UbD_ 6th Grade_ ndTRI 2010 2011

8/4/2019 UbD_ 6th Grade_ ndTRI 2010 2011

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1 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th

grade_2010-2011

UbD PLANNING FORMATALTAMIRA INTERNATIONAL SCHOOL

Unit Title: LITERATURE IS FOR THE MOST PART, THE STORY OF PEOPLE AND UNIVERSALRECURRING THEMES.

Grade Level (s): 6 (sixth grade) Time frame: 12 weeks, 2nd Trimester, 2010-2011

Subject Area(s): English LanguageArts

Designed By: Diego Sanchez

STAGE 1 - IDENTIFY DESIRED RESULTSESTABLISHED GOALS TRANSFER

ENG.6.R.1.0 WordAnalysis, Fluency, andSystematic VocabularyDevelopment -Students use theirknowledge of wordorigins and word

relationships, as well ashistorical and literarycontext clues, todetermine the meaningof specialized vocabularyand to understand theprecise meaning ofgrade-level-appropriatewords.

R.1.1 Word Recognition- Studentreads aloud, accurately (in the rangeof 95%), familiar material in a varietyof genres, in a way that makesmeaning clear to listeners.R.1.2- Vocabulary and ConceptDevelopment- Student understandsand acquires new vocabulary anduses it correctly in reading andwriting.

ENG.6.R.2.- ReadingComprehension (Focuson InformationalMaterials) - Studentsread and understandgrade-level-appropriatematerial. They describeand connect the essentialideas, arguments, and

perspectives of the textby using their knowledgeof text structure,organization, andpurpose.

R.2.2 Comprehension andAnalysis of Grade-Level-Appropriate Text- the studentidentifies the characteristics ofvarious genres andproduces evidence of readingthat:

ENG.6.R.3.0 LiteraryResponse andAnalysis-Students readand respond tohistorically or culturallysignificant works ofliterature that reflect andenhance their studies ofhistory and socialscience.

R.3.2- Narrative Analysis ofGrade-Level-Appropriate Text-Student analyzes grade-level-appropriate text.

ENG.6.W.1.- Writing

Students will be able to independently use their learning to

Derive enjoyment from reading fiction and informational texts byinterpreting themes and characterization in literature, while alsoexamining two key reading strategies: making inferences and activequestioning. Students recognize and appreciate authors styles andtheir effects as they effectively apply literary devices to communicate

their thoughts in writing and through oral presentations.

(OVERARCHING YEARLY TRANSFER)The essential need for anexchange of meaning and the sharing of the human experience is aspecial cornerstone of the English language arts. All students sharethis need. They learn best when it is frequently addressed in theirschooling and when they are invited to explore it effectively throughliterature, their own writing and speaking and viewing.

MEANINGUNDERSTANDINGStudents will understand that

U1- Asking questions helpsus on our journey to becomethoughtful critics, envelopepushers, and challengers ofthe status-quo.U2- Drawing conclusionsabout the character orcharacters in our novels willhelp us to better judge thecharacter of real people in ourlives.U3- A novels theme is the

message an author gives usabout life or the humancondition.U4- When we infer, we arecombining our prior knowledgewith what the author tells us sothat we can come to our ownconclusion about an aspect ofthe text.U5- Writers use a variety ofstylistic devices to hook and holdtheir readers.

U6- Human beings havealways used literature and writingto make sense of life, to feel athome in the universe and tomake a difference in their world.

OVERARCHING YEARLYUNDERSTANDINGSEffective paragraphs have strongstructure and pattern.Active reading strategies help thereader make better sense of the text?Good writing and speaking followstandard language conventions,

patterns and the writers voice.

ESSENTIAL QUESTIONSStudents will keep considering

EQ1- How can we learnabout ourselves by studyingthe lives of others?EQ2- What do the lives offictional characters have to dowith my life?EQ3- What turning pointsdetermine our individualpathways and decisions in life?EQ4- How does THEME in astory help me answer the

question of What does IT allmean?EQ5- What contradictionsor paradoxes of characteremerge in the protagonists andantagonists, how are theytypical of all human beings,and how do individuals learn toaccept these contradictionsand ambiguities as theymature?EQ6- How does a goodauthor hook you as a reader?What effective stylistic devicescan be used?

OVERARCHING YEARLY ESSENTIALQUESTIONSWhat is an effective paragraph?What does good writing look like?What makes someone a good reader?What makes someone a goodspeaker?How can I communicate mosteffectively in English?


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Strategies-Studentswrite clear, coherent, andfocused essays. Thewriting exhibits students'awareness of theaudience and purpose.Essays contain formal

introductions, supportingevidence, andconclusions. Studentsprogress through thestages of the writingprocess as needed.

