6th GRADE ELA - READING
6th GRADE ELA - READING
Culture, Conflict & Experience
UNIT 1: Number the Stars (8 weeks)
Unit Theme: Growing Up & Transformation
|Enduring Understanding: |
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|Risking personal safety to commit to one’s own beliefs and to demonstrate moral responsibility; |
|A person’s reaction to a dilemma can transform their character |
|Essential Questions: |
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|What are human rights? |
|What is social/moral responsibility? |
|What is the relationship between personal safety and social justice/responsibility? |
|What civic responsibilities do humans have to one another? |
|Guiding Questions: |
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|What are the basic rights and responsibilities that all people in the world should have? |
|What is each person’s responsibility to human rights? |
|How did anti-Semitism evolve in Europe? |
|What can we infer about the characters in a book through their speech, thoughts, and actions? |
|How do we demonstrate friendship to one another? |
|What does courage look like to you and how do ordinary people exhibit courage? |
|How are people shaped by the world events that occur during their lives? |
|How did the events of the Holocaust change the world’s perspective of human rights? |
|How can learning about the lives of others (through literature) affect how we live our own lives? |
|What are your strengths and struggles in the reading process? |
|What goals can you set to improve your learning in the next unit? |
|NYS Common Core Standards Assessed: |
|RL.6.1. Cite textual evidence to support 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 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 |
|meaning of a specific word choice on meaning and tone. |
|RI.6.5. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or|
|anecdotes). |
|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. |
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|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. |
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|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. |
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|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. |
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|L.6.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. |
|L.6.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing |
|Teacher Designed Standards Assessed: |
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|1. Students will reflect upon their work as readers/students by: |
|identifying strengths. |
|identifying struggles. |
|setting goals to improve their work. |
|revising their work to make it better. |
|asking questions to improve their understanding. |
ASSESSMENT TASKS
Task #1:
One conflict that emerges within Number the Stars is the struggle between good and evil. Explain how this conflict is evident within society as a whole during WWII by completing the following chart. On the left side of the chart, explain how you see good in this society. On the right side, explain how you see evil in this society. Provide specific evidence from the text to support your answer.
Conflict: Good vs. Evil
How does this conflict exist within society as a whole during WWII?
|Good |Evil |
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CCSS: RL 6.1, W. 6.2b, L 6.1, L. 6.2
Task #2:
“It is much easier to be brave if you do not know everything. And so your mama does not know everything. Neither do I. We know only what we need to know.”
When Uncle Henrik first says this to Annemarie she is hurt and confused. As the night continues, his statement makes more sense. Explain why Annemarie gains a greater understanding of Uncle Henrik’s statement. How does this relate to one of the enduring understandings of the unit: How a person faces conflict determines his or hercharacter.
Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling.
CCSS: RL 6.1, RL 6.2; W 6.2; L6.1, 6.2
Task #3:
In this book the character Annemarie undergoes a transformation as a result of her experiences during WWII. Complete the flow chart below to describe these changes and their causes. Be sure to include the following:
• Describe Annemarie in the beginning of the story
• Explain the historical background of Number the Stars. Include information about Hitler’s power and influence, prejudice at that time, and the lost privileges of the Jews.
• Consider how these factors affected Annemarie’s family.
• How did Annemarie grow and change from this experience?
Cite and explain the textual evidence that supports your response. Be sure to follow the conventions of Standard English, including capitalization, punctuation, and spelling.
