Quantitative: 1090 L Range: 925L-1185L Associated Grade Band Level: 6Th-8Th

Unit Name:
Leadership in Action / Created By:
Tina Orme / Subjects:
ELA and Social Studies / Level:
Sixth Grade / Unit Time Frame:
4-6 Weeks
Unit Overview (including context): Leadership is a thread that runs through all areas of life (social, emotional, physical, cultural, intellectual). Leadership changes through the influences of individuals, groups and time. This unit will engage students in a historical real life experience that takes them through the day to day events of Sir Ernest Shackleton’s expedition in 1915 in relationship to the theme of “leadership in action”. The central text used is Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Enduranceby Jennifer Armstrong. This book is broken up into chapters of manageable size (6-9 pages. This book is written to describe how the crew survived not that the crew survived. This inquiry based project will lead students to identify leadership qualities exhibited through the use of inquiry, discussion, journaling, research and reading activities.
Unit Rationale (including Key Shift): The unit focus is on Shift Four: Students will collaborate effectively for a variety of purposes while also building independent literacy skills. Students will be able to think creatively using a wide range of idea creation through investigation of varied subject matter. They will learn to elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize their own creative efforts through inquiry, research, writing and presentation in relation to the themes of leadership. They will use various types of reasoning, analyze how parts of a whole interact with each to produce overall outcomes in complex and difficult systems. Students will also work in teams to make judgments and decisions; to interpret information, draw conclusions based on analysis, synthesize and make connections between information and arguments. This unit allows teachers to focus on several ELA standards and Social Studies in an integrated format rather than in isolation and draws students to a deeper understanding of leadership in action.
Essential Questions
What does it mean to be a leader?
What does it mean to be a member of a team or community?
Is failure always a bad thing?
How can leaders of yesterday help us be leaders today for a better tomorrow?
Enduring Understandings
Habits of mind and character are formed through life experiences and the choices we make.
Students will be better prepared to understand that outcomes in their lives can be affected by personal decisions they choose to make.
Students will better understand…
-- they have control over their feelings, their attitudes, their thoughts, their actions, and their future.
--they have value, self worth and may become as successful and productive as they choose.
--that their experiences and how they handle them contribute to their success or failure.
--historical literary and informational texts can provide insight into past, present and future life outcomes.
Central Text: Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Enduranceby Jennifer Armstrong. This book is broken into twenty chapters of manageable size (6-9 pages). These chapter divisions are based on significant events that happen to the crew. It includes diagrams, maps, photos, and blueprints of the Endurance. The book opens with an attention grabber entitled “Just Imagine” which gives a summary that reveals the crew’s survival. This book is read to see how the crew survived not just that they survived. Armstrong incorporates background information about the Antarctic and nautical navigation throughout. She narrates the book from an objective point of view.
Text Complexity Analysis (Module 3):

Quantitative: 1090 L Range: 925L-1185L Associated Grade Band Level: 6th-8th
Qualitative:

Text Structure (story structure or form of piece): Moderately Complex- The text is a sequential account of Shackleton and his crew starting off on an expedition to Antarctica and their subsequent stranding on the ice and eventual rescue. The accounts include key events pertaining to their fight for survival in the bitter cold. The illustrations, maps, diagrams support the development and meaning of the text.
Language Clarity and Conventions (including vocabulary load): Mostly Complex-The text structure and vocabulary is mostly complex containing many complex sentences, and multiple meanings. The vocabulary contains fairly complex language that is sometimes unfamiliar, archaic, subject-specific and includes many academic tier 3 words.
Levels of Meaning/Purpose: Very Complex-A moderate level of knowledge regarding the significant events of the time period, maritime navigation, and the Antarctic is required. There are multiple levels of meaning that may be difficult to identify. There are multiple themes that are subtle and are revealed over the entirety of the text.

Reader-Task: close reading; summaries; journaling; narrative essays; artistic representation

Common Core Focus Standards / Student Friendly Learning Targets
Reading:

RL.6.2 and RI 6.2Determinea theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.7 Integrate information presented in different media or formats (e.g., visually, qualitatively) as well as in words to develop a coherent understanding of a topic or issue.