W.1.1- Organization and Focus-The student produces writing thatestablishes an appropriateorganizational structure, sets acontext and engages the reader,maintains a coherent focusthroughout, and provides a satisfyingclosure.

W.1.2-Research and Technology-Student uses research and technologyto support writing.W.1.3 Evaluation and Revision-The student consistently uses thewriting process to develop, revise, andevaluate writing.

ENG.6.W.2 WritingApplications (Genresand TheirCharacteristics)-Students write narrative,expository, persuasive,and descriptive texts of

at least 500 to 700 wordsin each genre. Studentwriting demonstrates acommand of standardAmerican English and theresearch, organizational,and drafting strategiesoutlined in WritingStandard 1.0., students:

W.2.1 - Demonstrates competencein a variety of genres. Studentdemonstrates competence in avariety of genres.

--------------------------------------------------------------------ENG.6.C.1 - Written and OralEnglish Language Conventions-Students write and speak with acommand of standard Englishconventions appropriate to this gradelevel realizing that usage involves theappropriate application.

C.1.1- Sentence StructureC.1.3-PunctuationC.1.4.- CapitalizationC.1.5- Spelling__________________________________________

ENG.6.LS.1. Listeningand SpeakingStrategies - Studentsdeliver focused, coherentpresentations thatconvey ideas clearly andrelate to the backgroundand interests of theaudience. They evaluatethe content of oralcommunication.

LS.1.2 - Organization and Deliveryof Oral Communication

ACQUISITIONStudents will know and be skilled at

Understand Key terms: inference, characterization, theme, protagonist, antagonist,dynamic character, static characterUnderstand Elements of fiction: character, plot(climax), conflict (internal vs external),theme

Select significant passages from text to which to respond in Reader Response entries innotebook.Respond to constructed response prompts, supporting responses from text.Craft a coherent, well-supported comparison-contrast of elements of the novels studiedExplore the themes and issues of the stories and novel through the creation of ascrapbook

R.1.1 Word Recognitiona. Read aloud narrative and expository text fluently and accurately andwith appropriate pacing,

intonation, and expression.R.1.2- Vocabulary and Concept Development-d. Identifies and explains the figurative and metaphorical use of wordsin context.R.2.2 Comprehension and Analysis of Grade-Level-Appropriate Text-

a. Discern main ideas and concepts presented in texts, identifying andassessing evidence that supportsthose ideas.

b. Draw inferences, conclusions, or generalizations about text and supportthem with textual evidence

and prior knowledge.

R.3.2- Narrative Analysis of Grade-Level-Appropriate Text-b. Contrast the actions, motives (e.g., loyalty, selfishness,conscientiousness), and appearances of

characters in a work of fiction and discuss the importance of thecontrasts to the plot or theme.c. Understand that theme refers to the meaning or moral of a selectionand recognize themes (whether

implied or stated directly) in sample works.

d. Describe the function and effect of common literary devices (e.g.,imagery, metaphor, symbolism)--------------------------------------------------------------------------------------------------------------------------------------------W.1.1- Organization and Focus-b. Create multiple-paragraph expository compositions:

- Engage the interest of the reader and state a clear purpose.- Develop the topic with supporting details and precise verbs, nouns,

and adjectives to paint a visualimage in the mind of the reader.

- Conclude with a detailed summary linked to the purpose of thecomposition.W.1.2-Research and Technology-a. Use organizational features of electronic text (e.g., databases, keyword

searches, web-siteaddresses) to locate relevant information from multiple sources.b. Compose documents with appropriate formatting by using word-processing skills and principles of

design (e.g., margins, tabs, spacing, columns, page orientation).c. Cites referencesW.1.3 Evaluation and Revision-a. Revise writing to improve the organization and consistency of ideaswithin and between paragraphs.

- Plans and drafts independently and resourcefully.- Revises manuscripts to improve the organization and consistency

of ideas within and betweenparagraphs.

- Edits to correct errors in spelling, punctuation (periods, commas,quotation marks), etc

W.2.1 Writes in a variety of genres/Formatsb. Writeexpository compositions(e.g., description, explanation,comparison and contrast,

problem and solution):-State the thesis or purpose.-Explain the situation.-Follow an organizational pattern appropriate to the type of

composition.-Offer persuasive evidence to validate arguments and conclusions

as needed.

d. Writeresponses to literature:- Develop an interpretation exhibiting careful reading,

understanding, and insight.- Organize the interpretation around several clear ideas, premises,

or images.


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ENG.6.LS.2. SpeakingApplications (Genres &Their Characteristics)-Students deliver well-organized formalpresentations employing

traditional rhetoricalstrategies (e.g.,narration, exposition,persuasion, description).Student speakingdemonstrates acommand of standardAmerican English and theorganizational anddelivery strategiesoutlined in Listening andSpeaking Standard 1.0.

