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Grade 6 Unit Planning Guide GRADE 6 | UNIT 1: ChildhoodINSTRUCTIONAL MODELESSENTIAL QUESTION: What are some of the challenges and triumphs of growing up?1889760104140IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Nonfiction NarrativeNOTES:Unit 1 OverviewIn this unit, students will explore the pros and cons of growing up and what the term means to them on a personal level. Unit Goals Students will be able to: Read and analyze how authors express their points of view in nonfiction narrative. Expand your knowledge and use of academic and concept vocabulary. Write a nonfiction narrative in which you develop experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Vary sentence patterns for meaning, reader/listener interest, and style. Collaborate with team to build on the ideas of others, develop consensus, and communication.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextWagon Train At Dusk (740L)Whole-Class LearningAnchor Text: Memoir in Verse: from Brown Girl Dreaming, Jacqueline Woodson Media: Comic Strip, Calvin and Hobbes, Bill WatersonSmall-Group LearningPublic Document: Declaration of the Rights of the Child, The United Nations General Assembly (1410L)Magazine Article: Michaela DePrince: The War Orphan Who Became a Ballerina, William Kremer (1010L) Memoir: from Bad Boy, Walter Dean Myers (1000L)Poetry: I Was a Skinny Tomboy Kid, Alma Luz VillanuevaIndependent LearningNovel Excerpt: from Peter Pan, J.M. Barrie (800L)Poetry: Oranges, Gary Soto (NP)Essay: The Boy Nobody Knew, Faith Ringgold (810L)Short Story: Raymond’s Run, Toni Cade Bambara (1280L)Short Story: Eleven, Sandra Cisneros (980L)Performance-Based Assessment Part 1 – Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative answering: In what way might childhood events present a series of challenges or triumphs? Part 2 – Speaking & Listening: Oral Presentation Students use their nonfiction narrative as a foundation for a brief presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and the challenges and triumphs of growing up. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 2-5UNIT INTRODUCTIONSE pp 5-9OVERVIEWWhole-Class LearningSE pp 10-11SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE pp 12-16SELECTION Anchor Textfrom Brown Girl DreamingJacqueline WoodsonSE pp 17-19Unit GoalsStudents will deepen their perspective about the ways that childhood experiences can be shared through reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyreflect, biography/autobiography, structure, recognize, memoirHome Connection LetterSpanish Home Connection LetterUnit 1 Answer Key STANDARDSL.6.6Launch TextStudents will read “Wagon Train at Dusk.” They will then be able to participate in discussions about childhood.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionWhat are some of the challenges and triumphs of growing up?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularysquish, humming, twist, twirl, shushes, featheryFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection Audiofrom Brown Girl Dreaming: Accessible TextSTANDARDSRI.6.10MAKING MEANINGFirst-Read Guide: PoetryRead the SelectionSelection Audiofrom Brown Girl Dreaming: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from Brown Girl Dreaming: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.6.10myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 5)Audio Summaryfrom Brown Girl Dreaming: Accessible Text Personalize for Learning English Language Support: Building Background(TE p 18)ELD Companion SupportUnit 1, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Nouns with PluralsWord Study: Introduce Short Vowels (CVC)Unit 1, Lesson 1Whole GroupWrite a Narrative EssayWork Time InstructionReteach: Short VowelsNarrative Essay: PlanWork Time AssignmentsWord Study: Short Vowels CVCInteractive ReaderNarrative Essay: PlanUnit 1, Lesson 2Vocabulary Selection:?hitter, fall apart Academic: display, section, specificallyRead Aloud, Think Aloud”“Clutch Hitter” and “Winners”Classroom Conversation Partner ConversationUnit 1, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Nouns without PluralsWord Study: Introduce Comparative EndingsUnit 1, Lesson 3Whole GroupNarrative Essay: Describe People and PlacesWork Time InstructionReteach: Comparative EndingsWork Time AssignmentsWord Study: Comparative EndingsNarrative Essay: PlanDAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE p 20SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE p 21SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE p 22SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson SE p 22SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson SE p 23MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. MAKING MEANINGAnalyze Craft & Structure Determine Point of ViewStudents will analyze the examples of narrative elements.Analyze Craft and Structure: Determine Point of ViewAnalyze Craft and Structure: Determine Point of View (RP)STANDARDSRI.6.6LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:squish, twist, shushes, humming, twirl, featheryLANGUAGE DEVELOPMENTWord Study: OnomatopoeiaStudents complete activities relating to onomatopoeia.Concept Vocabulary and Word StudyWord Study: Onomatopoeia (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.5LANGUAGE DEVELOPMENT Conventions: Common, Proper, and Possessive NounsStudents identify common, proper, and possessive nouns.Conventions: Common, Proper, and Possessive NounsConventions: Common, Proper, and Possessive Nouns (RP)STANDARDSL.6.2myPerspectives ELL SupportAnalyze Craft and Structure: Determine Point of View (RP)(TE p 21)Word Study: Onomatopoeia (RP)(TE p 22)Conventions: Common, Proper, and Possessive Nouns (RP)(TE p 23)Personalize for Learning English Language Support: Parts of Speech (TE p 23)ELD Companion SupportUnit 1, Lesson 4Vocabulary Selection: quarrel, slightAcademic: whole, ground, judgeRead Aloud, Think Aloud“The Quarrel” Classroom Conversation Small-Group DiscussionUnit 1, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Short Vowel Sounds (CVC)Word Study: Comparative EndingsUnit 1, Lesson 5Work Time InstructionWord Study Reader: Cars Then and NowNarrative Essay: PrewriteWork Time AssignmentsWord Study: Short Vowel Sounds in CVC Words and Comparative EndingsNarrative Essay: Prewrite Unit 1, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Compound WordsUnit 1, Lesson 6Work Time InstructionReteach: Compound WordsNarrative Essay: Draft Work Time AssignmentsWord Study: Compound Words Interactive Reader Narrative Essay: DraftDAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson SE p 24SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE p 24SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline WoodsonSE p 25SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson SE p 25SELECTIONCalvin and HobbesBill Watterson SE pp 26-31EFFECTIVE EXPRESSIONWriting to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.Writing to Sources: Nonfiction NarrativeWriting to Sources: Nonfiction Narrative (RP)STANDARDSW.6.3.a; W.6.3.b; W.6.3.dEFFECTIVE EXPRESSIONWriting to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.Writing to Sources: Nonfiction NarrativeWriting to Sources: Nonfiction Narrative (RP)STANDARDSW.6.3.a; W.6.3.b; W.6.3.dEFFECTIVE EXPRESSIONSpeaking and Listening:DebateStudents take a position and participate in a debate with their classmates.Speaking and Listening: Debate Speaking and Listening: Debate (RP)STANDARDSSL.6.1a; SL.6.1.c; SL.6.1.d; SL.6.4EFFECTIVE EXPRESSIONSpeaking and Listening:DebateStudents take a position and participate in a debate with their classmates.Speaking and Listening: Debate Speaking and Listening: Debate (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Brown Girl DreamingSTANDARDSSL.6.1a; SL.6.1.c; WL.6.1.d; SL.6.4MAKING MEANINGMedia Vocabularypanel, encapsulation, speech balloonFirst Review Students Look, Note, Connect, Respond as they read the selection the first time.First-Review Guide: Media: Art and PhotographyRead the SelectionSelection AudioCalvin and Hobbes: Accessible TextComprehension CheckStudents complete comprehension questions.MAKING MEANINGClose ReviewStudents will revisit the comic strip and record any new observations.Close-Review Analyze the MediaStudents will respond to questions about the interview.Media VocabularyStudents complete activities related to the Media Vocabulary words:panel, encapsulation, speech balloonMedia VocabularyEFFECTIVE EXPRESSIONResearch and Discuss:Class DiscussionStudents research the connections between the comic characters’ names and the historical figures for whom they were named.Research and Discuss:Class DiscussionEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRI.6.10; W.6.7; SL.6.1.a; SL.6.1.c; SL.6.1.dmyPerspectives ELL SupportWriting to Sources: Nonfiction Narrative (RP)(TE p 24)Personalize for Learning English Language Support: Writing an Autobiography(TE p 24)English Language Support Lesson: Autobiography (On Realize) Writing to Sources: Nonfiction Narrative (RP)(TE p 24)Personalize for Learning English Language Support: Writing an Autobiography(TE p 24)Speaking and Listening: Debate (RP) (TE p 25)Speaking and Listening: Debate (RP) (TE p 25)Audio Summary Personalize for Learning English Language Support: Cultural Content(TE p 28)ELD Companion SupportUnit 1, Lesson 7Vocabulary Selection: illustrations, traditionAcademic: finally, adultRead Aloud, Think Aloud”“I Think I Can”Classroom Conversation Collaborative ConversationUnit 1, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Long Vowels (CVCe)Unit 1, Lesson 8Whole GroupNarrative Essay: Revise WritingWork Time InstructionReteach: Long Vowels (CVCe)Narrative Essay: DraftWork Time AssignmentsWord Study: Long Vowels CVCeNarrative Essay: DraftUnit 1, Lesson 9Vocabulary Selection: overcome, translatorAcademic: select, positiveRead Aloud, Think Aloud“A Shooting Star from China”Classroom Conversation Whole Class DiscussionUnit 1, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Compound WordsWord Study: Long Vowels (CVCe)DAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 32-34PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE p 35PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative SE pp 36-37OVERVIEWSmall-Group LearningSE pp 38-41SELECTIONDeclaration of the Rights of the ChildThe United Nations General AssemblySE pp 42-45PERFORMANCE TASKWrite a Nonfiction NarrativeStudents write a narrative that tells how childhood imagination affected or influenced them or someone they knew.PreWriting/PlanningStudents focus their topic, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.6.3.a-e; W.6.9LANGUAGE DEVELOPMENTAuthor’s Style: VoiceStudents evaluate the ways in which the author of the Launch Text develops his voice. STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; L.6.3.aPERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their narrative essays.STANDARDSW.6.3.d; W.6.3.e; W.6.4; W.6.5; W.6.6; L.6.3.aEssential QuestionWhat are some of the challenges and triumphs of growing up?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyentitled; enactment; compulsoryFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioDeclaration of the Rights of the Child: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Declaration of the Rights of the Child: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.6.10; L.6.5 myPerspectives ELL SupportPersonalize for Learning English Language Support: Writing a Nonfiction Narrative(TE p 33)Audio SummaryDeclaration of the Rights of the Child: Accessible Leveled TextPersonalize for Learning English Language Support: Formal Diction(TE p 42)ELD Companion SupportUnit 1, Lesson 10Work Time InstructionReteach: Word Study Reader: Do Animals Talk?Narrative Essay: Revise Work Time AssignmentsWord Study: Compound Words and Long Vowels CVCe Narrative Essay: ReviseUnit 1, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce the Vowel Sound in BallUnit 1, Lesson 11Whole GroupNarrative Essay: Edit WritingWork Time InstructionReteach: Vowel Sound in BallNarrative Essay: EditWork Time AssignmentsWord Study: Vowel sound in ballInteractive ReaderNarrative Essay: Revise and EditUnit 1, Lesson 12Vocabulary Selection: mortified, disappointmentAcademic: for instance, because, even thoughRead Aloud, Think Aloud”“The New Neighbor”Classroom Conversation Small-Group DiscussionUnit 1, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Long e Spelling PatternsDAY 21DAY 22DAY 23DAY 24DAY 25SELECTION Declaration of the Rights of the ChildThe United Nations General AssemblySE pp 46-47SELECTION Declaration of the Rights of the ChildThe United Nations General AssemblySE pp 48-49SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam KremerSE pp 50-55SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer SE pp 56-57SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer SE pp 58-59MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:entitled; enactment; compulsoryWord Study: Latin Root: -puls-Concept Vocabulary and Word StudyWord Study: Latin Root: -puls- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:StructureStudents will analyze the purpose of paragraphs in the reading.Analyze Craft and Structure: StructureAnalyze Craft and Structure: Structure(RP)STANDARDSRI.6.5; RI.6.7; L.6.4.bLANGUAGE DEVELOPMENTConventions: Pronoun CaseStudents identify pronoun cases.Conventions: Pronoun CaseConventions: Pronoun Case (RP)EFFECTIVE EXPRESSIONWriting to Sources: ParagraphStudents write an informational article or a report.Writing to Compare: ParagraphWriting to Compare: Paragraph (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Declaration of the Rights of the ChildSTANDARDSW.6.2; L.6.1.a MAKING MEANINGConcept Vocabularyantagonism; refugee; distraughtFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioMichaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Michaela DePrince: The War Orphan Who Became a Ballerina: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.6.10; L.6.4.a MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:antagonism; refugee; distraughtWord Study: Synonyms and Antonyms Concept Vocabulary and Word StudyWord Study: Synonyms and Antonyms (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Development of IdeasStudents will