DCP Common Core Unit Design Template1 Sample Science & Literacy Unit

Unit title Subject/Topic Grade Level Unit Length Marking Period Can Animals Think? Science/ELA 6 3-4 Weeks January-March Animal Cognitions & Emotional Intelligence Summative Performance Task Long-Term Learning Targets

This task asks students to read informational texts and Literacy: I can write a response with a claim that answers the focus question. write an essay in which they use informational video and I can choose evidence from the sources in my packet to accurately support my texts to explain how the authors develop his/her point of claim. view on the question, “Can animals think?” Responses must adhere to standard English grammar and usage Language: I can use academic language to examine sources. convention. I can use this language in class discussions. I can use this language in my essay response. Student TASK: Write a summary of the article, “Can Animals ! These sources lead me to discover that … Think?” Your summary should focus on explaining the author’s ! These sources clearly show … central ideas and should be written in your own words for ! Based on these sources, it is likely that … someone who has not read this article. Be sure you stay true ! Although these sources show that …, we are uncertain about … to what the article says and do not include your opinion of the article. Also, you should follow the conventions of standard English, focusing on accepted use of capitalization and comma usage. Essential Question Explain how the author develops his/her point of view on the question,“ Can animals think?” How can research uncover new information that will deepen understanding of the world and our place in it? • How can new, reliable information change our perspectives about a specific topic? • How can authors use writing strategies to relate new ideas or new perspectives to the reader? • Why is it important for a writer to always keep his/her audience in mind while writing?

Big ideas Effective, sustained, and evidence-based research reveals new information that can deepen our understanding of ourselves and our world. • New and credible information can bring new perspectives. • Keeping the audience for a specific text in mind will enable the writer/author to more clearly convey the central idea/theme in the text. • When conveying new ideas or new points of view in informational texts, authors may use writing strategies from across genres. • Using appropriate writing formats and Standard English conventions results in a more coherent and readable text. *Teachers: This unit uses the topic of as a means to teach students how to analyze and navigate informational texts, as well as to study deeply the purposeful decisions an author makes to best convey his/her point of view in writing. Students will write an essay demonstrating their mastery of content and their ability to synthesize information across texts. Suggested unit length is 3-4 weeks.

1 Adapted by L.Hays, SDCOE, on September 26, 2013 from http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm

Content Skills Reading Informational Text • Compare and contrast informational and anecdotal text • Informational and anecdotal text formats formats. • Specific ideas, opinions, and themes • Identify the main ideas, opinions, and themes of the assigned • Supporting textual details reading. • Development of ideas and use of academic language throughout • Identify the details from the text that support the author's main the text ideas, opinions, and themes. • Author's point of view or purpose • Explain how the author develops the main idea, opinion, or • Evaluation of author's arguments, ideas, and claims within a theme throughout the text. text Informational/Explanatory Writing • Identify and explain in writing the purpose and impact of an • Essay writing format author’s use of descriptive language in an informational text. • Awareness of audience • Explain orally and in writing an author’s use of academic • Inclusion of writing strategies from multiple genres into one language to establish credibility. piece of writing • Summarize the author's point of view/purpose from the • Conventions of Standard English in capitalization, comma assigned text. usage, and spelling • Evaluate the author's arguments, ideas, claims, and counter- • Response to claims in informational text with research-based claims within a text. details for support • Justify in writing an author’s decision to use anecdotes layered into informational text.

Research: • Draft effective claim statements in response to informational • Credible sources/evidence text with research-based supports • Notation Writer’s Craft: Create an essay in the appropriate format. • Organization • Introduce a topic by organizing ideas, concepts, and opinions. • Transitions • Develop the topic with relevant facts, definitions, concrete • Vocabulary: Domain Specific and Tier II Words details, quotations, or other information and examples. • Strategies for Reader Engagement: Anecdotes, Quotations, • Assess the importance of broader ideas and supporting details Analogy/Imagery/Descriptive Language presented in informational text. • Self-Reflection on Learning • Produce clear and coherent writing in which the development, organization, and style are appropriate to the specified audience. • Produce clear and coherent writing that combines informational and anecdotal genres into one text. • Apply conventions of Standard English for capitalization, comma usage, and spelling in written text.