LS.2.2 -Deliver informativepresentations:LS.2.3 Deliver oral responses toliterature:

- Develop and justify the interpretation through sustained use ofexamples and textual evidence.---------------------------------------------------------------------------------------------------------------------------------------------C.1.1- Sentence Structurea. Use simple, compound, and compound-complex sentences; useeffective coordination and

subordination of ideas to express complete thoughts.C.1.3-Punctuationa. Use colons after the salutation in business letters, semicolons toconnect independent clauses, and

commas when linking two clauses with a conjunction in compoundsentences.C.1.4.- Capitalizationa. Use correct capitalization.C.1.5- Spellinga. Spell frequently misspelled words correctly (e.g., their, they're, there).----------------------------------------------------------------------------------------------------------------------------------------------LS.1.2 - Organization and Delivery of Oral Communicationa. Select a focus, an organizational structure, and a point of view,matching the purpose, message, occasion, and vocal modulation to the audience.b. Emphasize salient points to assist the listener in following the mainideas and concepts.c. Support opinions with detailed evidence and with visual or mediadisplays that use appropriate

technology.d. Use effective rate, volume, pitch, and tone and align nonverbalelements to sustain audience

interest and attention.LS.2.2 -Deliver informative presentations:a. Pose relevant questions sufficiently limited in scope to be completelyand thoroughly answered.b. Develop the topic with facts, details, examples, and explanations frommultiple authoritative

sources (e.g., speakers, periodicals, online information).LS.2.3 Deliver oral responses to literature:a. Develop an interpretation exhibiting careful reading, understanding,and insight.b. Organize the selected interpretation around several clear ideas,premises, or images.c. Develop and justify the selected interpretation through sustained useof examples and textual

evidence.

Through which facets will students develop and reveal their understandings?

Explanation Explain how elements of literature contribute to the overall effect of the novel andstories.

Interpretation Interpret characterization in the novel and stories in relation to initial issues & underlyingthemes

Application Apply literary techniques to comparison contrast essay discussing their relativeeffectiveness in two stories in conveying character and theme as well as in creation of

scrapbookPerspective Consider cultural contexts and universal themesdo the truths of these stories and

the novel, written in the mid to late 20th century, apply to todays young people andsociety?

Empathy Articulate the universal issues and conflicts that arise in the novel and stories and relatethem to personal experience

Self-Knowledge Reflect on the role of literature in making sense of life. Reflect on the connectionbetween literature and identity.

Unit Design Considerations (WHERETO)

Where and Why

(purpose &

Standards portfolio work; reading and literature standards


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goals)

Hook & Hold Students respond to anticipation guide and discuss issues in relation to their own experience

Engagement(Equip, Explore

and Experience)

Students compile and share reader response journals, documenting their response to the novel andstories in TB. Students collaborate, in small groups, to respond to the novel through various stances

personal, interpretive, critical. Students analyze different fictional approaches in a comparisoncontrast essay of two stories from TB.

Reflection(Rethink,Rehearse,Revise, &Refine)

Students reflect on the universality of the issues of youth and identity, friendship and betrayal,irrespective of time, place, culture

Exhibition,Evaluation, &Self -Reflection

Students design and craft their own scrapbook of the characterization and themes of identity and self-discovery in Sixth Grade Secrets by Louis Sachar

Tailor Students read novel at own pace, discuss points of confusion with other students, usepersonal strengths in design and creation of Scrapbook

Organize Students will be constantly reminded of learning goals after writing them down in NB.Reading Seminars, Writing Workshop, Language Focus, and Communication will eachhave a unique place in the weekly schedule.

STAGE 2 ASSESSMENT EVIDENCE

Evaluation Criteria Assessment Evidence

Content Criteria : isjudged in terms of- Insightful interpretations

of the text and main

character

-citation of relevant text tosupport the character

analysis

Product/Performance

Criteria:

-clear and coherent

writing

-accurate and effective

use of writing conventions

TRANSFER TASK (S):

Performance Task- Character Scrapbook Students create a scrapbook of

one of the characters from Sixth Grade Secrets Louis Sachar. Students will

read the young adult novel at home and during DIRT. Following the task

guidelines, they will create an original book with text and (Task guidelines,checklist and a rubric will be provided beforehand)

OTHER EVIDENCE:

Pre-Reading Journal entries, Reading response entries in academic

notebook (students

ask their own questions and respond to teacher provided prompts)

Graphic Organizers: Completing graphic organizers will help students to

scaffold

strategies like questioning and making inferences and support them

as they begin to

identify theme.

Coding the Text: Students will code the text with a Q and explain

their questions; they

will code the text with an I and explain their inferences; and they

will code the text with

Th where they think they see evidence of an emergent theme.