show how the author develops the idea.Analyze Craft and Structure: Development of IdeasAnalyze Craft and Structure: Development of Ideas (RP)STANDARDSRI.6.3; L.6.4.c; L.6.4.d; L.6.5.bLANGUAGE DEVELOPMENTConventions: Reflexive and Intensive PronounsStudents identify reflexive and intensive pronouns.Conventions: Reflexive and Intensive PronounsConventions: Reflexive and Intensive Pronouns (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Oral PresentationStudents write and deliver a group oral presentation.Speaking and Listening: Oral Presentation Speaking and Listening: Oral Presentation (RP)Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Michaela DePrince: The War Orphan Who Became a Ballerina STANDARDSL.6.1.a; SL.6.4 myPerspectives ELL SupportWord Study: Latin Root: -puls- (RP)(TE p 46)Analyze Craft and Structure: Structure(RP)(TE p 47)Conventions: Pronoun Case (RP)(TE p 48)Writing to Sources: Paragraphs (RP)(TE p 49)Personalize for Learning English Language Support: Practicing with Nouns and Pronouns(TE p 48) English Language Support Lesson: Practicing with Nouns and Pronouns (On Realize)Audio SummaryMichaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled TextPersonalize for Learning English Language Support: Unfamiliar Words(TE p 52)Word Study: Synonyms and Antonyms (RP)(TE p 56)Analyze Craft and Structure: Development of Ideas (RP)(TE p 57)Conventions: Reflexive and Intensive Pronouns (RP)(TE p 58)Speaking and Listening: Oral Presentation (RP)(TE p 59)Personalize for Learning English Language Support: Reflexive and Intensive Pronouns(TE p 58)Personalize for Learning English Language Support: Planning a Profile(TE p 59))English Language Support Lesson: Planning a Profile (On Realize)ELD Companion SupportUnit 1, Lesson 13Work GroupNarrative Essay: Speak to an AudienceWork Time InstructionReteach: Long e Spelling PatternsNarrative Essay: Speak to an AudienceWork Time AssignmentsWord Study: Long e Spelling PatternsNarrative Essay: Presentation PracticeUnit 1, Lesson 14Vocabulary Selection: twirled, ruined Academic: direction, reasonRead Aloud, Think Aloud“The New Neighbor” Classroom Conversation Collaborative ConversationUnit 1, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Sound in BallWord Study: Long e Spelling PatternsUnit 1, Lesson 15Work Time InstructionWord Study Reader: National SymbolsNarrative Essay: PresentWork Time AssignmentsWord Study: Vowel Sound in Ball and Long e Spelling PatternsNarrative Essay: PresentTime to ReadRead IndependentlyBook ClubDAY 26DAY 27DAY 28DAY 29DAY 30SELECTION from Bad BoyWalter Dean Myers SE pp 60-65SELECTION from Bad BoyWalter Dean Myers SE pp 66-67SELECTION I Was a Skinny Tomboy KidAlma Luz VillanuevaSE pp 68-73SELECTION I Was a Skinny TomboyAlma Luz VillanuevaSE pp 74-75SELECTION I Was a Skinny TomboyAlma Luz VillanuevaSE pp 76-77MAKING MEANINGConcept Vocabularyrespected; desperate; disgustedFirst-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audiofrom Bad Boy: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from Bad Boy: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text Concept VocabularyStudents complete activities related to the Concept Vocabulary words:respected; desperate; disgustedWord Study: Latin Root: -spec-Concept Vocabulary and Word StudyWord Study: Latin Root: -spec- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.6.10; L.6.4.a; L.6.4.b MAKING MEANINGAnalyze Craft & Structure:Determine a Central IdeaStudents show how the author of “Bad Boy” develops his central idea.Analyze Craft and Structure: Determine a Central IdeaAnalyze Craft and Structure: Determine a Central Idea (RP)LANGUAGE DEVELOPMENT Conventions: Adjectives and AdverbsStudents identify adjectives and adverbs in sentences.Conventions: Adjectives and AdverbsConventions: Adjectives and Adverbs (RP)SELECTION TESTSelection Test: from Bad BoySTANDARDSRI.6.2; RI.6.5; RL.6.7; L.6.2MAKING MEANINGConcept Vocabularyvictorious; stubborn; tensenessFirst-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioI Was a Skinny Tomboy Kid: Accessible TextComprehension CheckStudents complete comprehension questions.Extension QuestionsI Was a Skinny Tomboy Kid: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:victorious; stubborn; tenseness Word Study: Suffix: -nessConcept Vocabulary and Word StudyWord Study: Suffix: -ness (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRL.6.10; L.6.4; L.6.4.b MAKING MEANINGAnalyze Craft & Structure:Determine ThemeStudents show how the poet develops the theme of the poem.Analyze Craft and Structure: Determine ThemeAnalyze Craft and Structure: Determine Theme (RP)LANGUAGE DEVELOPMENT Author’s Style: Figurative LanguageStudents identify examples of Figurative Language.Author’s Style: Figurative LanguageAuthor’s Style: Figurative Language (RP)Selection Test: I Was a Skinny Tomboy KidSTANDARDSRL.6.2; RL.6.4; RL.6.9; L.6.5 EFFECTIVE EXPRESSIONPrepare to Compare: Development of ThemeStudents compare themes of Bad Boy” and “I Was a Skinny Kid”Prepare to Compare: Development of ThemeWriting to Compare: Compare-and-Contrast EssayStudents analyze the different ways the memoir excerpt and the poem address a common theme.Writing to Compare: Compare-and-Contrast EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.9; W.6.2.a-f; L.6.2.bmyPerspectives ELL SupportAudio Summary from Bad Boy:Accessible Leveled TextWord Study: Latin Root: -spec- (RP)Personalize for Learning English Language Support: Colloquialisms(TE p 61)Analyze Craft and Structure: Determine a Central Idea (RP)(TE p 66)Conventions: Adjectives and Adverbs (RP)(TE p 67)Personalize for Learning English Language Support: Using Adjectives and Adverbs(TE p 67)English Language Support Lesson: Adjectives and Adverbs (On Realize)Audio Summary I Was a Skinny Tomboy Kid: Accessible TextWord Study: Suffix: -ness (RP)(TE p 73)Personalize for Learning English Language Support: Suffixes(TE p 68)Analyze Craft and Structure: Determine Theme (RP)(TE p 74)Author’s Style: Figurative Language (RP)(TE p 75)Personalize for Learning English Language Support: Imagery(TE p 74)English Language Support Lesson: Imagery (On Realize) ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction NarrativeSE pp 78-79PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction NarrativeSE p 79INTRODUCE INDEPENDENT LEARNINGSE pp 80-81INDEPENDENT LEARNINGSE pp 82-84PERFORMANCE-BASED ASSESSMENTSE pp 85-87PERFORMANCE TASKSpeaking and Listening Focus: Present a Nonfiction NarrativeStudents create and present a multimedia nonfiction narrative about childhood challenges.Plan With Your GroupStudents will analyze the text, gather evidence and media examples and organize ideas.Rehearse With Your GroupStudents practice with the group, fine-tune the content, improve the use of media, and brush up on presentation techniques.STANDARDSSL.6.4; SL.6.5; SL.6.6PERFORMANCE TASKPresent and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.6.4; SL.6.5; SL.6.6Essential QuestionWhat are some of the challenges and triumphs of growing up?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.First Read GuideClose-Read GuideClose Read GuideClose Read the Text Students will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.10; RI.6.10 PERFORMANCE-BASED ASSESSMENT PREPReview Notes for a Nonfiction NarrativeStudents evaluate the strength of their content.Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative responding to the prompt:In what ways might childhood events present a series of challenges or triumphs?Nonfiction Narrative RubricStudents use the rubric to guide their revisions.STANDARDSW.6.3.a-e myPerspectives ELL SupportPersonalize for Learning English Language Support: Skim, Predict, and Use KWL Chart(TE p 82)Personalize for Learning English Language Support: Read Aloud and Confirm Predictions(TE p 83)Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Order of Events(TE p 87)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 36PERFORMANCE-BASED ASSESSMENTSE pp 88-89PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Multimedia PresentationStudents will use their narrative as the foundation for a presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.6.4; SL.6.5; SL.6.6ELD Companion SupportTime to ReadRead IndependentlyBook ClubGRADE 6 | UNIT 2: Animal Allies INSTRUCTIONAL MODELESSENTIAL QUESTION: How can people and animals relate to each other?2184076116958IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Explanatory TextNOTES:Unit 2 OverviewIn this unit, students will read many examples about animals that have gone to extraordinary lengths to help humans in need. Unit Goals Students will be able to: Read and determine authors’ purpose and points of view, and analyze development of ideas and language in literature and nonfiction texts.Expand your knowledge and use of academic and thematic vocabulary. Write an explanatory essay in which you examine a topic and convey ideas, concepts, and information. Conduct research projects of various lengths to explore a topic and clarify meaning. Ensure that pronouns are in the proper case. Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextReading Buddies (890L)Whole-Class LearningAnchor Text, Memoir: from My Life With the Chimpanzees, Jane Goodall (860L)Anchor Text, Blog Post: Hachiko, Japan’s Most Famous Dog, The Daily Onigiri (1120L)Small-Group LearningPoetry: A Blessing, James Wright (NP)Poetry: Predators, Linda Hogan (NP)Medio, Visual Essay: Monkey Master, Waldemar Januszczak Short Story: Black Cowboy, Wild Horses, Julius Lester (740L)Independent LearningNovel Excerpt: from The Wind in the Willows, Kenneth Grahame (1180L)Fable: How the Camel Got His Hump, from Just So Stories Rudyard Kipling (970L)News Article: The Girl Who Gets Gifts From Birds, Katy Sewall (810L)News Article: Pet Therapy: How Animals and Humans Heal Each Other, Julie Rovner (1190L)Performance-Based Assessment Part 1 – Writing to Sources: Explanatory EssayStudents will write an explanatory essay answering the following question: How can animals and people help one another? Part 2 – Speaking & Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and how animals and people help and relate to each other.DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 90-93UNIT INTRODUCTIONSE pp 94-97OVERVIEWWhole-Class Learning SE pp 98-99SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE pp 100-110SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE p 111Unit GoalsStudents will deepen their perspective about the ways that people and animals can relate to each other by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyexclude, illustrate, communicate, elaborate, objectiveHome Connection LetterSpanish Home Connection LetterUnit 2 Answer Key STANDARDSL.6.6 Launch TextStudents will read “Reading Buddies.” Students then participate in discussions about animal allies.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionHow can people and animals relate to each other?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularyvanished; miserable; irritable; threateningly; impetuous; dominateFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: MemoirRead the SelectionSelection Audiofrom My Life With the Chimpanzees: Accessible Leveled Text STANDARDSRI.6.10 MAKING MEANINGComprehension CheckStudents complete comprehension questions.from My Life With the Chimpanzees: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRL.6.1; W.6.7myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 93)Personalize for Learning English Language Support: Complex Noun Groups(TE p 94)Audio Summaryfrom My Life With the Chimpanzees: Accessible Leveled Text Personalize for Learning English Language Support: Idioms (TE p 103)Personalize for Learning English Language Support: False Cognates (TE p 107)ELD Companion SupportUnit 2, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Introduce Consonant BlendsUnit 2, Lesson 1Whole GroupWrite an Explanatory EssayWork Time InstructionReteach: Consonant BlendsExplanatory Essay: Brainstorm IdeasWork Time AssignmentsWord Study: Consonant BlendsInteractive ReaderExplanatory Essay: PlanUnit 2, Lesson 2Vocabulary Selection:?trotted, anxious Academic: kind of, really, probably, seemedRead Aloud, Think Aloud”“Black Beauty”Classroom Conversation Collaborative ConversationUnit 2, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Possessive PronounsWord Study: Introduce ContractionsUnit 2, Lesson 3Whole GroupPlan WritingWork Time InstructionReteach: ContractionsExplanatory Essay: Prewrite Work Time AssignmentsWord Study: ContractionsExplanatory Essay: PrewriteDAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE p 112SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE pp 113-114SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE p 115SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE p 116SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane GoodallSE p 117MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRI.6.1MAKING MEANINGAnalyze Craft and Structure: Analyze Author’s Purpose and Point of ViewStudents will identify examples of first person point of view.Analyze Craft and Structure: Purpose and Point of ViewAnalyze Craft and Structure: Purpose and Point of View (RP)LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:vanished; miserable; irritable; threateningly; impetuous; dominateWord Study: Latin Suffix:-ableStudents complete activities related to the Latin Suffix -ableConcept Vocabulary and Word Study: Latin Suffix: -ableWord Study: Latin Suffix: -able- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.6.6; L.6.4.b; L.6.5.bLANGUAGE DEVELOPMENT Conventions: Using Commas, Parentheses, and DashesStudents complete activities identifying Commas, Parentheses, and Dashes.Conventions: Commas, Parentheses, and Dashes Conventions: Commas, Parentheses, and Dashes (RP)STANDARDSL.6.2.a EFFECTIVE EXPRESSIONWriting to Sources: Explanatory EssayStudents write an essay explaining the process Goodall used.Writing to Compare: Explanatory EssayWriting to Compare: Explanatory Essay (RP)STANDARDSW.6.2.a, W.6.2.b; W.6.2.c; W.6.2.d EFFECTIVE EXPRESSIONSpeaking and Listening: Whole-Group DiscussionStudents discuss chimpanzee behaviors that are similar to human behaviors.Speaking and Listening: Whole-Group DiscussionSpeaking and Listening: Whole-Group Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Warning: My Life With the ChimpanzeesSTANDARDSSL.6.1.a; SL.6.1.cmyPerspectives ELL SupportAnalyze Craft and Structure: Purpose and Point of View (RP)(TE p 113)Word Study: Latin Suffix: -able- (RP)(TE p 114)Conventions: Commas, Parentheses, and Dashes (RP)(TE p 115)Personalize for Learning English Language Support: Punctuating Nonrestrictive Elements(TE p 115)English Language Support Lesson: Commas (On Realize)Writing to Compare: Explanatory Essay (RP)(TE p 116)Personalize for Learning English Language Support: Transition Words(TE p 116)Speaking and Listening: Whole-Group Discussion (RP)(TE p 117)ELD Companion SupportUnit 2, Lesson 4Vocabulary Selection: shrink, appearAcademic: figure, mean, dailyRead Aloud, Think Aloud“Living with Urban Wildlife” Classroom Conversation Collaborative ConversationUnit 2, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Consonant BlendsWord Study: ContractionsUnit 2, Lesson 5Whole GroupOrganize InformationWork Time InstructionWord Study Reader: Forces Around UsExplanatory Essay: DraftWork Time AssignmentsWord Study: Consonant Blends and ContractionsExplanatory Essay: DraftUnit 2, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Articles With Singular NounsWord Study: Introduce Multisyllabic WordsUnit 2, Lesson 6Work Time InstructionReteach: Multisyllabic WordsExplanatory Essay: Draft Work Time AssignmentsWord Study: Multisyllabic Words Interactive ReaderExplanatory Essay: DraftDAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri SE pp 118-121SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri SE pp 122-123SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily OnigiriSE pp 124-225 SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri SE p 126SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily OnigiriSE p 127MAKING MEANINGConcept Vocabularyfascinated; sensation; symbol; erected; ceremony; commissionedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioHachiko, Japan’s Most Famous Dog: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Hachiko, Japan’s Most Famous Dog: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRI.6.10 MAKING MEANING EXPRESSIONClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Analyze Key Ideas: CharacterizationStudents record details from the selection that develop Hachiko’s character.Analyze Craft and Structure: CharacterizationAnalyze Craft and Structure: Characterization (RP)STANDARDSRI.6.3 LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: fascinated; sensation; symbol; erected; ceremony; commissionedWord Study: Latin Root: fascinareConcept Vocabulary and Word StudyWord Study: Latin Root: fascinare (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Spelling and CapitalizationStudents locate words that should be capitalized.Conventions: Spelling and CapitalizationConventions: Spelling and Capitalization (RP)STANDARDSRI.6.10 EFFECTIVE EXPRESSIONWriting to Sources: Informative EssayStudents write an essay describing the ways in which Hachiko displayed his intelligence and personality.Writing to Sources: Informative EssayWriting to Sources: Informative Essay (RP)STANDARDSW.6.2.b; W.6.2.dEFFECTIVE EXPRESSIONSpeaking and Listening: Partner DiscussionStudents conduct research to prepare for a partner discussion.Speaking and Listening: Partner DiscussionSpeaking and Listening: Partner Discussion (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Hachiko, Japan’s Most Famous DogSTANDARDSSL.6.1.bmyPerspectives ELL SupportAudio SummaryHachiko, Japan’s Most Famous Dog: Accessible Leveled TextPersonalize for Learning English Language Support: Syntax (TE p 119)Analyze Craft and Structure: Characterization (RP)(TE p 122)Personalize for Learning English Language Support: Naming Character Traits (TE p 123)Word Study: Latin Root: fascinare (RP)(TE p 124)Conventions: Spelling and Capitalization (RP)(TE p 125)Writing to Sources: Informative Essay (RP)(TE p 126)English Language Support Lesson: Historical Fiction (On Realize)Speaking and Listening: Partner Discussion (RP)(TE p 127)ELD Companion SupportUnit 2, Lesson 7Vocabulary Selection: signals, track Academic: manufacture, concentrateRead Aloud, Think Aloud”“Animals in Our World”Classroom Conversation Collaborative ConversationUnit 2, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Articles With Singular NounsWord Study: Introduce SynonymsUnit 2, Lesson 8Work Time InstructionReteach: SynonymsExplanatory Essay: Peer ConferenceWork Time AssignmentsWord Study: SynonymsExplanatory Essay: Peer ConferenceUnit 2, Lesson 9Vocabulary Selection: independent, interestsAcademic: civil, chapterRead Aloud, Think Aloud“Puppy Raisers” Classroom Conversation Small-Group DiscussionUnit 2, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Multisyllabic WordsWord Study: SynonymsDAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 128-130PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE p 131PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay SE pp 168-169OVERVIEWSmall-Group LearningSE pp 134-137SELECTIONA BlessingJames WrightSE pp 138-141PERFORMANCE TASKWrite an Explanatory EssayStudents write an essay responding to the question: In what ways do Dr. Goodall and the blogger present the animals and people as having things in common?PreWriting/PlanningStudents write a thesis, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.6.2.a; W.6.2.b; W.6.10LANGUAGE DEVELOPMENTConventions: Revising for Correct Pronoun CaseStudents fix mistakes with pronoun case in sentences. STANDARDSL.6.1.a; L.6.1.e PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their essay and share in small groups.ReflectingStudents reflect on their essays.STANDARDSW.6.2.c; W.6.2.e; W.6.4; W.6.5; W.6.6 Essential QuestionHow can people and animals relate to each other?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyripple; nuzzled; caressFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioA Blessing: Accessible Text Comprehension CheckStudents complete comprehension questions.A Blessing: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar scientific detail of the text to research.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence. Concept VocabularyStudents complete activities related to the Concept Vocabulary words:ripple; nuzzled; caressWord Study: OnomatopoeiaConcept Vocabulary and Word StudyWord Study: Onomatopoeia (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRL.6.4; RL.6.10; L.6.4.a myPerspectives ELL Support Personalize for Learning English Language Support: Pronouns(TE p 131)Personalize for Learning English Language Support: (TE p 133) Audio SummaryA Blessing: Accessible TextWord Study: Onomatopoeia (RP)(TE p 141)ELD Companion SupportUnit 2, Lesson 10Work Time InstructionWord Study Reader: MoneyExplanatory Reader: ReviseWork Time AssignmentsWord Study: Multisyllabic Words and SynonymsUnit 2, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Articles With Plural NounsWord Study: Introduce Consonant DigraphsUnit 2, Lesson 11Whole GroupEdit WritingWork Time InstructionReteach: Consonant DigraphsExplanatory Essay: EditWork Time AssignmentsWord Study: Consonant DigraphsInteractive ReaderExplanatory Essay: EditUnit 2, Lesson 12Vocabulary Selection: ?trait, vertebrateAcademic: time after time, on account ofRead Aloud, Think Aloud”“Animal Ways of Life”Classroom Conversation Small-Group DiscussionUnit 2, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Articles With Plural NounsWord Study: Introduce Words with Silent ConsonantsDAY 21DAY 22DAY 23DAY 24DAY 25SELECTION A BlessingJames WrightSE pp 142-143SELECTION PredatorsLinda HoganSE pp 144-146SELECTION PredatorsLinda HoganSE p 147SELECTION PredatorsLinda HoganSE pp 148-149SELECTION PredatorsLinda HoganSE pp 150-151MAKING MEANINGAnalyze Craft & Structure: Analyze Elements of Poetry: Word Choice and ToneStudents will identify various literary devices.Analyze Craft and Structure: Word Choice and ToneAnalyze Craft and Structure: Word Choice and Tone (RP)LANGUAGE DEVELOPMENTConventions:Verbs and Verb TensesStudents identify verbs in the poem.Conventions: Verbs and Verb TensesConventions: Verbs and Verb Tenses (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSL.6.1; L.6.5MAKING MEANINGConcept Vocabularypungent; cultivate; tractFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioPredators: Accessible TextComprehension CheckStudents complete comprehension questions.Predators: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research something from the text that interests them and formulate a research question.STANDARDSRL.6.10; L.6.4.a MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:pungent; cultivate; tractWord Study: Latin Suffix: -entConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ent (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.4.bMAKING MEANINGAnalyze Craft & StructureElements of Poetry: Structure, Speaker, and Word MeaningsStudents will analyze the structure, speaker, and word meanings in the poem.Analyze Craft and Structure: Structure, Speaker, and Word MeaningsAnalyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)LANGUAGE DEVELOPMENTAuthor’s Style: Structure, Punctuation, and Spacing PoetryAuthor’s Style: Structure, Punctuation, and Spacing PoetryAuthor’s Style: Structure, Punctuation, and Spacing Poetry (RP)STANDARDSRL.6.5; L.6.1 EFFECTIVE EXPRESSIONPrepare to Compare: Comparing Imagery in PoetryStudents compare the poets’ use of imagery.Prepare to Compare: Imagery in PoetryWriting to Compare: Compare-and-Contrast EssayStudents compare the use of imagery in “A Blessing” and “Predators”.Writing to Compare: Compare-and-Contrast EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: PredatorsSTANDARDSW.6.2.d; SL.6.1; SL.6.2myPerspectives ELL SupportAnalyze Craft and Structure: Word Choice and Tone (RP)(TE p 142)Conventions: Verbs and Verb Tenses (RP)(TE p 143)Personalize for Learning English Language Support: Using Alliteration(TE p 142)Personalize for Learning English Language Support: Past, Present, and Future(TE p 143)English Language Support Lesson: Repetition and Alliteration (On Realize)Audio SummaryPredators: Accessible TextPersonalize for Learning English Language Support: Figurative Language(TE p 144)Word Study: Latin Suffix: -ent (RP)(TE p 147)Analyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)(TE p 148)Author’s Style: Structure, Punctuation, and Spacing Poetry (RP)(TE p 149)Personalize for Learning English Language Support: Analyzing Poem Structure(TE p 149)English Language Support Lesson: Word Choice (On Realize) ELD Companion SupportUnit 2, Lesson 13Work Time InstructionReteach: Words with Silent ConsonantsExplanatory Essay: PresentWork Time AssignmentsWord Study: Silent ConsonantsExplanatory Essay: PresentUnit 2, Lesson 14Vocabulary Selection: adaptation, inheritedAcademic: false, criminalRead Aloud, Think Aloud“Animal Ways of Life” Classroom Conversation Collaborative ConversationUnit 2, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Consonant DigraphsWord Study: Words with Silent ConsonantsUnit 2, Lesson 15Work Time InstructionWord Study Reader: Writing About OneselfWork Time AssignmentsWord Study: Consonant Digraphs and Silent Consonant PairsExplanatory Essay: PresentTime to ReadRead IndependentlyBook ClubStandardsPI.6.1; PI.6.4DAY 26DAY 27DAY 28DAY 29DAY 30SELECTION Monkey MasterWaldemar JanuszczakSE pp 152-159SELECTION Monkey MasterWaldemar JanuszczakSE pp 160-161SELECTION Black Cowboy, Wild HorsesJulius LesterSE pp 162-167SELECTION Black Cowboy, Wild HorsesJulius LesterSE pp 168-169SELECTION Black Cowboy, Wild HorsesJulius LesterSE pp 170-171MAKING MEANINGMedia Vocabularycomposition; montage; captionFirst Read Students Look, Note, Connect, Respond as they review the media the first time.First-Review Guide: Media-Art/PhotographyListen to the SelectionSelection AudioMonkey Master: Accessible Text Comprehension CheckStudents complete comprehension questions.STANDARDSL.6.6 MAKING MEANINGClose ReviewStudents will review the photographs, the paintings, and first-review notes and record any new observations.Close ReviewAnalyze the MediaStudents will respond to questions about the drawings, citing textual evidence.Analyze the MediaMedia VocabularyStudents complete activities related to the Media Vocabulary words:composition; montage; captionMedia VocabularyEFFECTIVE EXPRESSIONResearch and Discuss: Conduct ResearchStudents research and discuss findings about animal species or Congo’s life.Research and Discuss: Conduct ResearchEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.7; W.6.7; W.6.8; SL.6.1MAKING MEANINGConcept Vocabularymilled; skittered; quiveringFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioBlack Cowboy, Wild Horses: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Black Cowboy, Wild Horses: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRL.6.10; L.6.4 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Concept VocabularyStudents complete activities related to the Concept Vocabulary words:milled; skittered; quiveringWord Study: Multiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & StructureAnalyze Plot StructureStudents identify the plot structure in the text.Analyze Craft and Structure: Plot StructureAnalyze Craft and Structure: Plot Structure (RP)STANDARDSRL.6.1; RL.6.3; L.6.4LANGUAGE DEVELOPMENTConventions: Perfect Tenses of VerbsStudents analyze types of verb tenses.Conventions: Perfect Tenses of VerbsConventions: Perfect Tenses of Verbs (RP) EFFECTIVE EXPRESSIONSpeaking and Listening: Multimedia PresentationStudents create a presentation incorporating multimedia elements.Speaking and Listening: Multimedia PresentationSpeaking and Listening: Multimedia Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Black Cowboy, Wild HorsesSTANDARDSRL.6.1; RL.6.3; SL.6.5; L.6.1 myPerspectives ELL SupportAudio SummaryMonday Master:Accessible TextPersonalize for Learning English Language Support: Main Ideas(TE p 153)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 154)Personalize for Learning English Language Support: Background Knowledge(TE p 158)English Language Support Lesson: Taking Notes for a Discussion (On Realize)Audio SummaryBlack Cowboy, Wild Horses: First Read Extension QuestionsPersonalize for Learning English Language SupportFigurative Language(TE p 163)Personalize for Learning English Language SupportCharacterization(TE p 164)Word Study: Multiple-Meaning Words (RP)(TE p 168)Analyze Craft and Structure: Plot Structure (RP)(TE p 169)Conventions: Perfect Tenses of Verbs (RP) (TE p 170)Speaking and Listening: Multimedia Presentation (RP)(TE p 171)Personalize for Learning English Language SupportUsing Verb Tenses(TE p 170)English Language Support Lesson: Verb Tenses (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory EssaySE pp 172-173PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory EssaySE p 173INTRODUCE INDEPENDENT LEARNINGSE pp 174-175INDEPENDENT LEARNINGSE pp 176-178PERFORMANCE-BASED ASSESSMENTSE pp 179-181PERFORMANCE TASKPresent an Explanatory EssayStudents present a slideshow that examines the effects the animals have on the characters in the selections.Plan with Your GroupStudents analyze the text, gather evidence, and organize your ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.STANDARDSW.6.2.c; SL.6.2; SL.6.6PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.6.4; SL.6.5Essential QuestionHow can people and animals relate to each other?