Catholicschoolsny.org



|Essential Question |Key Content: The student will… |

|Unit Focus |Code |

|Vocabulary and Terms to Emphasize |Standard |

| |Concept |

| | |

| |RL.6.5 |

| |Analyze how a particular sentence/chapter/scene/stanza fits into the overall structure of a text and contributes to the development of the |

| |theme/setting/plot. |

| |Analysis |

| |Text Structure |

| | |

| |RI.6.4 |

| |Determine word/phrase meanings, including figurative, connotative, and technical meanings. |

| |Vocabulary |

| |Context |

| | |

| |W.6.2 |

| |Write informative/explanatory texts to examine a topic and convey ideas/concepts/information through the selection/organization/analysis of relevant |

| |content. Introduce a topic; organize ideas and information using strategies such as definition, classification, comparison/contrast, and cause/effect;|

| |include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia as comprehension aids. Develop the topic with relevant facts, |

| |definitions, concrete details, quotations, etc.; use transitions, precise language and domain-specific vocabulary; write formally; and provide a |

| |conclusion that follows from the information presented. |

| |Informative Writing |

| |Organization |

| |Clarification |

| | |

| |W.6.11 |

| |Create/present a text (poetry/story/play) or art work/video in response to a literary work. Develop a perspective or theme supported by details; |

| |recognize and illustrate social/ historical/ cultural features in the presentation.* |

| |Response to Literature |

| | |

| |SL.6.4 |

| |Present findings, sequencing ideas logically, and using descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye |

| |contact, adequate volume, and clear pronunciation. |

| |Oral Presentation |

| | |

| |L.6.5 |

| |Understand figurative language, word relationships, and nuances in word meanings by interpreting figures of speech (e.g., personification), using the |

| |relationship between particular words (e.g., cause/effect, part/whole, item/category), and distinguishing among the connotations (associations) of |

| |words with similar denotations (definitions), such as stingy, scrimping, and thrifty. |

| |Vocabulary |

| |Figurative Language |

| |Word Relationships |

| | |

| |*Indicates standard specific to NY only. |

|Suggested Activities/Investigations/Demos: |Strategies |

|Cross-curricular Connections |Resources |

Assessing Student Understanding

Teacher Notes/Reflections

-----------------------

How are strategies for solving math problems similar to and different from strategies for solving mysteries?

Read and solve a variety of mysteries, nonsense poems, riddles, and math problems.

Distinguish between explicit clues and inferences drawn from the text.

Articulate strategies used when solving problems (i.e., highlighting key information) and when figuring out mysteries (i.e., refining predictions as each chapter is read).

Write a variety of responses to solving mysteries in literature and informational text (math problems).

Recite poetry for classmates.

Use new vocabulary associated with mysteries in written responses.

Participate in group discussions.

• alibi

• deductive reasoning

• enigma

• evidence

• inductive reasoning

• inference

• investigator

• mystery

• problem solving

• red herring

• sleuth

• suspect

• victim

• witness

Students make and revise predictions, solve mysteries and problems using divergent approaches; share the strategies they use to solve problems; examine language and vocabulary specific to mysteries and problem solving; examine how the understanding of these words is key to uncovering connections made in texts; write an essay response to the essential question.

1. JUST THE FACTS GRAPHIC ORGANIZERS: The students will be reading different mysteries during this unit. In order to facilitate class discussions, using a GO BOX graphic organizer, have students keep track of the following information in their journals: title and author of the mystery; each character’s name, his/her traits and role in the mystery; list of clues, including page numbers on which they are found; and the mystery’s solution. Using a separate prediction organizer, have students make and revise predictions as they read. Since mystery stories continually evolve, it is important to make predictions and return to them each time new evidence is found. Continue to have students update their word bank cards throughout the unit (e.g., alibi, evidence, sleuth, suspect, victim, witness, red herring, investigator, hunch, motive, etc.), encourage them to use Good Reader Strategies and comprehension monitoring strategies as they read.

2. DEDUCTION OR INDUCTION GRAPHIC ORGANIZER/DISCUSSION: Define inductive or deductive reasoning, and discuss that there is usually more than one way to solve mysteries and math problems. Students will use a T-chart graphic organizer and answer the following questions: When do you use inductive reasoning? Deductive reasoning? Why? Where would you put each of the different problem-solving approaches (e.g., acting it out, role playing, drawing a picture, making a list, working backwards, making educated guesses, drawing a web of facts, events, and characters, etc.)? What strategies do your characters use (e.g., Reynie, Kate, Sticky, and Connie from The Mysterious Benedict Society, by Trenton Lee Stewart)? Direct the students to make notes of page numbers with relevant information so they can cite the text during class discussion. Finalize discussion with the following questions: What did you learn about inductive and deductive reasoning? How does listening to classmates articulate their thinking increase your understanding of problem solving? Extension: Have students solve several math problems (see Resources) and write the thought process they used to solve the problems in their journals. Add the activity to the graphic organizer.