Entry and Exit Slips: Students will frequently complete exit slips todemonstrate their

Understanding of the daily objectives.

Reflection/Self-Assessment: Students will explain the effects of asking

questions, making

inferences and identifying themes on their understanding of what

they read.

Reading seminars

Self and peer-assessments with rubrics

Graphic organizers for plot elements and character development

Guided reading activities

Discussion and comprehension question worksheets


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Quizzes on Characterization elements, Theme, literary

elements/figurative language and

reading comprehension to demonstrate mastery of Unit objectives

Unprompted Evidence: Participation in class discussion Participation in small group work

One-on-one conferencing

STAGE 3 LEARNING PLAN

Date Content Assessment

Week 1Nov 22-

27

Mini-Lesson 1: Good readers ask questions.

Ask questions that deepen our understanding of the text

Explain why asking questions is an effective and important readingstrategy

-Read aloud, discuss and take notes in NB on How do characters inconflict influence the plot of a story? Pg 232

-Learning goals for 2nd Trimester (benchmarks)-Review Elements of Literature: Plot, setting, character, climax, risingaction, falling action, resolution, conflict-Introduce first 3 ways writers reveal character traits (describingappearance, describing speech, showing actions and behaviors) TBpg 232

Short quiz- Identify Charactertraits and 3 ways to identifythem in a text

Short quiz- Apply 3 ways toreveal character traits to shortreading on Jack London (TB pg.256)

Week 2Nov 30 Dec 3

Mini-Lesson 2: Good readers code questions.o Ask questions that deepen our understanding of the texto Code the text in Bud, not Buddy pg 238-242 with a Q onTeacher provided sticky notes and jot

down the questions we ask as we read

- Review Language conventions from 1st Tri (nouns, adjectives,

pronouns, prepositions)- Continue with last 3 ways writers reveal character traits (revealingthoughts and feelings, including other characters views, directlydescribing characters traits(direct & indirect)) and idea ofrelationship between Characters and Conflict (protagonist,antagonist, external & internal conflict) TB p232-233-Identify simple present and simple past forms of regular andirregular verbs (be, play, say, take, have, get, make, do, show, sleep,hear, see, state, answer, reply, fly, cry, try, cut, hurt)

Grammar Focus game- nouns,adjectives, pronouns,preposition

Short Quiz- Explain 6 wayswriters can reveal charactertraits and relationship between

characters and conflict

Apply use of 6 ways in agraphic organizer forprotagonist in Bud, notBuddy TB pg 238-242

Quiz- Write correct form ofregular and irregular verbs

Week 3Dec 6-10

Mini-Lesson 3: Good readers notice characterization.o Explore aspects of characterization through use of a graphicorganizero Ask questions pertaining to characterization that deepen ourunderstanding of the text

o Code the text with a Q for Eleven TB pg 247-250and jotdown the questions we

ask as we read

-Identify simple present and simple past forms of regular andirregular verbs (keep, steal, save, copy, trace, write, read, identify,remember, multiply, add, create, feel, draw, lie, watch, choose, crawl,close, open )-Grammar focus- Define capitalization and punctuation(period,question marks, quotation marks) rules in NB

Code text Q in Eleven

Quiz- Write correct form ofregular and irregular verbs

Use Capitalization andpunctuation correctly onselection of text from Eleven

Week 4Dec 13-

17

Mini-Lesson 4: Good readers make inferences.o Make inferences about the text with the aid of a graphicorganizer

o Explain why it is important to us as readers to be able tomake inferences

Week 5Jan 12-14

Mini-Lesson 5: Good readers code inferences.o Make inferences as they reado Code the text with an I and jot down the inferences theymake as they read

Week 6Jan 17-21

Mini-Lesson 6: Good readers practice all of their strategies as theyread.o Code the text to show comments, confusion, questions,inferences, predictions, connections and important information


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Week 7Jan 24-28

Mini-Lesson 7: Good readers notice themes.o Identify evidence of a given theme using a graphic organizer

Week 8

Jan 31 Feb 4

Mini-Lesson 8: Good readers notice themes.

o Identify evidence of a given theme using a graphic organizer

Week 9Feb 7-11

Mini-Lesson 9: Good readers notice themes.o Identify evidence of a given theme using a graphic organizer

Week 10Feb 14-

18

Mini-Lesson 10: Good readers code themes.o Code the text with Th and jot down ideas about emergentthemes as they read.

Week 11 Mini-Lesson 11: Good readers code themes.o Code the text with Th and jot down ideas about emergentthemes as they read.

Week 12 Unit AssessmentStudy: Coding the text, especially coding

questions and inferences, and themes Characterization Theme

Documents

UbD_ 6th Grade_ ndTRI 2010 2011