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.10; RI.6.10; SL.6.1 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an Explanatory EssayStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Explanatory TextStudents will write an essay to answer the following: How can animals and people help one another?Explanatory Essay RubricStudents use the rubric to guide their revisions.STANDARDSRI.6.7; W.6.2; W.6.10 myPerspectives ELL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Connecting Ideas(TE p 181)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 36PERFORMANCE-BASED ASSESSMENTSE pp 182-183PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestELD Companion SupportTime to ReadRead IndependentlyBook ClubGRADE 6 | UNIT 3: Modern TechnologyINSTRUCTIONAL MODELESSENTIAL QUESTION: How is modern technology helpful and harmful to society?196083646340IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 3 OverviewIn this unit, students will read examples of modern technology and how it has helped and harmed society. Unit Goals Students will be able to: Read and determine authors’ points of view and evaluate ideas expressed in both literary works and nonfiction texts. Expand your knowledge and use of academic and thematic vocabulary.Write an argument to support a claim with clear reasons and relevant evidence.Conduct research projects of various lengths to explore a topic and clarify meaning. Use words, phrases, and clauses to clarify the relationships among claims and reasons. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations. Selections & MediaLaunch TextThat’s Not Progress! (910L)Whole-Class LearningAnchor Text, Short Story: Feathered Friend, Arthur C. Clarke (1100L)Anchor Text, Blog Post: Teens and Technology Share a Future, Stefan Etienne (1100L)Anchor Text, Blog Post: The Black Hole of Technology, Leena Khan (980L)Media, Video: The Internet of Things, IBM Social MediaSmall-Group LearningShort Story: The Fun They Had, Isaac Asimov (730L)Blog Post: Is Our Gain Also Our Loss?, Cailin Loesch (1180L)Media, Podcast: Bored…And Brilliant? A Challenge To Disconnect From Your Phone, NPR Independent LearningNews Article: 7-Year-Old Girl Gets New Hand From 3-D Printer, John Rogers (860L)News Article: Screen Time Can Mess With the Body’s “Clock”, Andrew Bridges (980L)Poetry: All Watched Over by Machines of Loving Grace: Richard Braurigan (NP)Poetry: Sonnet, without Salmon: Sherman Alexie (NP)News Article: Teen Researchers Defend Media Multitasking: Sumathi Reddy (1370L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write an argument answering the following question: Do we rely on technology too much? Part 2 – Speaking & Listening: Oral PresentationAfter writing their argument, students will use it as the foundationfor a brief oral presentation Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and the benefits and drawbacks of modern technology. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 184-187UNIT INTRODUCTIONSE pp 188-191OVERVIEWWhole-Class Learning SE pp 192-193SELECTIONAnchor TextFeathered FriendArthur C. ClarkeSE pp 194-199SELECTIONAnchor TextFeathered FriendArthur C. ClarkeSE pp 200-201Unit GoalsStudents will deepen their perspective about the impact of modern technology by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyconvince; acclaim; concept; declare; variousHome Connection LetterSpanish Home Connection LetterUnit 3 Answer Key STANDARDSL.6.6 Launch TextStudents will read “That’s Not Progress!.” Students will then be able to participate in discussions about modern technology.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionHow is modern technology helpful and harmful to society?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularypathetically; distressed; mournfully; apologetically; lamentedFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioFeathered Friend: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Feathered Friend: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRL.6.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure: Determine ThemeStudents will identify key details that may contribute to one of the story’s themes.Analyze Craft and Structure: Determine ThemeAnalyze Craft and Structure: Determine Theme (RP)STANDARDSRL.6.1; RL.6.2; RL.6.5myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 187)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 189)Audio SummaryFeathered Friend: Accessible Leveled Text Personalize for Learning English Language Support: Idiom (TE p 195)Analyze Craft and Structure: Determine Theme (RP)(TE p 201)Personalize for LearningEnglish Language Support:Cognates(TE p 200)ELD Companion SupportUnit 3, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Articles with Proper NounsWord Study: Introduce Prefix un-Unit 3, Lesson 1Whole GroupWrite an Opinion EssayWork Time InstructionReteach: Prefix un-Opinion Essay: PlanWork Time AssignmentsWord Study: Prefix un-Interactive ReaderOpinion Essay: PlanUnit 3, Lesson 2Vocabulary Selection:?audience, advertisingAcademic: task, predictRead Aloud, Think Aloud”“It’s a Mean, Mean, World”Classroom Conversation Collaborative ConversationUnit 3, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Articles with Proper NounsWord Study: Introduce AntonymsUnit 3, Lesson 3Work Time InstructionReteach: AntonymsOpinion Essay: PlanWork Time AssignmentsWord Study: Antonyms Opinion Essay: PlanDAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextFeathered FriendArthur C. ClarkeSE pp 202-203SELECTIONAnchor TextFeathered FriendArthur C. ClarkeSE p 204SELECTIONAnchor TextFeathered FriendArthur C. ClarkeSE p 205SELECTIONAnchor TextTeens and TechnologyStefan EtienneSE pp 206-209SELECTIONAnchor TextTeens and TechnologyStefan EtienneSE pp 210-211LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words: pathetically; distressed; mournfully; apologetically; lamented Word Study: Greek Root: -path-Concept Vocabulary and Word StudyWord Study: Greek Root: -path- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Compound WordsStudents identify examples of compound words.Conventions: Compound WordsConventions: Compound Words (RP)STANDARDSL.6.1; L.6.4.b; L.6.5EFFECTIVE EXPRESSIONWriting to Sources: ArgumentStudents write an argument taking a position on the story’s theme.Writing to Sources: ArgumentWriting to Sources: Argument (RP)STANDARDSW.6.1.a-e; L.6.3.bEFFECTIVE EXPRESSION Speaking and Listening: Multimedia PresentationStudents create a presentation explaining another way in which high-tech and low-tech methods can complement each other and be more effective than either one on its own.Speaking and Listening: Multimedia PresentationSpeaking and Listening: Multimedia Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Feathered FriendSTANDARDSSL.6.4; SL.6.5; L.6.3.bMAKING MEANINGConcept Vocabularymicrochips; trigonometry; pixelsFirst Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioTeens and Technology: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Teens and Technology: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research a question.STANDARDSRl.6.10 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure: Determine Author’s Purpose and Point of ViewStudents will identify details from the blog post that reveal Etienne’s point of view.Analyze Craft and Structure: Author’s Purpose and Point of ViewAnalyze Craft and Structure: Author’s Purpose and Point of View (RP)STANDARDSRI.6.1; RI.6.5; RI.6.6 myPerspectives ELL SupportWord Study: Greek Root: -path- (RP)(TE p 202)Conventions: Compound Words (RP)(TE p 203)English Language Support Lesson: Greek root –path (On Realize) Writing to Sources: Argument (RP)(TE p 204)Speaking and Listening: Multimedia Presentation (RP)(TE p 205)Audio SummaryTeens and Technology: Accessible Leveled Text Personalize for Learning English Language Support: Idioms(TE p 208)Analyze Craft and Structure: Author’s Purpose and Point of View (RP)(TE p 211)Personalize for Learning English Language Support: Asking Questions(TE p 210)ELD Companion SupportUnit 3, Lesson 4Vocabulary Selection: tragedy, strandedAcademic: pathological, argueRead Aloud, Think Aloud“Japanese Tsunami: Stories of Survival” Classroom Conversation Collaborative ConversationUnit 3, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Prefix un-Word Study: AntonymsUnit 3, Lesson 5Whole GroupOrganize WritingWork Time InstructionWord Study Reader: From Book to MovieOpinion Essay: DraftWork Time AssignmentsWord Study: Prefix un- and AntonymsOpinion Essay: DraftUnit 3, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Forms of To BeWord Study: Introduce Plural NounsUnit 3, Lesson 6Whole GroupConnect Ideas in SentencesWork Time InstructionReteach: Plural NounsOpinion Essay: Draft Work Time AssignmentsWord Study: Plural Nouns Opinion Essay: DraftDAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextTeens and TechnologyStefan Etienne SE pp 212-213SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan SE pp 214-219SELECTIONAnchor TextThe Black Hole of TechnologyLeena KhanSE pp 220-221 SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan SE pp 222-223SELECTIONThe Internet of ThingsIBM Social MediaSE pp 224-227LANGUAGE DEVELOPMENTTechnical VocabularyStudents complete activities related to the Concept Vocabulary words:microchips; trigonometry; pixelsWord Study: Greek Root: -gen-Students complete activities related to the Greek Root–gen-Concept Vocabulary and Word StudyWord Study: Greek Root: -gen- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Appositives and Appositive PhrasesStudents identify examples of Appositives and Appositive Phrases.Conventions and Style: Appositives and Appositive PhrasesConventions and Style: Appositives and Appositive Phrases (RP)STANDARDSRI.6.4; L.6.1; L.6.2.a; L.6.4.bMAKING MEANINGConcept Vocabularysignificance; consumed; enticing; subjected; absorbedFirst Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Black Hole of Technology: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. The Black Hole of Technology: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft and Structure: Author’s Purpose and Point of ViewStudents will locate examples of point of view from the text.Analyze Craft and Structure: Author’s Purpose and Point of ViewAnalyze Craft and Structure: Author’s Purpose and Point of View (RP)STANDARDSRI.6.1; RI.6.4; RI.6.6; RI.6.10; L.6.5.a LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: significance; consumed; enticing; subjected; absorbedWord Study: Multiple-Meaning WordsConcept Vocabulary and Word StudyWord Study: Multiple-Meaning Words (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Conventions: Independent and Dependent ClausesStudents identify subordinate and relative clauses.Conventions: Independent and Dependent Clauses Conventions: Independent and Dependent Clauses (RP)STANDARDSRL.6.4; L.6.1; L.6.2.a; L.6.4.a; L.6.4.dEFFECTIVE EXPRESSIONPrepare to Compare: Comparing Points of ViewStudents compare points of view of each blogger.Prepare to Compare: Comparing Points of ViewWriting to Compare: Explanatory EssayStudents compare and contrast the two arguments.Writing to Compare: Explanatory EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: the Black Hole of TechnologySTANDARDSRI.6.8; RI.6.9; W.6.2.a MAKING MEANINGMedia Vocabularyimages; animation; audio; voiceover; narratorFirst ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.First-Review Guide Media: VideoRead the SelectionSelection AudioThe Internet of ThingsComprehension CheckStudents complete comprehension questions.Close ReviewStudents will review the Close Revie Model and complete the close review sections in the selection.Analyze the MediaStudents will respond to questions about the video, citing evidence.Media VocabularyWord NetworkStudents add new words to their Word Network as they read texts in the unit.EFFECTIVE EXPRESSIONWriting to Sources: Objective SummaryStudents write summary of the video.Writing to Sources: Objective SummarySpeaking and Listening: Oral ReportStudents create and present an oral report.Speaking and Listening: Oral ReportEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSW.6.2; SL.6.2; SL.6.4; SL.6.5myPerspectives ELL SupportWord Study: Greek Root: -gen- (RP)(TE p 212)Conventions and Style: Appositives and Appositive Phrases (RP)(TE p 213)English Language Support Lesson: Appositives and Appositive Phrases (On Realize) Audio SummaryThe Black Hole of Technology: Accessible Leveled Text Analyze Craft and Structure: Author’s Purpose and Point of View (RP)(TE p 219)Personalize for Learning English Language Support: Syntax(TE p 216)Personalize for Learning English Language Support: Figurative Language(TE p 219)Word Study: Multiple-Meaning Words (RP)(TE p 220)Conventions: Independent and Dependent Clauses (RP)(TE p 221)Personalize for Learning English Language Support: Supporting Claim(TE p 223)English Language Support Lesson: Argumentative Essay (On Realize) Selection AudioThe Internet of ThingsPersonalize for Learning English Language Support: Reviewing Video(TE p 227)ELD Companion SupportUnit 3, Lesson 7Vocabulary Selection: magma, lava Academic: myth, settleRead Aloud, Think Aloud”“Changes on Earth”Classroom Conversation Collaborative ConversationUnit 3, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Forms of To BeWord Study: Introduce r-Controlled VowelsUnit 3, Lesson 8Work Time InstructionReteach: r-Controlled VowelsWork Time AssignmentsWord Study: r-Controlled VowelsOpinion Essay: Draft Unit 3, Lesson 9Vocabulary Selection: funnel, moistureAcademic: surprised, grownRead Aloud, Think Aloud“What are Tornadoes” Classroom Conversation Collaborative ConversationUnit 3, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Plural NounsWord Study: r-Controlled VowelsDAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 228-230PERFORMANCE TASK: WRITING FOCUS Write an Argument SE p 231PERFORMANCE TASK: WRITING FOCUS Write an Argument SE pp 232-233OVERVIEWSmall-Group LearningSE pp 234-237SELECTIONThe Fun They HadIsaac AsimovSE pp 238-242PERFORMANCE TASKWrite an ArgumentStudents write an argument responding to the question: Which blogger made a better case for his or her argument?PreWriting/PlanningStudents write a claim, plan the argument, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.10LANGUAGE DEVELOPMENTCreate Cohesion: TransitionsStudents use a variety of transitions that accurately show specific relationships among ideas. STANDARDSW.6.1.cPERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their arguments.STANDARDSW.6.1.b-c; W.6.5; W.6.6Essential QuestionHow is modern technology helpful and harmful to society?