DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 1 PLAN FOR GRADE 6 ENGLISH LANGUAGE ARTS
Unit Overview
Quarter: 1 / Unit Title: I Won’t Grow Up
Concept: Change/Identity / Instructional Time: 9 Weeks / Depth of Knowledge: 2-4
Unit Summary: How can we learn from characters and the authors who wrote about them as well as about ourselves and our places in the world?
This unit examines the transition from childhood to adulthood through the work and biographies of well-known authors. Students will explore their own transitions.
Critical Area(s): The meat and potatoes of the first 9 weeks: Narrative Writing, Reading a Literary Text, Establishing classroom writing routines, Establishing research skills
North Carolina Information and Technology Essential Standards (These are integrated within the Common Core Standards by threading them within your lessons)
6.SI.1.1 Analyze resources in terms of their reliability (which can be determined by currency, credibility, or authority, depending on the topic or purpose)
6.SI.1.2 Analyze content for relevance to the assigned task.
6.SI.1.3 Analyze resources for point of view, bias, values, or intent of information.
6.TT.1.1 Select appropriate technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.).
6.TT.1.3 Select appropriate technology tools to present data and information effectively (multimedia, audio and visual recording, online collaboration tools, etc.).
6.RP.1.1 Implement a research process collaboratively.
6.RP.1.2 Implement a research process independently.
6.SE.1.1 Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
Common Core State Standards: (Become familiar with these standards and learn them so you can deliver instruction that meets the expectations of the Common Core Standards which are what are students are assessed with)
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. / RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. / RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*
SL.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
UNDERSTANDING WHAT YOU WILL TEACH THIS QUARTER!
PLAIN LANGUAGE: BREAKDOWN OF TECHNOLOGY, RESEARCH, ESSENTIAL & COMMON CORE STANDARDS FROM THE AFOREMENTIONED DETAILED DESCRIPTIONS FROM THE STATE (This should make understanding what you need to teach easier.)
(TECHNOLOGY/RESEARCH/ESSENTIAL STANDARDS):
Ø  Connect their own personal experiences to that of characters and/or authors we explore.
Ø  Gain research etiquette: reliability, plagiarism, using technology appropriately etc..
Ø  Follow the research process (create a thesis, gather relevant data, organize thoughts into graphic visuals, create an outline, produce a rough draft, self-edit, peer-edit and finalize their work)
(*Common Core State Standards-***These are the standards that students MUST comprehend by connecting standard to the activity you are performing/designing/implementing in your daily class lessons)
The following are extractions from the standards we are required to teach. Hopefully this breakdown enables to teachers to comprehend the standards we are being asked to teach our students.
READING LITERATURE/ READING INFORMATIONAL TEXT (RL & RI Standards):
Ø  Cite textual evidence to prove/disprove ideas, theories, hypotheses etc…
Ø  Gain the ability to inference from using textual evidence-learn the art of using context clues.
Ø  Determine the CENTRAL IDEA/MESSAGE of a text. This concept is one that can be taught using the ‘umbrella approach’. BIG IDEA supported by supporting details that keep the umbrella up.
Ø  Identify CENTRAL IDEA/MESSAGE and be able to thread the MAIN, IMPORTANT DETAILS the author uses to drive the central message.
Ø  Compose a summary, learn the parameters of summarizing.
Ø  Intellectually composing a summary void of personal thought or opinion-the difference between subjective and objective.
Ø  Comprehend the differences between tone and mood.
Ø  Determine word decoding, word choice and the power of word selection used by authors and as writers.
Ø  Engage with figurative language (ongoing year-long process) including, but not limited to: hyperbole, simile, metaphor, alliteration, assonance, onomatopoeia, idioms, puns, personification etc…) This includes identifying figurative language in text AND being able to design their own examples.
Ø  Understand the interchangeable world of words: how word meaning can be manipulated through connotations.
WRITING STANDARDS: (W Standards):
Ø  Writing a narrative piece: creating a concept/central message, developing details, creating dialogue, pacing their story lines, following the Elements of Plot: Exposition, rising action, climax, falling action and resolution.
Ø  Using graphic organizers to help them chronologically design their narrative writing piece.
Ø  Include descriptive details, sensory details (imagery, word choice)
LISTENING STANDARDS: (S/L Standards):
Ø  Identify and understand the importance of correct pronoun usage. Objective pronouns VS. Possessive pronouns….antecedent agreement!
Ø  Engage and manipulate a more rigorous vernacular through texts, writing and speaking.
SPEAKING STANDARDS: (S/L Standards):
Using English Language Arts vocabulary that fits into the context of a student’s writing topic (domain-specific)
***The goal for all cumulative standards is to bring students to a level of thinking and practice that will allow them to: collaborate with peers, work independently, engage in the art of higher-order thinking, scholarly research, writing a solid informational piece following the writing process as well as writing a narrative following the same structure. We are trying to make students real-world, ready, global participants by hitting all the elements of ELA: Reading, Writing, Speaking, Listening, Viewing and Computing.
Essential Questions: (These are broad questions that help teachers and students understand why and how we are exploring the concepts of IDENTITY AND CHANGE. You post these and they can change as you maneuver through the quarter.)
·  What distinguishes childhood from adulthood?
·  How can we learn from characters and the authors who wrote about them?
·  What are inferences?
·  What does it mean to reflect?
·  What is real treasure?
·  How do I use the clues in the text to help me draw conclusions or make inferences?
