2, RL.6.9 Maintain lesson integrity and complete opening, worktime A and B. Also Complete Exit Ticket Chart 1( Teacher will model for students) Chart 2(Students work as a group to complete chart) Exit Ticket: How Does the Author Convey Theme? (5 minutes)

Distribute the Exit Ticket: How Does the Author Convey Theme?

Give directions: 1. Put your name on your index card, as this will be your exit ticket today. 2. Write down three writing techniques you notice Curtis using frequently to convey the themes in the novel. 3. Write down any questions you have about themes of Bud, Not



Unit 2 Lesson 2

The style of Jazz they played in the 1930s (traditional jazz, big band, swing).

The different instruments that were used. What do jazz bands teach us about that time

period? What does the author want us to realize

about life during this time period? Take what you have learned about jazz bands

and Bud. What new thinking do you have about Bud?

How does the setting have an impact on the story?


analyze how a particular stanza, sentence, scene, or chapter contributes to the development of a literary text.

Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main

Buddy or conveying thematic statements in novels. Collect exit tickets and Conveying Theme in Bud, Not Buddy charts to assess student needs for comparing and contrasting themes in different genres (coming up later in Unit 2). Homework:

Chart 3( Homework) Chart 4A(Homework) Chart 4B(Homework) Students should also read

chapter 14 for homework, and identify 3 moments that show that Bud's life is changing from surviving to thriving)

Ready CCLS Lessons for support and mini lesson execution Lesson 8: Determining Theme or Central Idea Lesson 2 Chapter 14 (RL.6.9) (L.6.5) Maintain integrity of the lesson by completing the opening, work



Unit 2 Lesson 3

theme in a poem or text. Instruction might also focus on how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the text itself.

Additional Activities Episodic Notes. Students can use this strategy as a note-taking method for analyzing how a particular piece of text fits into the overall structure of a text. It asks them to identify distinct scenes or moments in the text and then explain how the scene fits into the overall structure and how it helps to develop the theme, setting or plot. Direct Instruction/Intervention and Enrichment

describe the structure od the poem "If" identify the meaning of unfamiliar vocabulary from the

context compare and contrast how different genres communicate

the same theme or idea analyze figurative language, word relationships and

nuances in word meanings Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main theme in a poem or text. Instruction might also focus on

time A-C and closing assessment. Ready NY CCLS Lesson 15 pp.145-152 Assign homework from lesson Lesson 3 Chapter 15 (RL.6.5) (RL.6.9) (L.6.5) Check homework by reviewing children's responses as they refer to their graphic organizer using a cold call. Complete Opening B. Complete work time b and c You can have students turn and talk or work in groups in lieu of triads. Complete closing and assessment. Homework Read Chp 16 have the students answer the guided question in written form.



how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the text itself.


analyze how an authors word choice affects tone and meaning in a literary text.

analyze how a particular sentence, stanza, scene or chapter ...


Create a timeline of the main events in the story. Explain how each event has impacted Bud's life and

caused him to change overtime. Explain how your thinking about Bud has changed as a

result of these events.

Homework: Read chapter 16 and answer guided question from lesson. Ready CCLS Lessons for support and mini lesson execution Lesson 20: Comparing and Contrasting Genres





February 2-6

Unit 2 Lessons 4&5

Direct Instruction/Intervention and Enrichment analyze how an authors word choice affects tone and

meaning in a literary text. analyze how a particular sentence, stanza, scene or

chapter Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RL.6.4 and analyzing similes, instruction can focus on building students’ capacity to comprehend grade-level complex texts and analyzing possible qualities that bridge the two subjects being compared in the simile, then eliminating those qualities that are not plausible or supported by textual

To help students succeed with questions measuring RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main theme in a poem or text. Instruction might also focus on how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the

text itself. Additional Activities Paragraph Shrinking. The Paragraph Shrinking strategy allows

each student to take turns reading, while pausing and connecting the main points of each paragraph to the rest of the

Lesson 4 Chapter 16 (RL.6.4 ) (RL.6.5) Maintain the integrity of Work Time A with the exception of equity sticks Maintain the integrity of Work Time B Maintain the integrity of Closing and Assessment Homework instead of using evidence flags have students respond to prompt in their notebooks Lesson 5 Chapter 17 (RL.6.5) (RL.6.9) (L.6.5) Maintain Lesson Integrity Work Time A,B,C Homework Read

Chapter 18 and answer guided question



Unit 2 Lesson 6

text as a whole. Students provide each other with feedback as a way to monitor comprehension.

1. Each member of the teacher-assigned pair takes turns being "Coach" and "Player." These pairs are changed regularly. All students have the opportunity to be

"coaches" and "players." Note: It is important for teachers to monitor and support students as they work together.

2. Each student reads aloud until the predetermined stopping point set by the teacher. After each paragraph in the text, students stop to summarize the main points of the reading and note how the particular passage fits into the overall structure of the text.