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularyscornful; sorrowfully; nonchalantlyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection AudioThe Fun They Had: Accessible Leveled Text STANDARDSRL.6.10; L.6.4.a myPerspectives ELL Support Audio SummaryThe Fun They Had: Accessible Leveled Text Personalize for Learning English Language Support: Formal vs. Informal English(TE p 241)ELD Companion SupportUnit 3, Lesson 10Whole GroupRevise WritingWork Time InstructionWord Study Reader: Wearable ArtOpinion Essay: ReviseWork Time AssignmentsWord Study: : Plural Nouns and r-Controlled VowelsOpinion Essay: ReviseUnit 3, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Final Syllable Consonant + -leUnit 3, Lesson 11Work Time InstructionReteach: Final Syllable Consonant + -leOpinion Essay: EditWork Time AssignmentsWord Study: Final Syllable Consonant + -leInteractive ReaderOpinion Essay: EditUnit 3, Lesson 12Vocabulary Selection: ?massive, surroundedAcademic: substantial, engage, currentRead Aloud, Think Aloud”“Teenage Girl Found Alive 15 Days After Haiti Earthquake”Classroom Conversation Collaborative ConversationUnit 3, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Past Tense VerbsWord Study: Introduce Syllable Pattern V/CVDAY 21DAY 22DAY 23DAY 24DAY 25SELECTIONThe Fun They HadIsaac AsimovSE p 243SELECTION The Fun They HadIsaac AsimovSE p 244SELECTION The Fun They HadIsaac AsimovSE p 245SELECTION The Fun They HadIsaac AsimovSE p 246SELECTION The Fun They HadIsaac AsimovSE p 247MAKING MEANINGComprehension CheckStudents complete comprehension questions.The Fun They Had: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question. MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:scornful; sorrowfully; nonchalantlyWord Study: Latin Prefix: non-Concept Vocabulary and Word StudyWord Study: Latin Prefix: non- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRL.6.2; L.6.b MAKING MEANINGAnalyze Craft & Structure:Analyze Science Fiction WritingStudents will identify how elements develop the theme, setting or plot.Analyze Craft and Structure: Analyze Science Fiction WritingAnalyze Craft and Structure: Analyze Science Fiction Writing (RP)STANDARDSRL.6.5LANGUAGE DEVELOPMENTAuthor’s Style: Word ChoiceStudents consider a word’s denotation and connotation.Author’s Style: Word ChoiceAuthor’s Style: Word Choice (RP)STANDARDSL.6.5.c EFFECTIVE EXPRESSIONWriting to Sources: FlashbackStudents write a flashback from the point of view of Margie’s great-grandfather as a young boy.Writing to Sources: FlashbackWriting to Sources: Flashback (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Fun They HadSTANDARDSW.6.3.a; W.6.3.b; W.6.3.dmyPerspectives ELL SupportWord Study: Latin Prefix: non- (RP)(TE p 244)Analyze Craft and Structure: Analyze Science Fiction Writing (RP)(TE p 245)Author’s Style: Word Choice (RP)(TE p 246)Personalize for Learning English Language Support: Greek and Latin Affixes(TE p 246)English Language Support Lesson: Action Verbs and Linking Verbs (On Realize)Writing to Sources: Flashback (RP)(TE p 247)ELD Companion SupportUnit 3, Lesson 13Work Time InstructionReteach: Syllable Pattern V/CVOpinion Essay: Present and PublishWork Time AssignmentsWord Study: Syllable Pattern V/CVOpinion Essay: PresentUnit 3, Lesson 14Vocabulary Selection: consequences, bullyAcademic: occasional, avoid, threatening, approachRead Aloud, Think Aloud“What Would You Do” Classroom Conversation Small-Group DiscussionUnit 3, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Final Syllable Consonant + -leWord Study: Syllable Pattern V/CVUnit 3, Lesson 15Work Time InstructionWord Study Reader: WaterWork Time AssignmentsWord Study: Final Syllable Consonant + -le and Syllable Pattern V/CVOpinion Essay: Present Time to ReadRead IndependentlyBook ClubDAY 26DAY 27DAY 28DAY 29DAY 30SELECTION Is Our Gain Also Our Loss?Cailin LoeschSE pp 248-251SELECTION Is Our Gain Also Our Loss?Cailin LoeschSE pp 252-253SELECTION Is Our Gain Also Our Loss?Cailin LoeschSE pp 254-255SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your PhoneSE pp 256-258SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your PhoneSE p 259MAKING MEANINGConcept Vocabularygradually; nostalgic; continuationFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioIs Our Gain Also Our Loss?: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.Is Our Gain Also Our Loss?: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.STANDARDSRl.6.10; L.6.4 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:gradually; nostalgic; continuationWord Study: Latin Suffix: -ationConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ation (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Development of Ideas: Reflective WritingStudents will analyze how the author introduces and develops ideas.Analyze Craft and Structure: Reflective WritingAnalyze Craft and Structure: Reflective Writing (RP)STANDARDSL.6.1.a; L.6.2; PI.2 LANGUAGE DEVELOPMENTConventions: Comparative Adjectives and AdverbsStudents identify comparative words.Conventions: Comparative Adjectives and AdverbsConventions: Comparative Adjectives and Adverbs (RP) EFFECTIVE EXPRESSIONSpeaking and Listening: Multimedia PresentationStudents make a presentation evaluating the effectiveness of a commercial.Speaking and Listening: Multimedia PresentationSpeaking and Listening: Multimedia Presentation(RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Is Our Gain Also Our Loss?STANDARDSSL.6.1; W.6.2; SL.6.2; SL.6.3; SL.6.4; SL.6.5 MAKING MEANINGMedia Vocabularypodcast; host; interviewFirst ReviewStudents Listen, Note, Connect, and Respond as they review the media the first time.First-Review Guide: Media-AudioRead the SelectionSelection AudioBored…And Brilliant?Comprehension CheckStudents complete comprehension questions.Close ReviewStudents will listen to the podcast again and record any new observations.Analyze the MediaStudents will respond to questions about the text, citing textual evidence.STANDARDSL.6.6 EFFECTIVE EXPRESSIONResearch: Multimedia Slideshow, BrochureStudents research and create a slideshow or a brochure.Research: Multimedia Slideshow, BrochureEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSW.6.2; W.6.5; SL.6.1; SL.6.a-c; SL.6.5myPerspectives ELL SupportAudio SummaryIs Our Gain Also Our Loss?: Accessible Leveled Text Personalize for Learning English Language Support: Understanding Cultural References(TE p 250)Word Study: Latin Suffix: -ation (RP)(TE p 252)Analyze Craft and Structure: Reflective Writing (RP)(TE p 253)Personalize for Learning English Language Support: Making Connections(TE p 253)Conventions: Comparative Adjectives and Adverbs (RP) (TE p 254)Speaking and Listening: Multimedia Presentation(RP)(TE p 255)Personalize for Learning English Language Support: Comparative Words and Structures(TE p 254)English Language Support Lesson: Comparative and Superlative Degrees (On Realize) Audio SummaryPersonalize for Learning English Language Support: Taking Notes(TE p 257)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE pp 260-261PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE p 261INTRODUCE INDEPENDENT LEARNINGSE pp 262-263INDEPENDENT LEARNINGSE pp 264-266PERFORMANCE-BASED ASSESSMENTSE pp 267-269PERFORMANCE TASKPresent an ArgumentAs a group, students develop a presentation about the benefits of technology and if they outweigh the disadvantage.Plan with Your GroupStudents analyze the text, gather details and media, and organize your ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.STANDARDSW.6.1.a-b; W.6.7PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.6.1.a; SL.6.1.c-d; SL.6.2; SL.6.4; SL.6.5Essential QuestionHow is modern technology helpful and harmful to society?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsAccessible Leveled Texts available for Independent Learning Selections (On Realize)MAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.10; RI.6.10 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an ArgumentStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument to answer the following: Do we rely on technology too much?Argument RubricStudents use the rubric to guide their revisions.STANDARDSW.6.1.a; W.6.9.b; W.6.10myPerspectives ELL SupportAccessible Leveled Texts for Independent Learning Selections (On Realize)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 36PERFORMANCE-BASED ASSESSMENTSE pp 270-271PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their argument as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.6.4; SL.6.5ELD Companion SupportTime to ReadRead IndependentlyBook ClubGRADE 6 | UNIT 4: ImaginationINSTRUCTIONAL MODELESSENTIAL QUESTION: Where can imagination lead?2077011141280IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: Fictional NarrativeNOTES:Unit 4 OverviewIn this unit, students will read texts and watch a video about the power of imagination. Unit Goals Students will be able to: Read and analyze character and plot development. Expand your knowledge and use of academic and thematic vocabulary. Write a fictional narrative as you develop imagined experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Combine sentences for variety. Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextThe Great Universal Undo, (670L)Whole-Class LearningAnchor Text, Drama: The Phantom Tollbooth, Act I, Susan Nanus (NP)Anchor Text, Drama: The Phantom Tollbooth, Act II, Susan Nanus (NP)Media, Video: The Phantom TollboothSmall-Group LearningNovel Excerpt: from Alice’s Adventures in Wonderland, Lewis Carroll (1080L)Poetry Collection: Jabberwocky, from Through the Looking Glass, Lewis Carroll (NP)Reflective Essay: The Importance of Imagination, Esha Chhabra (890L)Independent LearningNovel Excerpt: fromThe Wonderful Wizard of Oz, L. Frank Baum, (1030L)Poetry: Our Wreath of Rosebuds, Corrine (NP)Poetry: Fantasy, Gwendolyn Bennett (NP)Novel Excerpt: The Shah of Blah from Haroun and the Sea of Stories, Salman Rushdie, (1060L)Interview: Magic, Mystery, and Mayhem: An Interview with J.K. Rowling, (1000)Performance-Based Assessment Part 1 – Writing to Sources: Fictional NarrativeStudents will write a answering the following question: How can imagination lead you to somewhere unexpected? Part 2 – Speaking & Listening: Oral Presentation Students will use their journal entries to present a three- to five-minute oral presentation. Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and where imagination can lead. DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 272-275UNIT INTRODUCTIONSE pp 276-279OVERVIEWWhole-Class Learning SE pp 280-281SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan NanusSE pp 282-293SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan NanusSE pp 294-307Unit GoalsStudents will deepen their perspective about imagination by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularyaspect; transform; novelty; analogy; resolutionHome Connection LetterSpanish Home Connection LetterUnit 4 Answer Key STANDARDSL.6.6 Launch TextStudents will read “The Great Universal Undo.” Students will then be able to engage in discussions about imagination.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionWhere can imagination lead?