CCSS: RL 6.1, RL 6.2, RI 6.3; W 6.2, L6.1, 6.2
Name __________________________ Date ________________
The Transformation of Annemarie
|Annemarie’s Character early in the book |
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|Historical background of Number the Stars. |
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|Affect of WWII on Annemarie’s Family |
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|Transformation of Annemarie |
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|Diagnostic and Pre/Post Assessments: |
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|1. Students will respond to an essential question at the start of the unit |
|What civic responsibilities do humans have to one another? |
|2. Students will respond to the unit theme by exploring the transformation of Annemarie |
|Formative Assessments: |
|Authentic Assessment Tasks (related to the text) |
|Quizzes (ungraded) |
|Two Readers’ Notebook: one includes notes, vocabulary and the other contains their reading responses. Both will serve as a resource to |
|successfully complete performance tasks. |
|Summative Assessments: |
|Authentic Assessment Tasks (related to the text) |
|Book Report or Power Pont Presentation answering the question “How does the past impact the way the characters of Number the Stars view the |
|present and the future. What role do Mrs. Johansen’s stories play in forming AnnneMarie’s attitude toward the present and her ambitions for |
|the future? (graded) |
TEACHING AND LEARNING PLAN
|Teaching and Learning Activities: |
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|Students are pre-assessed using an anticipatory reading question. |
|Students will learn weekly vocabulary through word attack skills, context clues, dictionary skills and root/prefix/suffix analysis. |
|Students will answer guiding questions, both literal and inferential, for each section of the book. |
|Students will learn historical background of Europe in WWII and the holocaust. |
|Students will visit the Holocaust Museum to learn about the Holocaust through primary resources and eye witness accounts. |
|Students will create a map identifying key Neutral, Allied, and Axis powers in Europe during WWII. |
|Students will read a biography of the author. |
|Students will learn about the genre of historical fiction. |
|Students will explore the question of how the narrator moves the story forward. |
|Students will learn to distinguish between fact and opinion. |
|Students will write opinion responses based on the text. |
|Students will cite evidence from the text in class discussions, with graphic organizers, and in writing. |
|Students will learn about foreshadowing/parallelism. |
|Students will learn literary terms and complete a plot triangle for the book. |
|Students will learn how to compare and contrast. |
|Students will learn characterization through text evidence and inferential thinking |
|Students will create a Venn diagram comparing and contrasting two characters in the book. |
|Students will learn the significance of symbolism in the story, in particular the Star of David, the shell, the title, and the woods. |
|Students will identify themes in the book, citing text evidence. |
|Students will analyze important quotes through class discussions. and writing. |
|Students will identify cause and effect relationships. |
|Students will learn about the progression of character from the fantasy world of a child to the reality of the world she’s in. |
|Students will analyze the main character’s transformation utilizing evidence from the text, supplemental readings, and skills developed |
|through the unit. |
|Resources Needed: |
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|Unit Text: |
|Number the Stars by Lois Lowry |
|Night Crossing by Karen Ackerman |
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|Nonfiction Texts: |
|Portraits of Moral Courage in the Holocaust by Gay Block & Malka Drucker |
|Six Million Paper Clips: The Making of a Children’s Holocaust Memorial by Peter W. Schroeder |
|Night by Elie Wiesel |
|Visit to the Holocaust Museum: A Living Tribute to those who died in the Holocaust |
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|Picture Books: |
|Rose Blanche by Roberto Innocente |
|The Harmonica by Tony Johnston |
|The Butterfly by Patricia Polacco |
|Terrible Things: An Allegory of the Holocaust by Eve Bunting |
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|Biography: |
|Lois Lowry |
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|Drama: |
|Schlinder’s List |
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|Short Story: |
|Diary of Anne Frank |
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|Memoir: |
|“Night of Fire at the Berlin Railroad Station” Harold Gardner |
|Man’s Search for Meaning, Victor Frankl |
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|Poetry: |
|Little Polish Boy – by Peter L. Fischl |
|The Butterfly – by Pavel Friedman |
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|DVDs: |
|Number the Stars by Sean Astin |
|Paper Clips by David Smith |
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|Websites: |
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UNIT 1:
Essential Question:
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, | |
| | | |summative, interim) | |
|1 and 2 |1) How did anti-Semitism |Historic Context: WWII who was |1. Pre-Assessment: Respond in|Nazi, holocaust, anti-semitism, swastika, democracy, dictatorship |
| |evolve in Europe? |involved, why were they |Reader’s Response Notebook: | |
| | |fighting, anti-semitism |What civic responsibilities |Additional Resources: |
| | | |do humans have to one |Non-Fiction: |
| |2)What rights and |Who is Lois Lowry? |another? |Portraits of Moral Courage, |
| |responsibility do we have | | |Six Million Paperclips: The Making of a Children’s Holocaust Museum |
| |in our world today? |What is the genre of historical |2.Vocabulary work | |
