Unit Title:



|Unit Title: |Nonfiction! |

|Pillar Focus: |*Scholarship |Time Frame: |*April 13-May 21 |

|Significant Concepts/ |MSTEP |

|BIG Ideas: |Key ideas and details |

| |Craft and structure |

| |Comprehension and collaboration |

| |Research to build and present knowledge |

| |Presentation of knowledge and ideas |

| |Building knowledge through content rich nonfiction |

| |Reading, writing, speaking and listening = grounded in evidence from text |

| |Practice with complex text and its academic language |

|Unit Questions: |*Factual: What significant concepts make up the MSTEP? |

|Standards |POWER standards: |RI.6.1. Cite textual evidence to support analysis of what |

|and Content: | |the text says explicitly as well as inferences drawn from the text. |

| |PS.1 Reading Informational |RI.6.2. Determine a central idea of a text and how it is conveyed |

| |PS.3 Writing Standards |through particular details; provide a summary of the text distinct from personal opinions or|

| |PS.4 Speaking and Listening |judgments. |

| |PS.5 Language Standards |RI.6.3. Analyze in detail how a key individual, event, or idea is |

| |PS.6 Personal Engagement |introduced, illustrated, and elaborated in a text (e.g., through |

| | |examples or anecdotes). |

| | |RI.6.4. Determine the meaning of words and phrases as they are |

| | |used in a text, including figurative, connotative, and technical |

| | |meanings. |

| | |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. |

| | |RI.6.6. Determine an author’s point of view or purpose in a text |

| | |and explain how it is conveyed in the text. |

| | |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. |

| | |RI.6.8. Trace and evaluate the argument and specific claims |

| | |in a text, distinguishing claims that are supported by reason |

| | |s and evidence from claims that are not. |

| | |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). |

| | |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. |

| | | |

| | |W.6.3. Write narratives to develop real or imagined experiences |

| | |or events using effective technique, relevant descriptive details, |

| | |and well-structured event sequences. |

| | |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. |

| | |Use narrative techniques, such as dialogue, pacing, and |

| | |description, to develop experiences, events, and/or |

| | |characters. |

| | |Use a variety of transition words, phrases, and clauses |

| | |to convey sequence and signal shifts from one time frame |

| | |or setting to another. |

| | |Use precise words and phrases, relevant descriptive details, |

| | |and sensory language to convey experiences and events. |

| | |Provide a conclusion that follows from the narrated |

| | |experiences or events |

| | | |

| | | |

| | |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. |

| | | |

| | |W.6.7. Conduct short research projects to answer a question, |

| | |drawing on several sources and refocusing the inquiry when |

| | |appropriate. |

| | | |

| | |W.6.8. Gather relevant information from multiple print and |

| | |digital sources; assess the credibility of each source; and quote |

| | |or paraphrase the data and conclusions of others while avoiding plagiarism and providing |

| | |basic bibliographic information for sources. |

| | |W.6.9. Apply grade 6 Reading standards to literary nonfiction |

| | |(e.g., “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”). |

| | | |

| | | |

| | |L.6.1. Demonstrate command of the conventions of standard |

| | |English grammar and usage when writing or speaking. |

| | | |

| | |Ensure pronouns are in the proper case (subjective, |

| | |objective, possessive). |

| | | |

| | |o   Use intensive pronouns (e.g., myself, ourselves). |

| | | |

| | |Recognize and correct inappropriate shifts in |

| | |pronoun number and person. |

| | | |

| | |Recognize and correct vague |

| | |pronouns (i.e., ones with unclear or ambiguous |

| | |antecedents). |

| | | |

| | |Recognize variations from standard |

| | |English in their own and others’ writing |

| | |and speaking, and identify and use strategies to |

| | |improve expression in conventional language. |

| | | |

| | |L.6.2. Demonstrate command of the conventions |

| | |of standard English capitalization, punctuation, |

| | |& spelling when writing. |

| | | |

| | |Use punctuation (commas, parentheses, |

| | |dashes) to set off nonrestrictive/parenthetical elements. |

| | | |

| | |Spell correctly. |

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| | |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. |