3. If a "Player" gives a wrong answer, the "Coach" asks the "Player" to skim the paragraph again and try again a second time. Students could be asked to state the main idea as well as noting how the passage connects to the passage before it.


analyze how an authors word choice affects tone and meaning in a literary text.

analyze how a particular sentence, stanza, scene or chapter


To help students succeed with questions measuring RL.6.4 and analyzing similes, instruction can focus on building students’ capacity to comprehend grade-level complex

Lesson 6 Chapter 18 Cold call to check homework. Exclude Opening B. Complete work time A. Condense work time B focus on the word sinew which is a focus as it relates to the highlight of the third stanza and vocabulary. Maintain integrity of worktime c. Ready CCLS Lessons for support and mini lesson execution Media Feature 2: Comparing and

Contrasting Reading to Viewing



Unit 2 Lesson 7

texts and analyzing possible qualities that bridge the two subjects being compared in the simile, then eliminating those qualities that are not plausible or supported by textual

To help students succeed with questions measuring

RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main theme in a poem or text. Instruction might also focus on how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the text itself.

Additional Activities Focused Reading and Viewing Guide. This strategy helps students review the components in both the written and visual text. Students will complete a graphic organizer which prompts them to write down a comparison of the characters, plot and resolution. After filling out t

Lesson 7 Chapter 19 (RL.6.5) (RL.6.9) (L.6.5) Omit with exception of the Exit Ticket: Connecting "If" with Bud, Not Buddy



Unit 2 Lesson 8

Direct Instruction/Intervention and Enrichment analyze how an authors word choice affects tone and

meaning in a literary text. analyze how a particular sentence, stanza, scene or

chapter Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main theme in a poem or text. Instruction might also focus on how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the text itself.

Additional Activities Comparison Notes. This strategy is an alternative to the traditional Venn Diagram that includes a space for summarizing the compared and contrasted ideas. Differences Similarities Differences. Direct Instruction/Intervention and Enrichment

compare and contrast how different genres communicate the same idea or theme

analyze figurative language, word relationships, and nuances in word meanings

Lesson 8 Chapter (RL.6.5) (RL.6.7) (RL.6.9) (L.6.5) Mid-Unit Assessment



analyze haw a particular sentence, stanza, scene , or chapter contributes to the development of a literary text


To help students succeed with questions measuring

RL.6.5, instruction can focus on building students’ capacity to comprehend grade-level complex texts and on how specific details help the reader understand a main theme in a poem or text. Instruction might also focus on how an author chooses to include certain details at specific places in a text and analyze the impact of these choices on a reader’s understanding of the text and the text itself.





February 9-13

Unit 2 Lesson 9

Direct Instruction/Intervention and Enrichment Cite text-based evidence Write arguments to support claims use the writing process to produce clear and coherent

writing Suggestions for Standards-Based Instruction

To help students master questions that measure RL.6.1, instruction might focus on building students’ capacity to comprehend grade-level complex texts and providing guiding questions and instructing students to locate textual evidence to support interpretive and analytical statements made about texts.

Additional Activities Inference Notes. This strategy uses a graphic organizer for organizing literal information in the inside wedges of the circle and inferences in the outer wedges of the circle. Write an Argumentative Text. After completing the “inference notes graphic organizer”, students convert their work into an

argumentative text. Students assemble an argument that matches the claims they made within their graphic organizer. Special emphasis is placed on their ability to support claim(s) with clear reasons and relevant evidence.

Lesson 9 (RL.6.1.) (W.6.4)( W.6.5) Maintain Lesson Integrity for Work Time A, B and C over a course of 2-3 days. Closing and Assessment have the students make connections between anchor chart and student created charts. Check that students are able to identify the content and evidence for a strong essay. Homework: Maintain Integrity Ready CCLS Lessons for support and mini lesson execution Lesson 5: Citing Evidence to Make Inferences



Unit 2 Lesson 10 Unit 2 Lesson 11

Direct Instruction/Intervention and Enrichment cite text based evidence write arguments to support claims produce coherent writing




cite text-based evidence writing process



Lesson 10 (RL.6.1) (W.6.4)(W.6.5) Open Maintain Integrity Work Time A Maintain Integrity Work Time B Closing and Assessment : Quick response : Have students explain why they chose their particular rules to substantiate their claim. Homework: Maintain Integrity Lesson 11 (RL.6.1) (W.6.5) Maintain integrity of the lesson.



Week of:

Lessons

Intervention and Enrichment Activities


February 23-26

Lessons 12-14

Administer Interim Common Assessment #2 Direct Instruction/Intervention and Enrichment

cite text based-evidence

write and arguments to support claims

use the writing process to produce clear and coherent writing Suggestions for Standards-Based Instruction


Additional Activities Inferencing Questions. What is my inference? This question helps students become aware that they have just made an inference by filling in information that was not directly stated in the text. What information did I use to make this inference? It is important for students to understand the various types of information they use to make inferences. This may include information presented in the text, or it may be background knowledge that a student brings to the learning setting. How good was my thinking? Once students have identified the premises on which they've based their inferences, they can engage in the most powerful part of the process — examining the

Administer Interim Common Assessment #2

Lesson 12 (Rl6.1) (W6.1) (W6.4) (W6.5) (W 6.9) (L 6.6) *spread over the course of three days Day 1 Opening- Discuss the Rubric Complete work time A and B. Use cold call protocol to have students justify how they chose the rules to support their claims. Complete Homework Day 2- Students will begin drafting the paragraphs of their literary argument essay. Students will be using their rule sandwiches form Lesson 12 and their model essay to help them construct their own. Maintain the integrity of work time B of Lesson

13. To edit bodies of work have students utilize peer editing to provide feedback of their work Homework- Complete revisions for homework.