Supporting Standards:
Reading:
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Writing
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Language:
L6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Speaking and Listening:
SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL6.4Present claims and findings sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. / Reading:

I can identify the central idea and supporting details of a text.
I can define and understand the influence of personal opinion and judgment when reading a text.
I can analyze text to determine the central idea and supporting details.
I can recognize particular details used to supports the central idea of a text.

I can recognize how to access information from different media and formats.
I can identify the terms topic and issue.
I can combine information taken from various media, formats, or text.
I can demonstrate understanding of a topic or issue using information from various media/formats.

I can identify key ideas about individuals, events and ideas as stated in text.
I can define anecdote.
I can analyze how key individuals, events and ideas
in a text are introduced, illustrated, and elaborated upon.
I can analyze evidence in text to support key ideas.

I can apply appropriate research and inquiry methods to conduct a research project.
I can apply multiple resources to conduct short research projects.
I can determine sources to answer a research question.
I can narrow/refocus the inquiry by selecting information from multiple sources, which will support or justify the answer.
I can conduct steps for research to answer a question.
I can conduct a short research project to answer a question, with appropriate information derived from research in a variety of sources.

I can draw evidence from literary or informational text to support analysis, reflection and research.
I can identify key ideas and details which provide evidence to support conclusions about nonfiction text.
I can cite textual evidence to support analysis of what is explicitly stated in nonfiction text.
I can draw evidence from key ideas and details in nonfiction text as evidence to support analysis, reflection and research.
I can analyze and reflect on key ideas and details in nonfiction text as evidence to support analysis, reflection and research.

I can recognize conventions of language for: writing, speaking, reading and listening.
I can apply knowledge of language when writing, reading and listening.
I can apply knowledge of language conventions when writing, reading and listening.
I can use knowledge of language and its conventions when writing, reading, listening and speaking.

I can engage effectively in a range of collaborative discussions.

I can present:

o findings o claims o descriptions o acts o details

I can use:

o appropriate eye contact o adequate volume o clear pronunciation
 I can determine:
o logical sequence o important descriptions
o facts and details that accentuate ideas or themes
 I can give oral presentation to present claims and findings:
o sequencing ideas logically o using important descriptions
Culminating Activity:
Description: Students will research a famous person who exemplifies leadership in action in spite of significant challenges and use 2-3 credible (print and electronic) primary, and secondary resources for their research. Students will write and present a multimedia report to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances. Students will edit their work for sentence variety and spelling.The multimedia presentation will include an interpretive original visual representation to show understanding of “leadership in action” (W.6.1, W.6.7, RI.6.2, SL.6.1, SL.6.4, L.6.2a,b).
Objectives: To create and present a multimedia presentation to the class, making a case for why the person chosen is a striking example of leadership in action in the face of difficult circumstances.
Assessment: A multimedia analytic rubric will be used for the presentations created by individual students or groups of students. Students will complete self-evaluations of their participation in their projects. Both rubrics can be found in Appendix B.
Frontloading:

Students will experience a similarproject at the beginning of the unit through participating in a short 4 phase document based inquiry project on Sir Ernest Shackleton and his Transcontinental Expedition to Antarctica.

Day 1 / Documents Based Inquiry on Sir Ernest Shackleton: Part One
Objective /

Students will work with groups to conduct a short research project on Sir Ernest Shackleton.

Explain the note catcher for today’s documents based inquiry. Introduce the essential questions.
Have students write their names on, complete a Frayer Model on A Great Leader… independently, and turn in the model. This document will be used in part 2 of the DBI as a vocabulary activity.
Divide students into groups of three or four.
Set expectations/norms for behavior for the activity; review respectful discourse behaviors within groups when presenting claims.
Determine roles within the group. Discussion director; time keeper; scribe for the group portion of this phase.