·  How does the experience of reading a story, poem or drama differ from listening or video an audio, video or live version of the text?
·  How do good writers engage readers throughout narratives?
·  What ways do writers organize ideas while writing narratives?
·  How can you work in a group with other students to collaborate on an idea and still have your voice heard?
·  What goals can I set for myself to help prepare for discussions (following rules for effective classroom discussion, goals and deadlines)
·  How does grammar usage affect my writing and speech?
·  How do I create a narrative with a consistent point of view and a fully developed plot?
·  How do descriptions with precise language and vivid details enhance my writing? How do I create them?
·  How will the correct use of these grammatical conventions improve my writing: Main and subordinate clauses, Indefinite pronouns, Pronoun-antecedent agreement and Consistent verb tenses
·  What does fairness look like?
·  Is a person responsible for the unintended effects of their choices/behavior?
·  Does a higher age imply more wisdom?
·  How should authority figures treat/interact with those they have power/influence over?
Enduring Understandings: (This is where students make personal connections to the wonderful world of literature, writing, art, speaking, visualizations, computing…)
·  Writers demonstrate real-life application by producing narratives that relate to personal experiences.
·  Authors often base their characters on their own experiences growing up, and the characters they create deal with realistic problems and issues faced by all children as they grow up and mature.
I Can Statements: (These statements are the crux of each day you teach a lesson. The ‘I Can’ statement allows the teacher and student to know what specifically the goal of the day is. The key here is to take the main objective and make it relevant to: the materials you use, THE ACTIVITIES YOU HAVE PREPARED, and how you will assess their mastery at the end of class.)
·  I can compare and contrast.
·  I can form an opinion about what I see/hear when I read.
·  I can form an opinion about what I watch/listen to.
·  I can compare and contrast my feelings/reactions/responses when I read a written text to when I listen to or watch an audio, visual or live version of the same text.
·  I can back up my opinion/argument with logical details from what we’ve been reading, listening to or watching.
·  I can find evidence in a text.
·  I can make an inference.
·  I can find details in the text that support my inference.
·  I can give details from the text to support the main idea(s).
·  I can be an active participant in a group discussion.
·  I can give details from the text to support the discussion topic.
·  I can reflect/think about ideas under discussion.
·  I can take someone else’s idea and add my personal thoughts and feelings to what he or she said.
·  I can take on an assigned role in a discussion group.
·  I can find evidence in a text that supports a discussion topic.
·  I can follow rules for a group discussion (e.g., gaining the floor in respectful ways, listening attentively to others, speaking one at a time about the topic(s) under discussion, sharing my ideas, and justifying my opinions).
·  I can set goals and deadlines that relate to a group discussion.
·  I can define the different roles for group discussions.
·  I can use subjective, objective, possessive and intensive pronouns correctly in my writing.
VOCAB
Static Character / Dynamic Character / Major Character / Minor Character / Antagonist / Protagonist
Character Traits / Elements of Setting / Interview / Prequel
Trans-disciplinary Connections: This is where we can connect our literature selections to science, social studies, math and any subject matter. It is a good idea to familiarize yourself with the concept units the other subjects are teaching so you can collaborate with your teammates and/or connect your lessons to that of which the students are learning in their other classes.
Evidence of Learning (Formative Assessment):
Ø  Journal Responses
Ø  Graphic Organizers:
Plot Diagram
Character Trait Chart
Use of text organization: Story Map, Author’s Key Ideas
Difficult Vocabulary: Concept and Semantic Maps
Connecting Prior Knowledge: K-W-L Charts, Respond and Write
it Down and Connections Charts
Ø  Exit Slips
Ø  Writing Samples (from rough draft to final writing) / Summative Assessment:
Ø  End of Course Assessments
Ø  State Mandated Assessments
Ø  Common Formative Assessments-these are assessments you create as a PLC that connect the questions being asked to specific standards for this UNIT 1. This allows us to see what we need to re-teach and what concepts our students have mastered.
Assessment Tools (Sample Common Assessment Item and Resources): *It is crucial that all of the assessments you administer (especially SUMMATIVE) you: record data, take notes, itemize, analyze and collaborate with PLC mates/ Instructional Facilitators to see what you need to re-address. Data is your friend J
Unit Implementation
WRITING FOCUS: NARRATIVE Writing to Convey Experience
Elements of Fiction: http://www.flocabulary.com/
fivethings/
**These activities will become a springboard for their final narrative product.
Students will:
Ø  After reading Eleven, have students reflect on their personal embarrassing moment and that of the character Rachel. (W6.3d)
Ø  After watching the video and/or researching Sandra Cisneros and JM Barrie further, have students respond to the following: How are the author’s personal experiences reflected in her writing. (W6.3e)
Ø  3. Have students create a bio of Peter Pan based on the research that they completed from multiple sources. (Show them examples of several bios from famous people.) (W6.3a)
Ø  4. Narrative: Reflecting on the unit, the characters that we have studied, and your place in the world, write a personal narrative that examines a time in your life where you were affected by an event or situation and how it has influenced your identity. (W6.3)
PETER PAN PREQUEL NARRATIVE ASSIGNMENT
You have been chosen to attempt the unthinkable! Just as Mr. Pearson and Mr. Barry collaborated to create the prequel to Peter Pan, Peter and The Starcatchers, YOU are now going to create YOUR OWN prequel. (See attached suggested assignment and rubric)