3. DISCUSSION/LITERATURE RESPONSE: Have the students read The Westing Game, by Ellen Raskin or a similar mystery. Discuss that the clues to the heirs were found in the words to the song “America the Beautiful”, the meaning of “red herring,” and how the mystery was solved. Have students work in small groups to select their own song, change around the order of the lyrics, delete some words or letters, and see if their other classmates can solve their mystery. As an extension, students may publish their mystery songs as a podcast (see Resources).

4. POETRY/DISCUSSION/DRAMATIZATION/FLUENCY: Read Jabberwocky, by Lewis Carroll as a class, and discuss the following questions: How do we make sense of nonsense poems? How do you figure out what words mean when they do not exist? How are clues provided in the text structure, repetition, or content of the poem? Direct students to choose a favorite poem that is appropriate to this unit (e.g., another nonsense poem similar to “Jabberwocky”; Math Talk: Mathematical Ideas in Poems for Two Voices, by Theoni Pappas; Poetry for Young People: Edward Lear, edited by Edward Mendelson; Poetry for Young People: Edgar Allan Poe, edited by Brod Bagert) and dramatically present it to the class. Students should use appropriate eye contact, adequate volume, and clear pronunciation. After the reading, ask the class to point out figurative language, word relationships, and/or nuances in word meanings. Classmates may “interview” the reader(s), giving them an opportunity to share their ideas and inspiration as well. As an alternative activity, students may write their own poem based on a poem read in class, or write a nonsense poem in the style of Jabberwocky.

5. WRITE A MYSTERY: After reading and discussing mysteries in class, students should write their own, incorporating the new vocabulary words learned in this unit. They may discuss ideas and get editing suggestions from a partner, but not give away the ending. See how long they can keep the reader engaged without giving away the resolution. Add graphics or record audio version; publish the mystery on a class webpage/podcast (see Resources).

6. ART APPRECIATION/WRITING: Discuss the “problems” that artists and musicians face, and how they artistically solve their problems. Show several works of art. Using a Venn diagram, have students compare the work of Balthus (see Resources) to the illustrations in the book, The Mysteries of Harris Burdick, by Chris Van Allsburg, and answer the following questions: What are the differences noticed between fine art (Balthus) and illustrations (Van Allsburg)? How are the looks of these two artists similar? Different? Select a painting by Balthus and write a mystery based on what happened before or after the scene depicted in the painting. Extension: Have students listen to a classical music composition and try to interpret the message of the composer.

7. REFLECTIVE ESSAY: Students have read mystery books, made sense of nonsense poems, and solved riddles and math problems during this unit. Direct them to answer the essential question in essay form, and cite specific examples from texts read to justify their response.

Graphic Organizer: GO Box

Journal

Graphic Organizer: Prediction

Vocabulary Word Cards

Good Reader Strategies

Comprehension Monitoring

Graphic Organizer: T-chart

Questioning

Questioning/Evaluation

Dramatization

Graphic Organizer: Venn Diagram

Questioning

Religion/Values: Students can look at the mystery and miracles of God and continue the understanding that some things cannot be explained, and we need to trust in God.

Social Studies: Discuss how archaeologists use clues from the past (artifacts) to draw conclusions about ancient civilizations, thereby solving the mysteries of the past.

Resources: Mysteries in History, published by Teacher Created Resources: challenges students to explore several important unexplained events that helped shape history. Students may use primary source materials, posters, and simulations to find clues and to make informed decisions about these events. These real-life mysteries encourage students to research, think, debate, and form conclusions. The Egypt Game, by Zilpha Keatley Snyder, is another text for a mystery that can integrate social studies curriculum

Science: In science, students create a hypothesis and try to conduct experiments to prove if it is true or not. Students follow a list of steps during the procedure of an experiment, just like they would in a math problem. Discuss how students use these steps to draw conclusions in math, science, and social studies.

Link to site where students can upload podcasts:

Math Problem links: Painted Cube: click on , type The Painted Cube in search box, click on mathematics folder, scroll to bottom, click on “Secondary – The Painted Cube. More math problems: Click on , type math problems in search box, click on grade 6 problems.

Links to Balthus paintings: The Mountain: (type Balthus in search box, click on “The Mountain”); To view The Living Room and/or The Street, click on and type Balthus in search box at bottom of page – scroll to The Living Room 1942, The Street 1933; Solitaire: (type Solitaire in search box and click on Balthus Solitaire 1943 version)

Students demonstrate the ability to solve various mysteries and problems while reading through the use of a graphic organizer listing the problem and the technique/clues used to solve the mystery/problem.

Students demonstrate their understanding of mysteries by writing a mystery, using clues, and keeping the reader engaged. Writings are published on a class webpage.

Students dramatically recite poetry to class, using appropriate eye contact, volume, and correct pronunciation.

Students write an essay in response to the essential question “How are strategies for solving a math problem similar to and different from strategies for solving mysteries?”, citing examples from their readings.

Students continue to update unit’s vocabulary word cards, focusing on mystery words (e.g., alibi, evidence, sleuth, suspect, victim, witness, red herring, investigator, hunch, motive, etc.), and use the words in their unit writing and discussion.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download