Pass out Phase I packets to each group. Show first 5 minutes of PART 1 – 14 minutes

Give students time to study the materials and write down their notices and wonders. Students should first work independently during this step of the project.
Allow students to share their findings with their small groups and to create a large chart of notices and wonders from the group.
Ask for discussion directors from each group to share their findings discussed and noted on their large chart. Remember the teacher is the facilitator. He or She should not be adding information to the discussion.
Pass out Phase II packets. Give students time to read and record their notices and wonders. Show the video clip Students should be working independently at this time.
Allow students time to share findings with their group and add their notices and wonders to their group chart for phase 2.
Ask for group discussion directors to share their group findings.
Have students reflect upon the essential questions and what they have learned thus far about Ernest Shackleton and his expedition.

Assessment /

Formative assessment: student note catchers and group charts
Students will be assessed informally as the teacher circulates through the room listening to the discussions of the small groups and during whole group discussions.

Scaffolds and Extensions /

Grouping assignments will be determined upon placing students with more needs with those who can support and enhance the learning of the group.
Have students fill in a Frayer model with their preliminary thoughts about the essential question to use as a comparison to their thoughts at the end of the unit.
Advanced students can be challenged to participate in further research related to their notice and wonders not addressed in the texts provided.
The visual phase of the project will assist ELL and struggling readers to engage in the activity. Using varying levels of text will allow accessibility to the content in the written documents packet.

Day 2 / Document Based Inquiry on Sir Ernest Shackleton: Part Two
Objectives /

Students will work together to answer questions that have arisen from the previous steps and in their small group discussions through reading additional texts.

Idaho Core Standards / RI.6.7 Integrate information presented in different media or formats (e.g., visually, qualitatively) as well as in words to develop a coherent understanding of a topic or issue.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
SL6.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Materials / Phase one packets
Phase two packets
Phase three packets
Vocabulary / Academic:
Decisive
Evidence
Claim
Distinguish
Collaborate
Diverse
Evaluate
Argument / Domain Specific:
Leadership qualities
Courage
Determination
Relentless
Confidence
Persistence
Sacrifice
Sanity
Knowledge
Organization
Disciplined
Positive
Patient
Responsible
Self-motivated
Enthusiastic
Risk taker
Procedures /

Review yesterday’s phase one and two notices and wonders.
Review the Frayer Model on A Great Leader… to identify vocabulary relating to leadership creating a collaborative class list of leadership terms along with guiding them to adding to their list from terms above.
Hand out Phase 1 packets again.With accompanying cut up vocabulary terms (see appendix A).
Use a CORE 6 Group and Label activity using the Phase I pictures and accompanying vocabulary (with added terms students may have identified from their notices and wonders: Provide small post-its for this activity).
Ask students to choose at least four pictures from Phase I to categorize the accompanying vocabulary words under.
Once words have been categorized under the pictures have student teams create “leadership” category titles for each of the pictures based on the terms placed under each of the pictures.
Replicate their categories and sub terms as a vocabulary map in their interactive journals.
Refer students to their notices and wonders once the Group and Label activity has been completed and ask them to add any additional notices and wonders to the Phase 1 and 2 section of their graphic organizer upon completion of the activity.
Complete Phase III. These texts will help to answer questions that have arisen from the previous steps and the small group discussions and will provide important background information.
Have students complete thePhase III portion of their notices and wonders.
Teams will discuss and add to their chart paper conclusions thus far in the DBI pertaining to the essential questions.
The chart papers will be put up around the room and students will conduct a Gallery Walk.
Inform the students that they will complete Phase IV: Synthesis later in the Unit between Days 14-17. Emphasize to the students that all of these ideas are going to be utilized in the Phase IV: Synthesis, the final stage of the DBI at the end of the unit.

Assessment /

Students will be informally assessed on their participation
Formative Assessment: Note Catcher; Vocabulary Map

Scaffolds and Extensions /

Grouping students in teams will allow for opportunities for both students with challenges and those needing extensions to share their thinking through peer interactions to make learning accessible.
Using varying levels of text will allow accessibility to the content in the written documents.

Day 3-12 / Central Text Reading:Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer Armstrong