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

    grade_2010-2011

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

    grade_2010-2011

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

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

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

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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