Common Core Learning Standards

• R.I. 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • R.I.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. • R.I. 6.3: Analyze in detail how key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). • R.I. 6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. • RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. • W.6.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a) Introduce a topic; organize ideas, concepts, 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 when useful to aiding comprehension. b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c) Use appropriate transitions to clarify the relationships among ideas and concepts. d) Use precise language and domain-specific vocabulary to inform about or explain the topic. e) Establish and maintain a formal style. f) Provide a concluding statement or section that follows from the information or explanation presented. • 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). b) Use intensive pronouns (e.g., myself, ourselves). c) Recognize and correct inappropriate shifts in pronoun number and person. d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). 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. • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b) Spell correctly.

Resource for Teachers: DCP, ebrary

Teaching Reading in the Content Areas : If Not Me, Then Who? (3rd Edition). 07/2012 Urquhart, Vicki Frazee, Dana. 271p. Association for Supervision & Curriculum Development (ASCD), Alexandria, VA, USA

“CAN ANIMALS THINK?” VOCABULARY – DOMAIN SPECIFIC & TIER II LANGUAGE

WHO is Places WHAT animals Titles/Careers Animal Cognition Miscellaneous mentioned Names/species Intelligence characteristics/behavior Jerry Stones Omaha Zoo FuManchu- Specialist Brute force Ante Washers (object) R.Allen & Columbus Zoo orangutan Psychologist Clever tricks Primitive Potential Beatrice University of -Chimp, Head Keeper Higher mental process Dignity Undertaken Gardner Tennessee chimpanzee Keeper Signing Chores Lyn Miles -orangutan Scientist Thinking Counterfeiting Gail Iaule -gorilla Researcher Outsmart Temporarily Assess Geoff Geswell Orky-giant Vetenarians Beguile Relieve Respect Ben Beck dolphin/Orca/Killer Animal professionals Astonish Intangible Fatal Whale Animal researchers Hoodwink Furtively Inflation Colo Zookeeper Manipulate Revelation Vomit Zoologist Wheeling and dealing Pneumonia Consultants Negotiating Transactions American Sign Barter Sophisticated Language Bargainer Concepts Figuring

Lesson 1: Background Video and Informational Article – “Can Animals Think?” by Eugene Linden

Supporting Learning Key Activities Differentiation Strategies Multimedia Resources and Text(s) Used: Target: (approximately 2 Examine secondary days for both 1a 1. Pre-Reading Linden, E. (1993). Can animals think? (cover sources and 1b): story). Time, 141(12), 54. (Lexile 1220) Think-Pair-Share Standards Addressed: To provide Students respond to the following Link in DCP to Linden article in EBSCO Host: RI 5.7 Draw on information background prompt, first individually and then http://search.ebscohost.com/login.aspx?direct=tru from multiple print or digital scaffolding, students sharing with a partner: e&db=mat&AN=9303160944&site=ehost-live sources, demonstrating the view a NOVA Science • Do you think animals are smart? ability to locate an answer to Now aired on Nov • Provide one instance when you Discusses new studies using dolphins, apes and a question or to solve a 14, 2012, titled have observed an animal’s other brainy beasts that are convincing many problem efficiently. "What are animals behavior that can support your scientists that animals really can think. Work of thinking?" How claim. ethologist RI. 6.1 Cite textual evidence animals really think. 53 Groups report thoughts on and the African gray , Alex; , the to support analysis of what minutes. whether animals are stupid or pygmy chimpanzee and psychologist Sue Savage- the text says explicitly as well smart, and provide examples as Rumbaugh, Georgia State University; as inferences drawn evidence to support what they Demonstrations of grammatical concepts; Louis from the text. You Tube Link: think the author’s point of view is. Herman's work with dolphins; Skepticism; http://youtu.be/dZrzRr RI.6.3 Analyze in detail how a PRdC0 Evolution of intelligence; Possible response to key individual, event, or idea The “how” of learning. How social pressure. is introduced, illustrated, and Students then discuss does the task differentiate the elaborated in a text their interpretation of ways that students can express *This article is part of the performance standard (e.g., through examples or the video and their what they know? How do they anecdotes). questions about the plan and perform tasks? How do Evidence of Learning: question, Can Animals students organize and express Think? Students will their ideas? Student notes and take individual notes • Facilitate student management of Student discussions on the video, and information and resources by record the evidence providing graphic organizers presented in the and/or templates for organizing program for later use. information: central idea; supporting details in the text; and the author’s point of view.