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularyordinance; unethical; mismanaged; ferocious; hospitality; empireFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: DramaRead the SelectionSelection AudioThe Phantom Tollbooth, Act I: Accessible TextSTANDARDSRL.6.10 MAKING MEANINGRead the SelectionComprehension CheckStudents complete comprehension questions.The Phantom Tollbooth, Act I: First Read Extension Questions Research to ClarifyStudents research one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research industry.STANDARDSRL.6.10 myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 275)Audio Summary The Phantom Tollbooth, Act I: Accessible Text Personalize for Learning English Language Support: Syntax (TE p 286)Personalize for LearningEnglish Language Support:Multiple-Meaning Words(TE p 295)Personalize for LearningEnglish Language Support:Domain-Specific Vocabulary(TE p 300)ELD Companion SupportUnit 4, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Progressive Tense VerbsWord Study: Introduce Greek and Latin RootsUnit 4, Lesson 1Work Time InstructionReteach: Greek and Latin RootsWork Time AssignmentsWord Study: Greek and Latin RootsInteractive ReaderUnit 4, Lesson 2Vocabulary Selection:?jubilant, refinedAcademic: environment, limited, source, localRead Aloud, Think Aloud”“Suppose”Classroom Conversation Small-Group DiscussionUnit 4, Lesson 3Time to Read ?Read IndependentlyVocabularyOops: Progressive Tense VerbsWord Study: Introduce Inflected EndingsUnit 4, Lesson 3Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Inflected Endings Interactive ReaderDAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan NanusSE pp 308-309SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan NanusSE pp 310SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan NanusSE p 311SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan NanusSE pp 312-327SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan NanusSE pp 328-339MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure:Dialogue in DramaStudents explain what passages of dialogue reveal about a character, the setting, and an action.Analyze Craft and Structure: Dialogue in DramaAnalyze Craft and Structure: Dialogue in Drama (RP)STANDARDSRL.6.3; RL.6.5; RL.6.6 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:ordinance; unethical; mismanaged; ferocious; hospitality; empireWord Study: Prefix: mis-Concept Vocabulary and Word StudyWord Study: Prefix: mis- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.4LANGUAGE DEVELOPMENT Conventions: Sentence Parts and TypesStudents identify examples of complete subjects and complete predicates in sentences.Conventions: Sentence Parts and TypesConventions: Sentence Parts and Types (RP)STANDARDSL.6.1 MAKING MEANINGConcept Vocabularysuspiciously; obstacle; pessimistic; malicious; insincerity; compromiseFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: DramaRead the SelectionSelection AudioThe Phantom Tollbooth, Act II: Accessible TextSTANDARDSRL.6.10 MAKING MEANINGComprehension CheckStudents complete comprehension questions.The Phantom Tollbooth, Act II: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research industry.STANDARDSRL.6.10 myPerspectives ELL SupportAnalyze Craft and Structure: Dialogue in Drama (RP)(TE p 309)Personalize for Learning English Language Support: Asking Questions(TE p 308)Word Study: Prefix: mis- (RP)(TE p 310)Conventions: Sentence Parts and Types (RP)(TE p 311)Personalize for Learning English Language Support: Latin Prefix mis-(TE p 311)Audio Summary The Phantom Tollbooth, Act II: Accessible TextPersonalize for Learning English Language Support: Figurative Language(TE p 316)Personalize for Learning English Language Support: Nursery Rhymes(TE p 320)Personalize for Learning English Language Support: Syntax(TE p 326)English Language Support Lesson: Denotation and Nuance (On Realize)Personalize for Learning English Language Support: Formal English(TE p 336)ELD Companion SupportUnit 4, Lesson 4Vocabulary Selection: extraterrestrial, soaringAcademic: consuming, sequence, privilegeRead Aloud, Think Aloud“Give Me Books, Give Me Wings” Classroom Conversation Small-Group DiscussionUnit 4, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Inflected EndingsWord Study: Greek and Latin RootsUnit 4, Lesson 5Work Time InstructionReteach: Word Study Reader, How the News Gets to YouWork Time AssignmentsWord Study: Greek and Latin Roots and Inflected EndingsUnit 4, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Vowel Patterns for Long a and Long o SoundsUnit 4, Lesson 6Work Time InstructionReteach: Introduce Vowel Patterns for Long a and Long o Sounds Work Time AssignmentsWord Study: Introduce Vowel Patterns for Long a and Long o SoundsInteractive ReaderDAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus SE pp 340-341SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus SE pp 342-343SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus SE p 344SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus SE p 345SELECTIONMediaThe Phantom Tollbooth SE pp 346-351MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze Craft & Structure:Stage DirectionsStudents explain the information stage directions provide.Analyze Craft and Structure: Stage DirectionsAnalyze Craft and Structure: Stage Directions (RP)STANDARDSRL.6.5 LANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Concept Vocabulary words:suspiciously; obstacle; pessimistic; malicious; insincerity; compromiseWord Study: Latin Suffix: -ityConcept Vocabulary and Word StudyWord Study: Latin Suffix: -ity (RP)Conventions: Simple, Compound, and Complex SentencesStudents mark independent and dependent clauses.Conventions: Simple, Compound, and Complex Sentences Conventions: Simple, Compound, and Complex Sentences (RP)STANDARDSL.6.1; L.6.3.a; L.6.4.bEFFECTIVE EXPRESSIONWriting to Sources: Narrative RetellingStudents write a narrative retelling from Tock’s Point of View.Writing to Sources: Narrative RetellingWriting to Sources: Narrative Retelling (RP)STANDARDSW.6.3.a; W.6.3.b; W.6.3.c EFFECTIVE EXPRESSIONSpeaking and Listening: Dramatic ReadingStudents conduct a dramatic reading of a scene from Act I or Act IISpeaking and Listening: Dramatic ReadingSpeaking and Listening: Dramatic Reading (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Phantom Tollbooth, Act IISTANDARDSSL.6.1.a-b; SL.6.4; SL.6.6MAKING MEANINGMedia VocabularyStop motion animation; timing; solid drawingFirst ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.First-Review Guide: Media-VideoRead the SelectionSelection AudioThe Phantom TollboothComprehension CheckStudents complete comprehension questions.Close ReviewStudents will review the video and record any new observations.Close ReviewAnalyze the MediaStudents will respond to questions about the video, citing textual evidence.Media VocabularyStudents complete activities related to the Concept Vocabulary words:Stop motion animation; timing; solid drawing; emissions; efficientlyMedia VocabularyEFFECTIVE EXPRESSIONPrepare to Compare: Comparing Media With Text Students record similarities and differences in characters, settings, and events.Prepare to Compare: Comparing Media with TextWriting to Compare: Compare-and-Contrast EssayStudents compare and contrast the ways in which what you “see” and “hear” when reading the drama and watching the video.Writing to Compare: Compare-and-Contrast EssayEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.7; W.6.2.a; W.6.2.b; W.6.2.d; W.6.2.e; SL.6.1.a; SL.6.1.d; SL.6.2; L.6.1; L.6.10 myPerspectives ELL SupportAnalyze Craft and Structure: Stage Directions (RP)(TE p 341)Personalize for Learning English Language Support: Paraphrase(TE p 340)Word Study: Latin Suffix: -ity (RP)(TE p 342)Conventions: Simple, Compound, and Complex Sentences (RP)(TE p 343)Writing to Sources: Narrative Retelling (RP)(TE p 344)Personalize for Learning English Language Support: Narrative Retelling(TE p 344)English Language Support Lesson: Narrative Retelling (On Realize)Speaking and Listening: Dramatic Reading (RP)(TE p 345)Personalize for Learning English Language Support: Taking Notes (TE p 346)Personalize for Learning English Language Support: Sentence Starters(TE p 350)ELD Companion SupportUnit 4, Lesson 7Vocabulary Selection: request, discouraged Academic: control, stem, nestRead Aloud, Think Aloud”“Olympic Champions”Classroom Conversation Whole Class DiscussionUnit 4, Lesson 8Time to Read ?Read IndependentlyVocabularyOops: Subject-Verb AgreementWord Study: Introduce Patterns y and ighUnit 4, Lesson 8Work Time InstructionReteach: Long i vowel pattern Work Time AssignmentsWord Study: Long i vowel patternUnit 4, Lesson 9Vocabulary Selection: amputated, setbacksAcademic: contain, define, interactionRead Aloud, Think Aloud“Try It!” Classroom Conversation Small-Group DiscussionUnit 4, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Patterns for Long a and long o SoundsWord Study: Vowel Patterns y and ighDAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Fictional NarrativeSE pp 352-354PERFORMANCE TASK: WRITING FOCUS Write a Fictional NarrativeSE p 355PERFORMANCE TASK: WRITING FOCUS Write a Fictional NarrativeSE pp 356-357OVERVIEWSmall-Group LearningSE pp 358-361SELECTIONfrom Alice’s Adventures in WonderlandLewis CarrollSE pp 362-367PERFORMANCE TASKWrite a Fictional NarrativeStudents write a fictional narrative responding to the following question: What happens on a particular day to characters that inhabit an imaginary place similar to the places described in The Phantom Tollbooth?PreWriting/PlanningStudents create a story map, gather evidence, and connect across texts.DraftingStudents organize and write a first draft.STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; W.6.3.e; W.6.10LANGUAGE DEVELOPMENTConventions: Combining Sentences for VarietyStudents use a variety of sentences in their writing. STANDARDSL.6.1; L.6.3.a; PII.6PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their narrative and share in small groups.ReflectingStudents reflect on their narrative.STANDARDSW.6.3.a; W.6.3.c; W.6.3.d; W.6.3.e; W.6.5Essential QuestionWhere can imagination lead?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGConcept Vocabularylatitude; longitude; downwardFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: FictionRead the SelectionSelection Audio from Alice’s Adventures in Wonderland: Accessible Leveled TextComprehension CheckStudents complete comprehension questions.from Alice’s Adventures in Wonderland: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.Research to ExploreStudents research on unfamiliar detail from the text and formulate a research question.STANDARDSRL.6.10; L.6.4.amyPerspectives ELL Support Personalize for Learning English Language Support: Syntax(TE p 355)Audio Summaryfrom Alice’s Adventures in Wonderland: Accessible Leveled TextPersonalize for Learning English Language Support: Commonly Confused Words (TE p 365)ELD Companion SupportUnit 4, Lesson 10Work Time InstructionWord Study Reader: DanceWork Time AssignmentsWord Study: Vowel Patterns for Long a and Long i Vowel PatternsUnit 4, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce r- Controlled VowelsUnit 4, Lesson 11Work Time InstructionReteach: r- Controlled VowelsWork Time AssignmentsWord Study: r- Controlled VowelsInteractive ReaderUnit 4, Lesson 12Vocabulary Selection: ?culture, hereditaryAcademic: group, common, depend, cycleRead Aloud, Think Aloud”“The Chumash People of California”Classroom Conversation Collaborative ConversationUnit 4, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Suffixes –ful and -lyDAY 21DAY 22DAY 23DAY 24DAY 25SELECTION from Alice’s Adventures in WonderlandLewis CarrollSE p 368SELECTION from Alice’s Adventures in WonderlandLewis CarrollSE p 369SELECTION from Alice’s Adventures in WonderlandLewis CarrollSE p 370SELECTION from Alice’s Adventures in WonderlandLewis CarrollSE p 371SELECTION Jabberwocky from Through the Looking GlassLewis CarrollSE pp 372-376MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:latitude; longitude; downwardWord Study: Latin Root: -lat-Concept Vocabulary and Word StudyWord Study: Latin Root: -lat- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.4.b; L.6.5.a MAKING MEANINGAnalyze Craft & Structure:Characterization and PersonificationStudents analyze examples of direct characterization, indirect characterization, and personification.Analyze Craft and Structure: Characterization and PersonificationAnalyze Craft and Structure: Characterization and Personification (RP)STANDARDSRL.6.3; RL.6.4LANGUAGE DEVELOPMENTConventions: Conjunctions and InterjectionsStudents identify conjunctions and interjections.Conventions: Conjunctions and InterjectionsConventions: Conjunctions and Interjections (RP)STANDARDSL.6.1 EFFECTIVE EXPRESSIONResearch: ReportStudents research and write a historical report or an explanatory report.Research: ReportResearch: Report (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: from Alice’s Adventures in WonderlandSTANDARDSW.6.2.a; W.6.7; W.6.8MAKING MEANINGConcept Vocabularyslain; beamish; chortledFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: PoetryRead the SelectionSelection AudioJabberwocky from Through the Looking Glass: Accessible TextComprehension CheckStudents complete comprehension questions.Jabberwocky from Through the Looking Glass: First Read Extension QuestionsResearch to ClarifyStudents choose one unfamiliar detail from the text to research.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRL.6.10; L.6.4.a myPerspectives ELL SupportWord Study: Latin Root: -lat- (RP)(TE p 368)Analyze Craft and Structure: Characterization and Personification (RP)(TE p 369)Conventions: Conjunctions and Interjections (RP)(TE p 370)Personalize for Learning English Language Support: Conjunctions and Interjections(TE p 370)English Language Support Lesson: Conjunctions and Interjections (On Realize)Research: Report (RP)(TE p 371)Audio Summary Jabberwocky: Accessible Text Personalize for Learning English Language Support: Invented Language(TE p 373)ELD Companion SupportUnit 4, Lesson 13Work Time InstructionReteach: Suffixes –ful, and -lyWork Time AssignmentsWord Study: Suffixes –ful, and -lyUnit 4, Lesson 14Vocabulary Selection: mission, missionaries Academic: feature, trait, developRead Aloud, Think Aloud“The Chumash People of California” Classroom Conversation Collaborative ConversationUnit 4, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: r-Controlled VowelsWord Study: Suffixes –ful, -lyUnit 4, Lesson 15Work Time InstructionWord Study Reader: Popular Foods in the U.S.Work Time AssignmentsWord Study: r-Controlled Vowels and Suffix -lyTime to ReadRead IndependentlyBook ClubDAY 26DAY 27DAY 28DAY 29DAY 30SELECTION Jabberwocky from Through the Looking GlassLewis CarrollSE pp 376- 377SELECTION Jabberwocky from Through the Looking GlassLewis CarrollSE pp 378-379SELECTION The Importance of ImaginationEsha ChhabraSE pp 380-383SELECTION The Importance of ImaginationEsha ChhabraSE pp 384-385SELECTION The Importance of ImaginationEsha ChhabraSE pp 386-387MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text Concept VocabularyStudents complete activities related to the Concept Vocabulary words:slain; beamish; chortledWord Study: Old English Suffix: -ishConcept Vocabulary and Word StudyWord Study: Old English Suffix: -ish (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Analyze Meaning and Tome: Sound DevicesStudents analyze how Lewis Carroll uses sound devices in “Jabberwocky”.Analyze Craft and Structure: Sound DevicesAnalyze Craft and Structure: Sound Devices (RP)STANDARDSRL.6.4; L.6.6LANGUAGE DEVELOPMENTConventions: Standard English, Invented Language, and SyntaxStudents identify invented words in the stanza.Conventions: Standard English, Invented Language, and SyntaxConventions: Standard English, Invented Language, and Syntax (RP)EFFECTIVE EXPRESSIONSpeaking and Listening: Dramatic Reading, Multimedia