| | |fiction? | | |
| | | |3.Map of Europe WWII – |Links to many sites appropriate for students |
| | | |Neutral, Allied and Axis | |
| | | |powers |Cards from Ackert: Provides historic background written on three different reading levels |
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| | | |4. Trip to the Holocaust |Link to Memoir Unit “Night of Fire at the Berlin Railroad Station” Harold Gardner |
| | | |Museum | |
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| | | | |Biography: Lois Lowry |
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|Standards Assessed: |RI.6.3, RL.6.4, W.6.2, L.6.1, L.6.2, SL.6.1, SL.6.2 |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|3 |3) How are people shaped by the world |Read chapters 1-2 |Reading Responses: a. How does the |See attached lists for book vocabulary|
| |events that occur during their lives? |Vocabulary/Guiding Questions |narrator help us to understand the story?| |
| | |How does the narrator help us to understand the story?|b. How would you respond to being chased |Narrator, Fact, opinion |
| | |How do we distinguish fact from opinion? |by German soldiers? | |
| | | |c. How did the characters in the book | |
| | | |respond to being chased by German | |
| | | |soldiers? | |
|Standards Assessed |RL.6.1, RL.6.3, RL.6.4, RL.6.5, | | | |
| |RL.6.6, L.6.1, L.6.2, W.6.2, SL.6.1, | | | |
| |SL.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|4 |4) How do we learn about characters in|Chapters 3-4 | |See attached lists for book vocabulary|
| |a book? |Vocabulary/Guiding Questions |Reader’s Notebook: Identify character | |
| | |What are character traits? |traits of the main characters |Character traits, cite, evidence, |
| | |How do we learn about character traits (text evidence |Use text evidence to identify indirect |inference |
| | |and inference)? |character traits | |
| | |How do we cite evidence from the text? | | |
|Standards Assessed |RL.6.1, RL.6.3, RL.6.4, RL.6.5, | | | |
| |L.6.1, L.6.2, W.6.2, SL.6.1, SL.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|5 |5) How do we demonstrate friendship to|Chapters 5-7 | |See attached lists for book vocabulary |
| |one another? |Vocabulary/Guiding Questions |Graphic Organizer Friendship of Rosens | |
| | |Think aloud Quote Analysis “Fairy Tales” |and Johansens | |
| | |How does foreshadowing help to understand the story? |2. Quickwrite Response to Discussion on |Foreshadowing, parallelism |
| | | |Quote analysis | |
|Standards Assessed |RL.6.1, RL.6.3, RL.6.4, RL.6.5, L.6.1,| | | |
| |L.6.2, W.6.2, SL.6.1, SL.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|6 |6) What does courage look like to |Chapters 8-10 | | |
| |you? |Vocabulary/Guiding Questions |Performance Task #1 |See attached lists for book vocabulary|
| | |How to approach a performance task |Create a venn diagram comparing and | |
| | |How do we compare and contrast? |contrasting two characters | |
|Standards Assessed |RL.6.1, RL.6.3, RL.6.4, RL.6.4W.6.2, | | | |
| |L.6.1, L.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|7 |7) How do ordinary people exhibit |Chapters 11-12 | |See attached lists for book vocabulary|
| |courage? |Vocabulary/Guiding Questions |Quick Write What themes are emerging from| |
| | |What is theme? |this book? |theme |
| | |What themes are emerging from the text? |Quickwrite: Response to Discussion on | |
| | |Think Aloud/Class Discussion Quote Analysis “Fearful |Quote analysis | |
| | |that she had said the wrong thing…” | | |
|Standards Assessed |RL.6.1, RL.6.2, RL.6.3, RL.6.4, | | | |
| |RL.6.5, W.6.2, L.6.1, L.6.2, SL.6.1, | | | |
| |SL.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, interim) | |
|8 |8) How are people shaped by the |Chapter 13 and 14 | |See attached lists for book |
| |world events that occur during |Vocabulary/Guiding Questions |Performance Task #2 – Quote Analysis |vocabulary |
| |lives? |How do we approach a performance task |Quickwrite: | |
| | |Class discussion: symbolism in the story |Response to Discussion on Symbolism |Symbolism, Star of David |
| | |Students will learn about cause and effect |Quickwrite: | |
| | |Class Discussion what are some cause and effect |Response to Discussion on cause and effect |Cause, effect |
| | |relationships in this book | | |
|Standards Assessed |RL.6.1, RL.6.2, RL.6.3, RL.6.4, | | | |
| |RL.6.5, W.6.2, SL.6.1, SL.6.2, | | | |
| |L.6.1, L.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, | |
| | | |interim) | |
|9 |9) How can learning about the lives of|Chapter 15 -17 | | |
| |others (through literature) affect how|Vocabulary/Guiding |Reading Response: How does Annemarie’s |See attached lists for book vocabulary|
| |we live our own lives? |Questions |feelings about fairy tales change during| |
| | |Think Aloud/Class Discussion Role of Fairy Tales in |the course of the book |Plot, climax, rising action, falling |
| | |the book |Complete a plot triangle of the story |action |
| | |Students will learn the elements of a plot triangle | | |
|Standards Assessed |RL.6.1, RL.6.2, RL.6.3, RL6.4, RL.6.5,| | | |
| |W.6.2, SL.6.1, SL.6.2, L.6.1, L.6.2 | | | |
WEEKLY CALENDAR (November 7 – January 27)
|Week |Guiding Questions |Topics/Lessons |Assessments |Key Vocabulary |
| | | |(diagnostic, formative, summative, interim)| |
|10 | |Wrapping up the Book: Dynamic Characters, | | |
| |What are your strengths and weaknesses in|Themes |1. Performance Task #3 | |
| |the reading process? |Class Discussion: How did the ending make | |Dynamic Characters, transformation |
| | |you feel? |Reading Response: What did you learn from | |
| |What goals can you set to improve your | |this book? | |
| |learning in the next unit? | | | |
| | | |Reading Response: Evaluate goals from MP1; | |
| | | |set goals for next marking period. | |
|Standards Assessed |RL.6.1, RL.6.2, RL.6.3, RL6.4, RL 6.5, | | | |
| |W.6.2, SL.6.1, SL.6.2, L.6.1, l.6.2 | | | |
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