Supporting Learning Key Activities (approximately Differentiation Text(s) Used: Target: 1day): Strategies Examine secondary sources Source: DCP- EBSCO – support text at a lower and determine author’s point Read the article, Minds of Their Before the students read, lexile level. of view. Own by Virginia Morell, to find more the teacher reads the data to support an answer to the passage aloud, modeling Minds of their Own. question, “Can Animals Think?” appropriate word chunking Standards Addressed: Authors: Morell, Virginia 1. Students read through the and students mark on their RI.5.2 Determine two or more Holland, Jennifer S., National Geographic. article once, circling words that texts where the teacher main ideas of a text and explain Mar2008, Vol. 213 Issue 3, p36-61. 26p. are unfamiliar to the student. breaks in her/his reading. how they are supported by key Lexile: 1160 2. After reading, students work in (As an aid to details; summarize the text. small groups to clarify the comprehension). Teacher The article focuses on the cognitive processes meaning of the words that each many pre-record audio so RI 4.9 Integrate information student in the group circled. students can listen multiple of animals. Attention is paid to scientist Irene from two texts on the same 3. Students share out the words times. Pepperberg's study of an African Gray Parrot topic in order to write or speak with the class to check for the and the notion that animals can think. Signs of about the subject accuracy of the definitions. Segmenting the text “Minds higher order mental abilities are mentioned, knowledgeably. Teachers should use the of Their Own” by Virginia including good memory, understanding

vocabulary strategies that have Morell to purposefully high- grammar and symbols, self-awareness, and RI.6.6 Determine an author’s already been taught to the light the author’s use of creativity, which have been documented in point of view or purpose in a students. anecdote in informational animals. Attention is paid to behavioral text and explain how it is 4. Students then read the passage text. Students would then be conveyed in the text. ecologist Alex Kacelnik, researcher Nicky aloud using strategies such as engaged in a discussion Clayton, and deceptive behavior in animals. Jump In and Read or whatever where they model their

read aloud strategies that have thinking to a small group http://search.ebscohost.com/login.aspx?direct=t already been presented to the around the layering of Evidence of Learning: rue&db=mat&AN=29997929&site=ehost-live students. informational and anecdotal Student discussion 5. After the second reading, text Student notes and work students, working in small § Examples of Queries

groups, will identify the main · What is the author trying to ideas presented in the passage. say here? · Why might the author place To observe how Jump In and Read this story here? What is its is used in the classroom, go to this possible purpose? link http://vimeo.com/44955654 · How does this paragraph come to follow the anecdote? Why might the author organize his/her thoughts in this way? · That’s what the author said, but what did the author mean?

Lesson 2a: Idiom Preview Matrix

Supporting Key Activities (approximately 2 Differentiation Strategies Text(s) Used: Learning Target: days): Reading 1. Teacher gives mini-lessons on Linden, E. (1993). Can animals think? (cover comprehension 2a. Idiom Preview Matrix cognates and prefixes and suffixes of story). Time, 141(12), 54. using grade level Teacher explains that individual words in Latin and Greek origin. ELLs, especially text. an idiom may or may not give clues to the newcomers, may have difficulties Link in DCP to Linden article in EBSCO Host: meaning of the idioms. Students first self- understanding vocabulary, idioms, and http://search.ebscohost.com/login.aspx?direct=true evaluate if they understand the meaning words that have multiple meanings. Standards &db=mat&AN=9303160944&site=ehost-live of idioms they will encounter in the Explicit teaching of these words before Addressed: readings, and then work in groups to the reading will help ELLs’ Discusses new studies using dolphins, apes and complete the second column of the comprehension by focusing on the other brainy beasts that are convincing many R.I. 6.3: Analyze in graphic organizer, below, as best they content. scientists that animals really can think. detail how key can. They will later confirm or refute their • Have students discuss and give individual, event, or initial understandings during the reading examples of words they know. idea is introduced, Work of University of Arizona ethologist Irene in 2a. Graphic organizer below. illustrated, and Pepperberg and the African gray parrot, Alex; Kanzi, 2. The teacher can use the articles and elaborated in a text the pygmy chimpanzee and psychologist Sue 2a.1 Polysemy Exploration Chart have the students work in groups to (e.g., through Savage-Rumbaugh, Georgia State University; Teacher explains that many words in select vocabulary, idioms and determine examples or Demonstrations of grammatical concepts; Louis anecdotes). English have more than one meaning. the meanings in context. Herman's work with dolphins; Skepticism; Evolution R.I. 6.6: Determine Teacher provides a familiar example of a of intelligence; Possible response to social pressure. an author’s point of word that has two different meanings, view or purpose in a and brainstorms its multiple meanings text and explain how it with students. is conveyed in the • Students work in pairs to explore the text. possible meanings of the words. RI.6.10. By the end of the year, read and •Teacher asks students to pay attention comprehend literary to these words as they appear in their nonfiction in the reading and write down the page number grades 6–8 text and the sentence where these words are complexity band found. proficiently, with scaffolding as needed **Graphic organizer below for students at the high end of the range. Evidence of Learning: Student discussion Student Idiom Matrix