Omit Lessons 15-17

validity of their thinking. Do I need to change my thinking? The final step in the process is for students to consider possible changes in their thinking. The point here is not to invalidate students' original inferences, but rather to help them develop the habit of continually updating their thinking as they gather new

information. Suggestions for Standards-Based Instruction (End of Book Activity) * Create a timeline for Bud Not Buddy, with an illustration for each event. Or, create a “Top Ten List of the Most Important Events in the Book”. Or, create your own list of “Rules and Things for Being a Better Liar and Having a Funner Life”.

Day3- Repeat steps for Day 2 excluding worktime b. Focus should be on the introductory and concluding paragraphs of argument essays. Maintain integrity of homework. ***Give students one week to hand in final draft of argument essay



Week of:

Lessons Intervention and Enrichment Activities


March 2-6

Unit 3 Lesson 1 Parts1& 2

Direct Instruction/Intervention and Enrichment cite text based evidence to support an analysis of an

informational text summarize an informational text pose questions to clarify what is being said respond to questions with elaboration and details




Lesson 1 (SL.6.1C) (SL.6.1D) Opening A and B Omit Work Time A and B but you must teach the students how to develop a research topic and research question. Refer to Unit 2 lesson 15 as a resource to help instruct. Copy the discussion tracker and researchers notebook. Let the tracker guide your student's research discussion groups. They should already be familiar with the norms of discussions (this lesson was omitted for instructional purposes but can be used as a teacher resource ). You can use the articles and research topics provided within the lesson or you an choose your own. Continue to worktime C and proceed down to pg6 start with *Give students the focus question: Homework: A. Review and Revise research questions if necessary. B. Choose another text from articles given Lesson 1 Part 2



Unit 3 Lesson 3


cite text based evidence to support an analysis of an informational text

summarize an informational text refocus and refine questions when appropriate express ideas clearly




Additional Activities Anticipation/Reaction Guide. This strategy assesses prior knowledge and evaluates the acquisition of concepts and use of

supporting evidence after reading. 1. Teacher identifies the important ideas and concepts

students should focus on when reading. 2. Create 4-6 statements that support or challenge students’

beliefs, experiences, and preexisting ideas about the topic.

Complete entrance ticket Complete Work Time A

Follow directions on Research Task Card found in lesson1

Complete Work Time B-C Complete Closing and Assessment Homework Lesson 3 RI6.1, RI.6.2, W.6.7, SL.6.1, Complete Opening A. Complete worktime A and B Omit Exit Ticket Complete Homework



Unit 3 Lesson 4


informational text summarize an informational text effectively engage in discussions with diverse partners express ideas clearly




Lesson 4 Complete Mid Unit 3

Assessment, Part 1 and 2



Unit 3 Lesson 5


informational text use several sources for research use evidence from a variety of grade appropriate sources produce clear coherent writing




Additional Activities Two-Column Notes. T-notes provide students with the opportunity to use to cite evidence/take notes while listening or

reading. Generally, students divide a sheet of notebook paper in half. While listening or reading, students record evidence (e.g., record the evidence from the text that tells you the author is biased) in the right column. In the left column, students can make inferences, ask questions, or draw pictures to clarify their evidence.

Lesson 5 Complete opening A and B. Complete worktime A-C





March 9-13

Unit 3 Lesson 6 Lesson 7 Lesson 8 Unit 3


informational text summarize an informational text write informative/explanatory texts that convey ideas and concepts

produce clear and coherent writing appropriate to a task, purpose, and audience

Suggestions for Standards-Based Instruction To help students succeed with questions measuring

RI.6.1, instruction can focus on building students’ ability to comprehend grade-level complex texts and identifying specific, relevant evidence that supports an analysis of what the text says explicitly as well as inferences drawn from the text.


Additional Activities Provide students with a passage. Have students take a piece of paper and make two columns on their paper. They are to write inferences at the top of the left column and evidence from passage at the top of the right column. While reading the passage, have students stop at various points to make an inference and provide the evidence from the passage to support it and record on their graphic organizer. (This can be completed on

Lessons 6 -8 Maintain Integrity of Lesson Lesson 9



Lesson 9

chart paper if the students are working in small groups.) Grouping: small, partner, or individual

Students must turn in final drafts (Instructional piece optional)

ENSURE COMPLETION OF MODULE

Documents

Mount Vernon City School District Calendarized Sixth Grade Map Expeditionary …mvcsd.sharpschool.net/UserFiles/Servers/Server_87286/... · 2015. 1. 13. · character, Bud. Use a