PresentationStudents present a reading or presentation of Jabberwocky.Speaking and Listening: Dramatic Reading, Multimedia PresentationSpeaking and Listening: Dramatic Reading, Multimedia Presentation (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: JabberwockySTANDARDSRL.6.4; L.6.1.e; L.6.5.b MAKING MEANINGConcept Vocabularyparameters; assumption; boundariesFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioThe Importance of Imagination: Accessible Leveled Text Comprehension CheckStudents complete comprehension questions.The Importance of Imagination: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something interesting from the text and formulate a research question.STANDARDSRI.6.10; L.6.4.a; L.6.4.d MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the Text Concept VocabularyStudents complete activities related to the Concept Vocabulary words:parameters; assumption; boundariesWord Study: Connotations and DenotationsConcept Vocabulary and Word StudyWord Study: Connotations and Denotations (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Author’s InfluencesStudents cite examples of author’s influences and how each affected the central idea of the text.Analyze Craft and Structure: Author’s InfluencesAnalyze Craft and Structure: Author’s Influences (RP)STANDARDSRL.6.1; RL.6.2; RL.6.3; L.6.5.c LANGUAGE DEVELOPMENTConventions: Pronoun-Antecedent AgreementStudents identify examples of pronouns and antecedents.Conventions: Pronoun-Antecedent AgreementConventions: Pronoun-Antecedent Agreement (RP)EFFECTIVE EXPRESSIONWriting to Sources: Essay Students write a comparison-and-contrast or a cause-and-effect essay.Writing to Sources: EssayWriting to Sources: Essay (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: The Importance of ImaginationSTANDARDSW.6.2.a; W.6.2.b; W.6.2.c; W.6.2.e; L.6.1.c; L.6.1.dmyPerspectives ELL SupportWord Study: Old English Suffix: -ish (RP)(TE p 376)Analyze Craft and Structure: Analyze Meaning and Tone: Sound Devices (RP)(TE p 377)Conventions: Standard English, Invented Language, and Syntax (RP)(TE p 378)Speaking and Listening: Dramatic Reading, Multimedia Presentation (RP)(TE p 379)Personalize for Learning English Language Support: Invented Language(TE p 378)Personalize for Learning English Language Support: Dramatic Poetry Reading and Multimedia Presentation(TE p 379)English Language Support Lesson: Dramatic Poetry Reading and Multimedia Presentation (On Realize)Audio SummaryThe Importance of Imagination: Accessible Leveled TextPersonalize for Learning English Language Support: Replacing Complex Words(TE p 381)Word Study: Connotations and Denotations (RP)(TE p 384)Analyze Craft and Structure: Author’s Influences (RP)(TE p 385)Personalize for Learning English Language Support: Author’s Influences(TE p 385)English Language Support Lesson: Author’s Influence (On Realize)Conventions: Pronoun-Antecedent Agreement (RP)(TE p 386)Writing to Sources: Essay (RP)(TE p 387)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional NarrativeSE pp 388-389PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional NarrativeSE p 390INTRODUCE INDEPENDENT LEARNINGSE pp 390-391INDEPENDENT LEARNINGSE pp 392-394PERFORMANCE-BASED ASSESSMENTSE pp 395-397PERFORMANCE TASKPresent a Fictional NarrativeAs a group, students present a presentation answering this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?Plan with Your GroupStudents analyze the text, gather evidence, and organize ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDSW.6.3.a; W.6.3.bPERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSW.6.3.e; SL.6.1.a; SL.6.1.b; SL.6.4; SL.6.5Essential QuestionWhere can imagination lead?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.10; RI.6.10PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for a Fictional NarrativeStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: Fictional NarrativeStudents will write a narrative to answer the following: How can imagination lead you to somewhere unexpected?Fictional Narrative RubricStudents use the rubric to guide their revisions.STANDARDSW.6.3; W.6.3.d; W.6.10 myPerspectives ELL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Sequence and Pacing(TE p 397)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 36PERFORMANCE-BASED ASSESSMENTSE pp 398-399PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their narratives as the foundation for an oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.6.4; SL.6.5; SL.6.6ELD Companion SupportTime to ReadRead IndependentlyBook ClubGRADE 6 | UNIT 5: ExplorationINSTRUCTIONAL MODELESSENTIAL QUESTION: What drives people to explore?1953215130766IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. 00IMPORTANT NOTESELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in the Unit Resources. myPerspectives Plus also provides more support and differentiation beyond what is in this Guide. WHOLE-CLASS LEARNINGASSESSMENTSSMALL-GROUP LEARNINGINDEPENDENT LEARNINGPERFORMANCE BASED ASSESSMENT: ArgumentNOTES:Unit 5 OverviewIn this unit, students will read many examples about exploration. Unit Goals Students will be able to: Evaluate written arguments by analyzing how authors state and support their claims. Expand knowledge and use of academic and thematic vocabulary. Write an argument in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Correct errors with verbs. Collaborate with your team to build on the ideas of others, develop consensus, and communicate.Integrate audio, visuals, and text in presentations.Selections & MediaLaunch TextWhat On Earth is Left to Explore (950L)Whole-Class LearningAnchor Text, Memoir: from A Long Way Home, Saroo Brierly (1130L)Media, Video: Animation All About ExplorationSmall-Group LearningNews Article: Mission Twin Possible, Time for Kids (980L)Epic Retelling: from Tales from the Odyssey, Mary Pope Osborne (710L)Blog: To the Top of Everest, Samantha Larson (1040L) Media, Graphic Novel: from Lewis & Clark, Nick Bertozzi Independent LearningOpinion Piece: Mars Can Wait. Oceans Can’t, Amitai Etzioni (1400L)Nonfiction Narrative: from Shipwreck at the Bottom of the World, Jennifer Armstrong (1110L)Historical Fiction: from Sacajewea, Joseph Bruchac (790L)Expository Nonfiction: The Legacy of Arctic Explorer Matthew Henson, James Mills (1240L)Informative Article: Should NASA Pay Companies to Fly Astronauts to the International Space Station?, Time for Kids (1120L)Informative Article: Should Polar Tourism Be Allowed?, Emily Goldberg (1210L)Performance-Based Assessment Part 1 – Writing to Sources: ArgumentStudents will write an argument addressing the following question: What fuels people’s desire to explore? Part 2 – Speaking & Listening: Oral PresentationStudents use their argument as the foundation for a brief oral presentation.Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and the driving forces behinds people’s desire to explore.DAY 1DAY 2DAY 3?DAY 4DAY 5UNIT INTRODUCTIONSE pp 400-403UNIT INTRODUCTIONSE pp 404-407OVERVIEWWhole-Class Learning SE pp 408-409SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE pp 410-416SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE pp 417-422Unit GoalsStudents will deepen their perspective about exploration by reading, writing, speaking, listening, and presenting.Unit Goals VideoAcademic Vocabularycritical; restrict; propel; stable; coherentHome Connection LetterSpanish Home Connection LetterUnit 5 Answer Key STANDARDSL.6.6 Launch TextStudents will read “What On Earth is Left to Explore.” Students will then be able to engage in discussions about exploration.Word NetworkStudents add new words to their Word Network as they read texts in the unit.Word NetworkSummaryStudents write a summary of the Launch Text.Launch Activity Students participate in an activity related to the unit theme.QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Evidence LogPerformance-Based Assessment: Refining Your ThinkingEssential QuestionWhat drives people to explore?Whole-Class Learning StrategiesListen activelyClarify by asking questionsMonitor understandingInteract and share ideasWhole-Class Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.MAKING MEANINGConcept Vocabularydeliberate; quest; thorough; obsessive; intensity; relentlesslyFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audiofrom A Long Way Home: Accessible Leveled TextSTANDARDSRI.6.10 MAKING MEANINGRead the SelectionSelection Audiofrom A Long Way Home: Accessible Leveled TextSTANDARDSRI.6.10 myPerspectives ELL Support Audio SummaryPersonalize for Learning English Language Support: Cognates(TE p 403)Personalize for Learning English Language Support: Context(TE p 407)Audio Summaryfrom A Long Way Home: Accessible Leveled Text Personalize for Learning English Language Support: Idioms(TE p 413)Personalize for Learning English Language Support: Idioms(TE p 417)Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 419)ELD Companion SupportUnit 5, Lesson 1Time to Read ?Read IndependentlyVocabularyOops: Prepositions with TimeWord Study: Introduce Consonant DigraphsUnit 5, Lesson 1Whole GroupWrite an Opinion EssayWork Time InstructionReteach: Syllable Pattern VC/CVOpinion Essay: PlanWork Time AssignmentsWord Study: Consonant DigraphsInteractive ReaderUnit 5, Lesson 2Vocabulary Selection:?environmentalist, apparatusAcademic: central, initial, appropriately, probabilityRead Aloud, Think Aloud”“Jacques Cousteau: Ocean Pioneer”Classroom Conversation Small-Group DiscussionUnit 5, Lesson 3Time to Read ?Read IndependentlyVocabularyPrepositions with TimeWord Study: Introduce the Vowel Sounds in moon and footUnit 5, Lesson 3Work Time InstructionReteach: Vowel Sounds in moon and foot Work Time AssignmentsWord Study: Vowel Sounds in moon and foot DAY ?6DAY 7 DAY 8DAY 9DAY 10SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 423SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 424SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 425SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 426SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 427MAKING MEANINGComprehension CheckStudents complete comprehension questions.from A Long Way Home: First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents choose something that interests them from the text and formulate a research question.MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.STANDARDSRI.6.1 MAKING MEANINGAnalyze Craft & Structure:Analyze Word Choice: Figurative and Technical MeaningsStudents will identify examples of figurative and technical language.Analyze Craft and Structure: Figurative and Technical Meanings Analyze Craft and Structure: Figurative and Technical Meanings (RP)STANDARDSRI.6.4; L.6.5.aLANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:deliberate; quest; thorough; obsessive; intensity Word Study: Latin Suffix: -iveConcept Vocabulary and Word Study Word Study: Latin Suffix: -ive (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.4.bLANGUAGE DEVELOPMENTAuthor’s Style: AnalogiesStudents recognize analogies.Author’s Style: AnalogiesAuthor’s Style: Analogies (RP)STANDARDSL.6.5.b myPerspectives ELL SupportPersonalize for Learning English Language Support: Academic Vocabulary(TE p 424)Analyze Craft and Structure: Figurative and Technical Meanings (RP)(TE p 425) Word Study: Latin Suffix: -ive (RP)(TE p 426)Author’s Style: Analogies (RP)(TE p 427)Personalize for Learning English Language Support: Using Analogies(TE p 427) ELD Companion SupportUnit 5, Lesson 4Vocabulary Selection: paleontology, migrateAcademic: mention, authentic, demonstrate, fulfillmentRead Aloud, Think Aloud“Fossil Seekers” Classroom Conversation Whole Class DiscussionUnit 5, Lesson 5Time to Read ?Read IndependentlyVocabularyWord Study: Consonant DigraphsWord Study: Vowel Sounds in Moon and footUnit 5, Lesson 5Work Time InstructionWord Study Reader: OceanWork Time AssignmentsWord Study: Consonant Digraphs and Vowel Sounds in Moon and footUnit 5, Lesson 6Time to Read ?Read IndependentlyVocabularyOops: Prepositions with LocationWord Study: Introduce Inflected Endings –s, -ed, -ingUnit 5, Lesson 6Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Inflected EndingsDAY ?11DAY 12 DAY 13DAY 14DAY 15SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE pp 428SELECTIONAnchor Textfrom A Long Way Home Saroo BrierleySE p 429SELECTIONAnimation All About ExplorationDara O BriainSE pp 430-432SELECTIONAnimation All About ExplorationDara O BriainSE p 433SELECTIONAnimation All About ExplorationDara O BriainSE p 433EFFECTIVE EXPRESSIONWriting to Sources: ArgumentStudents write an argument in response to the following question: Is Saroo Brierly an explorer? Why, or why not?Writing to Sources: ArgumentWriting to Sources: Argument (RP)STANDARDSW.6.1.a-e EFFECTIVE EXPRESSIONSpeaking and Listening: Annotated MapStudents will create and discuss an annotated map of Saroo Brierley’s hometown and the area around it.Speaking and Listening: Annotated MapSpeaking and Listening: Annotated Map (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: A Long Way Home STANDARDSSL.6.1.a-d; SL.6.2; SL.6.5MAKING MEANINGMedia Vocabularycut-out animation; object animation; real-time animation; character designFirst ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.First-Review Guide: Media-VideoWatch the SelectionSelection AudioAnimation All About ExplorationComprehension CheckStudents complete comprehension questions.Close ReviewStudents watch the video again and record any new observations.Analyze the MediaStudents will respond to questions about the video, citing textual evidence.STANDARDSL.6.10 EFFECTIVE EXPRESSIONWriting to Sources: Explanatory EssayStudents write a short essay drawing conclusions about the role of humor in the video.Writing to Sources: Explanatory EssaySTANDARDSW.6.2.b; W.6.2.dEFFECTIVE EXPRESSIONSpeaking and Listening: Group DiscussionStudents identify serious facts and ideas presented in the video.Speaking and Listening: Group DiscussionEvidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. SELECTION TESTSelection Test: Animation All About ExplorationSTANDARDSSL.6.1.a; SL.6.2myPerspectives ELL SupportWriting to Sources: Argument (RP)(TE p 428)Personalize for Learning English Language SupportDefine Key Terms(TE p 428)English Language Support Lesson: Mood (On Realize)Speaking and Listening: Annotated Map (RP)(TE p 429)Audio SummaryPersonalize for Learning English Language SupportHumor(TE p 430)Personalize for Learning English Language SupportDrawing Conclusions(TE p 432)ELD Companion SupportUnit 5, Lesson 7Vocabulary Selection: sundown, originAcademic: identify, consider, relative, exchangeRead Aloud, Think Aloud“Robots at Work” Classroom Conversation Collaborative DiscussionUnit 5, Lesson 8Time to Read ?Read IndependentlyVocabularyWord Study: Prepositions with LocationWord Study: Introduce Consonant Sound /j/: g, j, dgeUnit 5, Lesson 8Work Time InstructionReteach: Consonant Sound /j/Work Time AssignmentsWord Study: Consonant Sound /j/Unit 5, Lesson 9Vocabulary Selection: lot, wakeAcademic: suckered, slick, wheelie, flunkRead Aloud, Think Aloud“Wayfarer: There is No Path” and “In This Short Life” Classroom Conversation Small-Group Discussion Unit 5, Lesson 10Time to Read ?Read IndependentlyVocabularyWord Study: Inflected EndingsWord Study: Consonant Sound /j/: g, j, dgeDAY 16DAY 17DAY 18?DAY 19DAY 20PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 434-436PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE p 437PERFORMANCE TASK: WRITING FOCUS Write an ArgumentSE pp 438-439OVERVIEWSmall-Group LearningSE pp 440-443SELECTIONMission TwinpossibleTime for KidsSE pp 444-447PERFORMANCE TASKWrite an ArgumentStudents write an argument stating and supporting a position on this question: Is exploration a courageous act that requires a unique sense of adventure? Or, is exploration so natural to human beings that anyone can be an explorer?PreWriting/PlanningStudents write a claim, consider possible counterarguments, gather evidence and connect across texts.DraftingStudents organize and write a first draft.STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.1.e; W.6.9.b; W.6.10LANGUAGE DEVELOPMENTConventions: Correcting Errors With VerbsStudents identify incorrect forms of troublesome verbs. STANDARDSL.6.1.e; L.6.4.c PERFORMANCE TASKRevisingStudents evaluate and revise draft utilizing peer reviews.Editing and ProofreadingStudents edit for conventions and proofread for accuracies.Publishing and PresentingStudents create a final version of their argument and share in small groups.ReflectingStudents reflect on their argument.STANDARDSW.6.1.a; W.6.1.c; W.6.1.d; W.6.5; W.6.6; L.6.1.e; L.6.3.bEssential QuestionWhat drives people to explore?Small-Group Learning StrategiesPrepareParticipate FullySupport OthersClarifySmall-Group Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.Working as a TeamTake a positionList your rulesApply the rulesName your groupCreate a communication planMaking a ScheduleStudents make a schedule with group for completing tasks.Working on Group Projects Students choose specific roles for each member.MAKING MEANINGTechnical Vocabularyprogram manager; sample group; endurance testFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection AudioMission Twinpossible : Accessible Leveled TextComprehension CheckStudents complete comprehension questions.Mission Twinpossible : First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research something that interests them from the text.STANDARDSRI.6.10; L.6.4myPerspectives ELL SupportPersonalize for Learning English Language Support: Irregular Verbs(TE p 437)Audio SummaryMission Twinpossible : Accessible Leveled TextELD Companion SupportUnit 5, Lesson 10Work Time InstructionWord Study Reader: Our National GovernmentWork Time AssignmentsWord Study: Inflected Endings and Consonant Sound /j/Unit 5, Lesson 11Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Vowel Patterns augh, oughUnit 5, Lesson 11Work Time InstructionReteach: Vowel Patterns augh, oughWork Time AssignmentsWord Study: Vowel Patterns augh, oughUnit 5, Lesson 12Vocabulary Selection: ?environment, ecosystemAcademic: suggest, defense, thoughts, questionRead Aloud, Think Aloud”“Earth’s Ecosystems”Classroom Conversation Collaborative ConversationUnit 5, Lesson 13Time to Read ?Read IndependentlyVocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Multisyllabic WordsDAY 21DAY 22DAY 23DAY 24DAY 25SELECTION Mission TwinpossibleTime for KidsSE pp 448-449SELECTION Mission TwinpossibleTime for KidsSE pp 450-451SELECTION from Tales from the OdysseySE pp 452-454SELECTION from Tales from the OdysseySE p 455SELECTION from Tales from the OdysseySE pp 456-457MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextLANGUAGE DEVELOPMENTConcept VocabularyStudents complete activities related to the Technical Vocabulary words:program manager; sample group; endurance testWord Study: Latin Root: -durConcept Vocabulary and Word StudyWord Study: Latin Root: -dur (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.Analyze Craft & Structure:Determine the Central Idea: Make Inferences Students make inferences about the main idea of a paragraph.Analyze Craft and Structure: Determine the Central Idea: Make InferencesAnalyze Craft: Determine the Central Idea: Make Inferences (RP)STANDARDSRI.6.1; RL.6.2; RI.6.5; L.6.4.b; L.6.4.c; L.6.4.dLANGUAGE DEVELOPMENTConventions: Prepositions and Prepositional PhrasesStudents locate prepositions and prepositional phrases.Conventions: Prepositions and Prepositional PhrasesConventions: Prepositions and Prepositional Phrases (RP)EFFECTIVE EXPRESSIONResearch: How-To-EssayStudents write a how-to essay explaining the steps in a process.Research: How-To-EssayResearch: How-To-Essay (RP)Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. Selection Test: Mission TwinpossibleSTANDARDSW.6.2.a-c; W.6.7; W.6.8 MAKING MEANINGConcept Vocabularyinvaded, violent, offended, wrathFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audio from Tales From the Odyssey: Accessible Leveled TextComprehension CheckStudents complete comprehension questions. from Tales From the Odyssey First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the text.Research to ExploreStudents research something that interests them from the text.STANDARDSRL.2, RL.5, RL.10, L.4 MAKING MEANINGClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:invaded, violent, offended, wrathWord Study: Latin Root: vad-Concept Vocabulary and Word Study Word Study: Latin Root: -vad- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSL.6.4.b; L.6.4.dMAKING MEANINGAnalyze Craft & Structure:Comparison-and-Contrast OrganizationStudents analyze examples of comparisons and contrasts in the text. Analyze Craft and Structure: Universal Theme Analyze Craft and Structure: Universal Theme (RP)LANGUAGE DEVELOPMENTConventions: Participles and GerundsStudents identify and label participles, gerunds, gerund phrases, and participial phrases in sentences.Analyze Craft: Comparison-and-Contrast Organization (RP)(TE p 456)Conventions: Participles and Gerunds (RP)(TE p 457)STANDARDSRL.4, L.1, L.4, L.4.b, L.4.c myPerspectives ELL SupportWord Study: Latin Root: -dur (RP)(TE p 448)Analyze Craft and Structure: Determine the Central Idea: Make Inferences (RP)(TE p 449)Conventions: Prepositions and Prepositional Phrases (RP)(TE p 450)Research: How-To-Essay (RP)(TE p 451)Personalize for Learning English Language Support: Prepositions and Prepositional Phrases(TE p 450)English Language Support Lesson: Prepositions and Prepositional Phrases (On Realize) Audio Summary from Tales From the Odyssey: Accessible Leveled Text Word Study: Latin Root: -vad- (RP)(TE p 459)Analyze Craftand Structure: Universal Theme (RP)(TE p 460)Conventions: Participles and Gerunds (RP)(TE p 461)Personalize for Learning English Language Support: Participles and Gerunds(TE p 461)English Language Support Lesson: Participles and Gerunds (On Realize) ELD Companion SupportUnit 5, Lesson 13Work Time InstructionReteach: Multisyllabic WordsWork Time AssignmentsWord Study: Multisyllabic WordsUnit 5, Lesson 14Vocabulary Selection: tundra, wetland Academic: generally, doubled, recovered, positionRead Aloud, Think Aloud“Earth’s Ecosystems” Classroom Conversation Collaborative ConversationUnit 5, Lesson 15Time to Read ?Read IndependentlyVocabularyWord Study: Vowel Patterns augh, oughWord Study: Multisyllabic WordsUnit 5, Lesson 15Work Time InstructionWord Study Reader: Many Ways to CommunicateWork Time AssignmentsWord Study: Vowel Patterns augh, ough and Multisyllabic WordsTime to ReadRead IndependentlyBook ClubDAY 26DAY 27DAY 28DAY 29DAY 30SELECTION To the Top of Everest Samantha LarsonSE pp 462-471SELECTION To the Top of Everest Samantha LarsonSE pp 472-475SELECTION from Lewis & ClarkNick BertozziSE pp 476-482SELECTION from Lewis & ClarkNick BertozziSE p 483SELECTION from Lewis & ClarkNick BertozziSE p 483MAKING MEANINGConcept Vocabularyexpedition, trek, journeys, destinationFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read Guide: NonfictionRead the SelectionSelection Audio To the Top of Everest Accessible Leveled TextComprehension CheckStudents complete comprehension questions. To the Top of Everest First Read Extension QuestionsResearch to ClarifyStudents research one unfamiliar detail from the excerpt.Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Close Read the TextAnalyze the TextStudents will respond to questions about the text, citing textual evidence.Analyze the TextConcept VocabularyStudents complete activities related to the Concept Vocabulary words:polar; remote; fragileWord Study: Latin Root: ped-Concept Vocabulary and Word StudyWord Study: Latin Root: ped- (RP)Word NetworkStudents add new words to their Word Network as they read texts in the unit.STANDARDSRI.2, RI.3, RI.10, L.4MAKING MEANINGAnalyze Craft & Structure:Central IdeaStudents will identify a central idea.Analyze Craft and Structure: Central Idea Analyze Craft and Structure: Central Idea (RP)LANGUAGE DEVELOPMENTConventions: Subject ComplementsStudents identify subject complements in phrases and sentences.Conventions: Subject ComplementsConventions: Subject Complements (RP)Selection Test: To the Top of EverestEFFECTIVE EXPRESSIONPrepare to Compare: Comparing ArgumentsStudents compare arguments and notes.Prepare to Compare: Comparing ArgumentsWriting to Compare: Opinion EssayStudents use their notes to write an opinion essay.Writing to Compare: Opinion EssaySTANDARDSRL.9, RI.2, RI.3, RI.10, L.1, L.4, L.4.b, L.4.c, L.4.d, W.2, W.2.b, W.9, W.9.a MAKING MEANINGMedia Vocabularypenciller; inker; lettererMedia Vocabulary First Review Students Look, Note, Connect, Respond as they study the images.First Review Guide: Media: Art/PhotographyView the SelectionSelection Audiofrom Lewis & Clark:Accessible TextComprehension CheckStudents complete comprehension questions.from Lewis & Clark:First Read Extension QuestionsClose ReviewStudents will revisit the graphic novel and record any new observations.Analyze the MediaStudents will respond to questions about the graphic novel.Media VocabularySTANDARDSRL.10; L.7.6EFFECTIVE EXPRESSIONResearchStudents write a timeline that shows the important events that happened during the Lewis and Clark expedition. Research:Annotated TimelineSTANDARDSRI.7, W.7, W.8EFFECTIVE EXPRESSIONAssemble and PresentAssign group members to explain the information about each event during the presentation.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSSL.2; SL.5 myPerspectives ELL SupportAudio SummaryTo the Top of Everest: Accessible Leveled TextWord Study: Latin Root: ped- (RP)(TE p 471)Analyze Craft and Structure: Central Idea (RP)(TE p 472)English Language Support Lesson: Central Idea (On Realize)Conventions: Subject Complements (RP)(TE p 473)Personalize for Learning English Language Support: Subject Complements (TE p 473)Audio SummaryPersonalize for Learning English Language Support: Graphic Novels(TE p 483)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 31DAY 32DAY 33DAY 34DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE pp 474-475PERFORMANCE TASK: Speaking and Listening FocusPresent an ArgumentSE p 475INTRODUCE INDEPENDENT LEARNINGSE pp 476-477INDEPENDENT LEARNINGSE pp 478-480PERFORMANCE-BASED ASSESSMENTSE pp 481-438PERFORMANCE TASKPresent an Argument: Students write and present an argument in the form of an advertisement that answers the question: Why should we explore new frontiers?Plan with Your GroupStudents analyze the text, gather details and media, and organize their ideas.Rehearse with Your GroupStudents practice the presentation, fine-tune the content, and improve their use of media.STANDARDSW.6.1.b; W.6.4PERFORMANCE TASK Present and EvaluateStudents present as a group and use checklist items to evaluate.STANDARDSSL.6.2; SL.6.4; SL.6.5; L.6.3.bEssential QuestionWhat drives people to explore?Independent Learning StrategiesCreate a SchedulePractice what you have learnedTake Notes Independent Learning StrategiesTable of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.ContentsMAKING MEANINGFirst Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.First-Read GuideClose-Read GuideClose-Read GuideClose Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.Analyze the TextStudents will respond to questions about the text, citing textual evidence.Quick WriteStudents write about a paragraph that grabbed their interest.Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment. STANDARDSRL.6.10; RI.6.10; SL.6.6 PERFORMANCE-BASED ASSESSMENT PREPReview Evidence for an ArgumentStudents evaluate the strength of their evidenceEvidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment. Writing to Sources: ArgumentStudents will write an argument to answer the following: What fuels people’s desire to explore?Argument RubricStudents use the rubric to guide their revisions.STANDARDSW.6.1.b; W.6.10; L.6.3.b myPerspectives ELL Support Accessible Leveled Texts for Independent Learning Selections (On Realize)Personalize for Learning English Language Support: Sentence Starters(TE p 483)ELD Companion SupportTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubRead Aloud, Think AloudSupplementalTime to ReadRead IndependentlyBook ClubDAY 36PERFORMANCE-BASED ASSESSMENTSE pp 484-485PERFORMANCE-BASED ASSESSMENTSpeaking and Listening: Oral PresentationStudents will use their essay as the foundation for a brief oral presentation.Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.Reflect on the UnitUnit TestSTANDARDSSL.6.4; SL.6.6ELD Companion SupportTime to ReadRead IndependentlyBook Club ................
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