Idioms My understanding Sentence in the text Meaning 2a - IDIOM PREVIEW MATIX break out

chalk it up

chew out someone

make an impression

wheeling and dealing having/giving the upper hand up the ante

sizing up the problems

in charge of

figure out

2a.1 Polysemy Exploration Chart Teacher explains that many words in English have more than one meaning. Teacher provides a familiar example of a word that has two different meanings, and brainstorms its multiple meanings with students. Students work in pairs to explore the possible meanings of the words. Teacher asks students to pay attention to these words as they appear in their reading and write down the page number and the sentence where these words are found. Consider using the following graphic organizer:

Words Before Reading In the Text

Page Meaning 1 Meaning 2 Sentence in the text #

cell Telephone A biological unit (e.g., an (e.g., cell phone) animal cell) that does not have chloroplasts to make its own food

break

charge

object

Lesson 2b: Keep It or Junk It

Supporting Learning Key Activities (approximately 3 days for Differentiation Text(s) Used: Target: both 2a and 2b): Strategies Reading To observe how Keep It or Junk It is used in DCP Links: comprehension using the classroom, go to this link Using an article with a lower grade level text. http://www.teachingchannel.org/videos/help- lexile level, assist students in EBSCO Host – Middle Search Plus students-analyze-text finding evidence to support or refute the question: Can Smarter Than You Think. By: Smith, Natalie, Standards Addressed: 1. First Read: Students independently read RI 4.2 and RI 5.2 Animals Think? Scholastic News -- Edition 5/6, 15542440, the passage. 11/14/2011, Vol. 80, Issue 8 (Lexile 960)

Although students should 2. Second Read: Students highlight key choose their own words and http://search.ebscohost.com/login.aspx?direc words from the passage that have to do compile a list of key words in SL 4.1 and SL 5.1 with evidence of animal’s being able to t=true&db=mih&AN=67713326&site=ehost- small groups in order to Evidence of think. live facilitate student discussion Learning: of the text, step 4, as a 3. Working independently, students list all the 10 smart animals. By Newman, Aline whole class. Step 6 can Student discussion words they have circled on the student Alexander, National Geographic Kids. also be done as a whole Keep It or Junk It worksheet. Jul/Aug2004, Issue 342, p22-27. 6p. (Lexile Student worksheet class. 840) 4. Working in small groups, students eliminate words that don’t help answer the http://search.ebscohost.com/login.aspx?direc focus question. t=true&db=prh&AN=13721174&site=ehost- live 5. Students share their list with the whole class.

6. Working in small groups, students discuss in groups how to categorize key words (within each category students link word to the focus question). Category names can be written on board.These will be the same categories that students will use as buckets to organize the evidence for the writing assignment.