| | | |

| | |Use context (e.g., the overall meaning of a sentence |

| | |or paragraph; a word’s position or function in a sentence) |

| | |as a clue to the meaning of a word or phrase. |

| | | |

| | |Use common, grade-appropriate Greek or Latin affixes |

| | |and roots as clues to the meaning of a word (e.g., audience, |

| | |auditory, audible). |

| | | |

| | |Consult reference materials (e.g., dictionaries, glossaries, |

| | |thesauruses), both print and digital, to find the pronunciation |

| | |of a word or determine or clarify its precise meaning or its |

| | |part of speech. |

| | | |

| | |Verify the preliminary determination of the meaning of a |

| | |word or phrase (e.g., by checking the inferred meaning in |

| | |context or in a dictionary). |

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|Key Vocabulary: |MSTEP |

| |Narrative |

| |Explanatory |

| |Argumentative |

| |Complete sentences |

| |Setting |

| |Characters |

| |Plagiarism |

| |Paraphrasing |

| |Cite |

| |Evidence |

| |Claim |

| |Source |

| |Assessment |

| |Transitions |

| |Dialogue |

| |Details |

| |Relevant |

| |Point of view |

| |Paragraphs |

| |Introduction |

| |Conclusion |

| |Thesis |

| |Hook |

| |Clinching statement |

| |Grammar usage |

| |Punctuation |

| |Spelling |

| |Capitalization |

| |Part of speech |

|Culminating Assessment: | |

| |Reading information summative |

| |Listening summative |

| |Language summative |

| |Writing summative |

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| | |

|WRAC— |*Week1: MSTEP Practice |

|Writing and Reading Across |*Week2: MSTEP Practice |

|Curriculum: |*Week 3: MSTEP Practice |

| |Week4: MSTEP Practice |

| |Week5: MSTEP Practice |

| |Week 6: MSTEP |

|Curricular Resources and |*Resources: Online resources, MSTEP website |

|Technology: | |

| |*Technology: Smartboard |

|Interdisciplinary |*This unit will contain topics and information related to social studies, history, and other social sciences. |

|Connections: | |

|Other Important |MSTEP, Scantron, Memorial day break |

|Information: | |

|BACKWARDS |Week 1:|* MSTEP Practice |*Monday: Do-now, Review spring break packet |

|Planning: |4/13-4/1| | |

| |7 | |Tuesday Do-now, Review spring break packet |

| | | | |

| | | |*Wednesday: Do-now, Review Spring break packet |

| | | | |

| | | |*Thursday: Do-now, Introduction to MSTEP, Define words related to MSTEP |

| | | | |

| | | |*Friday: Do-now, Define words related to MSTEP |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| | | | |

| | | | |

| |Week 2: |MSTEP Practice |*Monday: Do-now, Language usage exercises- grammar, verbs, adjectives, A vs An, prepositions, |

| |4/20-4/2| |subject-verb agreement, |

| |4 | | |

| | | |Tuesday: Do-now, Paper-pencil test—modeling comprehension strategies |

| | | | |

| | | |*Wednesday: Do-now, classroom activity + performance task |

| | | | |

| | | |*Thursday: Do-now, Performance task, Narrative writing |

| | | | |

| | | |*Friday: Do-now, Performance task, Narrative writing |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| | | | |

| |Week 3: |*MSTEP practice |*Monday: Do-now, language usage exercises- punctuation |

| |4/27-5/1| | |

| | | |Tuesday: Do-now, Paper-pencil test—modeling comprehension strategies |

| | | | |

| | | |*Wednesday: Do-now, , classroom activity + performance task , outlining |

| | | | |

| | | |*Thursday: Do-now, Performance task, Narrative writing |

| | | | |

| | | |*Friday: Do-now, Performance task, Narrative writing |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| |Week 4 |* *MSTEP practice |*Monday: Do-now, Language Usage exercises -spelling |

| |: | | |

| |5/4-5/8 | |Tuesday: Do-now, Paper-pencil test—modeling comprehension strategies |

| | | | |

| | | |*Wednesday: Do-now, , classroom activity + performance task, outlining |

| | | | |

| | | |*Thursday: Do-now, Performance task, Argumentative writing |

| | | | |

| | | |*Friday: Do-now, Performance task, argumentative writing |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| |Week 5:|*MSTEP Practice |**Monday: Do-now, Language Usage exercises- Capitalization |

| |5/11-5/1| | |

| |5 | |Tuesday: Do-now, Paper-pencil test—modeling comprehension strategies |

| | | | |

| | | |*Wednesday: Do-now, classroom activity + performance task, outlining |

| | | | |

| | | |*Thursday: Do-now, Performance task, Explanatory writing |

| | | | |

| | | |*Friday: Do-now, Performance task, Explanatory writing |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| |Week 6:|*MSTEP |*Monday: Do-now, Review |

| |5/18-5/2| | |

| |2 | |Tuesday: Do-now, MSTEP |

| | | | |

| | | |*Wednesday: Do-now, MSTEP |

| | | | |

| | | |*Thursday: Do-now, Make-ups, Recess for those who earn it |

| | | | |

| | | |*Friday: NO SCHOOL: Memorial day break |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work in small groups with their peers and receive assistance from Mr. Enright|

| | | |as needed. |

| | | | |

| | | |Tier ll students will receive help from paraprofessionals and be given the same work but |

| | | |simplified as needed |

| | | | |

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