7. Working in small groups, students eliminate those words that no longer link to the focus question

Lesson 3: Project Matrix – Getting Ready to Write and Identifying Evidence

Supporting Learning Target: Key Activities (approximately 2 days): Differentiation Text(s) Used: Strategies Standards Addressed: TASK: Write a summary of the article, “Can Animals Think?” Your Linden, E. (1993). W.6.2: Write summary should focus on explaining the author’s central ideas and should Teacher facilitates Can animals informative/explanatory texts to be written in your own words for someone who has not read this article. Be independent work and think? (cover examine a topic and convey ideas, sure you stay true to what the article says and do not include student discussions. story). Time, 141 concepts, and information through your opinion of the article. Also, you should follow the conventions of Assist students in small (12), 54. the selection, organization, and standard English, focusing on accepted use of capitalization and comma groups or one on one as needed. analysis of relevant content. usage. a) Introduce a topic; organize ideas, Content Area Writing Activities (Harvey Daniels/Steven Engage students in concepts, and information, using Zemelman/Nancy Steineke) Commenting & strategies such as definition, “To get learning power, kids need to grapple with ideas, transform them, Questioning around classification, comparison/contrast, and put them in their own words.” (Daniels, Zemelman & Steineke, 26) controversial passages and cause/effect; include formatting • “We are using writing to find out what’s inside our heads, to dump ideas across informational (e.g., headings), graphics (e.g., down on a page so we can play with them, move them around, make articles in the unit. charts, tables), and multimedia connections, figure out what’s important, cross some out, and highlight when useful to aiding others.” (Daniels, Zemelman & Steineke, 21) Model the clustering comprehension. • Writing to Learn is…short, spontaneous, exploratory, informal, personal, strategy (see below) b) Develop the topic with relevant one draft, unedited and ungraded. with comments and facts, definitions, concrete details, questions in mind around Examples of Writing to Learn Activities: quotations, or other information the following quote: •Exit Slips: Save one to five minutes at the close of a lesson to have and examples. “Captive animals often students respond to a critical thinking question to help you plan for further c) Use appropriate transitions to become students of the clarify the relationships among learning/small group instruction/differentiated grouping. (diagnostic) • Clustering: Utilize the classroom work time to have students engage in a humans who control ideas and concepts. their lives.” – Eugene d) Use precise language and “non-linear brainstorming process” that asks students/groups to jot “a key word in the center of a page, draw spokes outward, and, in associative Linden domain-specific vocabulary to fashion, write words connected with the key words in circles or balloons at inform about or explain the topic. the end of the spokes” (Daniels, 55). This helps to organize student prior e) Establish and maintain a formal knowledge and/or ideas around larger concepts in non-fiction reading. style. • Reflective Write: Give students an opportunity at the end of a work time Evidence of Learning: task/homework assignment/summative assessment/unit to reflect on what they learn, how they go about learning Student pre-writing (ungraded) it, and what the learning can mean to them. (Daniels, 96)

Pre-Writing Chart: Students work independently on the chart below, and then convene in groups to discuss their charts. Students explain why they selected those anecdotes to support their conclusion about the author’s point of view.

Pre-Writing Chart A. Introduction B. What Do You Want for C. Lend a Helping Tail D. We Gotta Get Outta That Banana? This Place

Can animals think? What is Linden’s point of view?

State an anecdote from the text that supports Linden’s point of view.

Explain how the anecdote supports Linden’s point of view.

Students share above charts in small groups, then use the graphic organizer below to segment evidence for the three parts of their essay.

Example: Linden’s Point of View: Animals can think, especially if it suits their own purposes. Explanation of how Linden conveys his point Explanation of how Linden conveys his point Explanation of how Linden conveys of view: Beginning of article of view: Middle of article his point of view: End of article Washoe – American Sign Language. Linden Chantek - Bartering: Linden points out that Orangutan – Jonathan: Author is looking at begins by citing earlier research that animals have shown themselves to be capable the kinds of feats animals accomplish when investigated animal intelligence by trying to of higher mental abilities such as they try to outwit their captors. teach apes human language. understanding abstract concepts like the value of something and how to use this knowledge to negotiate.

Lesson 4: Drafting and Writing the Essay

Supporting Learning Target: Key Activities (approximately 2 days): Differentiation Text(s) Used: Strategies Reintroduce the performance task. Have the students’ No text is used. Standards Addressed: circle the key works in the focus question. W.6.2: Write informative/explanatory Although this is a five- texts to examine a topic and convey TASK: Write a summary of the article, “Can Animals paragraph essay, there are ideas, concepts, and information through Think?” Your summary should focus on explaining the several ways this essay can the selection, organization, and analysis of author’s central ideas and should be written in your own be differentiated. relevant content. words for someone who has not read this article. Be sure The class can write the a) Introduce a topic; organize ideas, you stay true to what the article says and do not include introduction as a whole. concepts, and information, using your opinion of the article. Also, you should follow the conventions of standard English, focusing on accepted use Since this introduction strategies such as definition, classification, paragraph will serve as a comparison/contrast, and cause/effect; of capitalization and comma usage. guide for the essay, this include formatting (e.g., headings), should help students frame graphics (e.g., charts, tables), and their evidence paragraphs. multimedia when useful to aiding comprehension. Choosing the evidence and b) Develop the topic with relevant facts, completing the organizer definitions, concrete details, quotations, can be done as a whole or other information and examples. class. This will assess c) Use appropriate transitions to clarify writing skills only not the the relationships among ideas and students’ ability to choose concepts. evidence. d) Use precise language and domain- specific vocabulary to inform about or The essay can be shortened to a one- explain the topic. paragraph essay. The e) Establish and maintain a formal style. student can choose to write . the paragraph where the Evidence of Learning: students feels s/he has the strongest understanding of Graphic organizers used during the the topic. unit. Student notes.