P-2, Advanced Proficiency, 6Th Grade, English/Language Arts

P-2, Advanced Proficiency, 6th Grade, English/Language Arts Unit Plan 6th Grade - English/Language Arts

UNIT BACKGROUND Unit Number and Title: Unit 2: What a story! Grade Level: 6 Subject/Topic: Short Stories Key Words: Fiction, short story, expression, text cues, dialogue, punctuation, visualization, sensory images, text-to-self connection, empathy, prediction, plot structure (introduction, rising action, climax, falling action, resolution), theme, characterization, first person point of view, third person point of view, mood, idea development, brainstorming/webbing/mapping, narrowing ideas using RAFTS (role, audience, format, topic, strong verb), elaboration, detail, peer editing, clarity, detail, subject-verb agreement, adjective, adverb. Length (in weeks / days): 4 weeks/ 20 days Quarter: 1 Step 1: Creating Vision and Planning for Assessment

Unit GOAL

Technical:

Reading

Students will continue to deepen their understanding and application of metacognitive reading strategies during their independent reading to aid comprehension. Specifically, students will be able to independently apply the strategies of visualization/mental movies and text-to-text connections at the end of this unit.

Literature

Students will be able to read a variety of texts and demonstrate mastery (80%) on being able to:  Identify and analyze the following story elements: plot, character, setting, mood, point-of-view, and figurative language (simile only); by analyze, students will have to discuss the author’s use of the story element and how that use affects the text as a whole (i.e., the author’s use of setting contributes to the suspenseful mood of the story).  After reading a story, explain how the story is organized using the stages of plot development; explain how/why that organization impacts the text  Identify the theme of a text and explain how the author develops that theme in the work.  Determine the author’s purpose and point-of-view of a given text.

Writing

Students will create a written narrative that is focused on one clear, coherent, well-developed idea and includes relevant and strong details and elaboration. Students will also show mastery of the following written conventions through this narrative: subject-verb agreement, paragraph structure, dialogue punctuation, sentence punctuation.)

Motivating Vision of Student Success:

Together, we will log 3750 minutes of independent reading time during this unit, begin our quest to become literary leaders, and create our first written narrative!

P2(1): The teacher include the vision for the assessment in the unit plan. (AP)

Unit Plan – Planning For Assessment

How will I measure my Unit Goal?

 Unit test: short answer and multiple choice questions on literary analysis standards, reading comprehension (students will be expected to apply the standards with new texts, not the texts we are reading during the unit).  Written narrative, scored on rubric for ideas and elaboration, as well as specific conventions taught during this unit (subject-verb agreement, paragraph structure, dialogue punctuation, sentence punctuation)

How will I measure progress toward the Unit Goal?

 Individual reading conferences (at least 1 per student every two weeks)  Readers’ response journals to monitor comprehension, use of strategies  Weekly vocabulary quizzes  Conventions quizzes  Literary terms quiz (lower Bloom’s)  Literary analysis quiz (higher Bloom’s)  Exit tickets

Unit Plan - What’s The Big Idea?

 Reading comprehension, literary analysis, developing ideas in writing

Good readers are always thinking and using their comprehension strategies to help them derive meaning from literature, which is packed with ideas and meanings that we must figure out! By digging into what an author is doing, we can gain a better understanding and appreciation for their story, and help us develop the skills that will make us stronger writers and story tellers. As writers, we must have strong, well-developed ideas to make our work interesting to our readers.

Unit Plan – Enduring Understandings Unit Plan – Essential Questions Unit Plan – Tasks To meet the standards, students will need to To understand, students will need to What are the tasks implied by the verbs in the standards? understand that: consider such questions as:  Create a written narrative that presents a well-  Authors rarely come out and say exactly  How can we figure out what developed idea, strong details and elaboration, and what they mean. They use a variety of the author really wants us to conventions (specific to this unit) techniques to give us clues to help us understand?  Read, interpret, and analyze fictional short story text for figure out the story!  How does literature reflect my literary features such as story elements, organization,  Literature often reflects what we see life and world? and purpose. and feel in real life. Good readers apply  What makes a short story  Discuss literature in teacher-student conferences, small what they know to a text and allow a great? group, and whole class seminars. Respond to literature text to impact their thinking and  How do writers develop an by reflecting on personal experience and contributing feelings. idea into a powerful piece of relevant comments to discussion.  Stories should make sense! Authors use writing? a structure to help them organize their  Set independent reading goals and read texts on work and help us make sense of their  How are grammar and independent reading levels. Apply metacognition story. conventions the road signs of strategies and create a reader’s response journal to  Writers take time to develop and focus the English language? Do demonstrate use of reading comprehension strategies, their ideas and add the detail and good readers and writers reflect on text, extend understanding. elaboration that makes their writing so always follow them? colorful and interesting.  Rules and conventions of the English language aren’t just to make you crazy – we need them to make our writing easier to read and understand. Unit Plan – Achievement Targets To understand, students will need to have knowledge of: To understand, students will need to be able to:

Literary Analysis: Literary Analysis:

 Fiction as a genre; short story as a type of fiction  Classify a text into the correct genre by its  Literary elements, including: plot (introduction, rising action, climax, falling distinguishing characteristics action, resolution), Character/characterization, stereotypes, point of view,  Explain the author’s use of plot structure and describe narrator, setting, mood, theme, style, conflict how elements of plot advance the story  Author’s purpose  Describe the conflict of a story and how that conflict is  Literary devices including: figurative language, simile, dialogue resolved  Analyze characters from a variety of perspectives Reading Comprehension: (based on their actions, based on thoughts, based on interactions with others, etc.)  Text-to-text connection  Compare texts with different point-of-view and  Empathy discuss the perspective that the point-of-view gives the  Visualization/mental movie reader  Scene change  Discuss how the author creates mood and it’s effect on  Sensory images the reader  Expression and textual features (dashes, ellipses, italics)  Determine the theme of a text  Prediction  Explain how the author’s word choice, language and arrangement impact the text Writing:  Explain how the elements of literature interact (e.g., plot influences setting, character builds theme, etc.)  Idea development: brainstorming, webbing, mapping  Discuss the purpose of dialogue and its effect on the  Narrowing focus: RAFTS – role, audience, format, topic, strong verb text  Elaboration: details, description  Discuss the author’s use of literary devices and their  Relevance effect on text  Writing process: prewriting, drafting, responding, revising, editing, publishing  Peer editing procedures  Editing marks Reading Comprehension: Conventions:  Visualize/make mental movies to strengthen  Sentence formation: run-ons, fragments comprehension  Sentence structure and punctuation (end punctuation, dialogue punctuation)  Describe changes in mental movies during shifts in  Paragraph structure and formation story/scene changes  Strong/weak verbs, adjectives, adverbs  Use sensory images to increase comprehension  Make relevant text-to-self connections and discuss Vocabulary how connection(s) impact understanding of or experience of text  From “Thank You, Ma’am:” mistrust, barren, frail, stoop  Describe how empathy with a character can increase  From “Eleven:” alley understanding of text  From “Charles:” renounce, swagger, raucous, insolent  Make predictions based on evidence in text  Prefix: mis-, pre-  Determine the author’s purpose

Listening/Speaking: Writing:

 Presence  Brainstorm ideas and determine the strongest ideas to  Relevance develop into a written piece using maps, webbing, and free writing  Textual evidence  Narrow idea focus by using RAFTS (write appropriate to audience, format, and purpose)  Develop ideas by adding detail and elaboration  Choose strong, relevant details that strengthen the writing  Use the stages of the writing process to develop ideas and draft initial pieces  Explain the process for peer review  Use peer review to provide and receive relevant, constructive feedback on writing  Describe and follow proper publishing procedures

Conventions  Edit for run-on and fragmented sentences  Properly punctuate dialogue using correct quotation marks, commas, and end punctuation  Write well developed paragraphs that focus on one main idea and provide relevant supporting details  Use and edit for strong verbs, adjectives, and adverbs in writing  Use correct subject/verb agreement in writing

Vocabulary:

 Use context clues to determine the meaning of unfamiliar words  Extend vocabulary by using new words in speech and writing

Listening/Speaking:

 Discuss literature in teacher-student conferences and small group discussions  Take an active role in whole class seminars

 Contribute relevant comments to extend discussion and use evidence from text to support ideas Steps 2 and 3: Misunderstandings & Lesson Objectives

P2(1): The teacher has translated the standards into “clear, measurable, student-centered, and rigorous objectives” (AP) # of days, 1 Standard Daily Lesson Objective(s) Potential Misunderstandings Lesson Plan Notes day = xx min. 5.01 Increase fluency, comprehension, and  SWBAT explain how 10 min.  Students may think that  Mini lessons w/ insight through a meaningful and text cues and features each any kind of connection application to comprehensive literacy program by: helps us read with day is a relevant connection independent reading expression; use text books  a. using effective reading strategies cues/features to read with to match type of text expression  SWBAT explain how we 1.04d: Interpret how personal circumstances should read dialogue and background shape interaction with text with expression and why  SWBAT make relevant 1.02d: Make connections between works, text-to-self connections self, and related topics and explain how those connections increase understanding of text (all)  SWBAT make relevant text-to-self connections and explain how feeling empathy toward a character can increase our understanding of that character/the text. (“Eleven”)  SWBAT describe the sensory images and details that they used to create mental images to aid their comprehension (“Eleven)  SWBAT describe the details that signal a change in scene in the text (“Charles)

 SWBAT make logical predictions and use textual evidence to support their thinking (“Charles”) 4.01a: Determine the purpose of the author  Even though a story has  SWBAT determine  Purpose discussed as or creator by monitoring comprehension for a theme or lesson, it author’s purpose while N/A we read each story understanding of what is read, heard, and/or isn’t to inform. It’s still reading a text (all) (not a full day lesson) viewed. to entertain! 5.01g: Interpret text by explaining elements  SWBAT explain why 6  The theme is not  Plot structure – two such as plot, theme, point of view, and how author’s of short explicit in the text. days characterization, mood, and style. stories organize the text  Theme discussed with (intro)  Finding point of view – all stories, heavy with 5.01i: Recognize underling messages in  SWBAT trace a story’s don’t look in dialogue! Thank You Ma’am order to identify theme(s) within and across development using the  Character analysis: works plot map (“TYM”) Roger in TYM, Rachel  SWBAT determine the in Eleven 5.02d: Explore what impact literary elements theme of a story and use have on the meaning of the text such as the evidence from the text to  Comparison of p-o-v: influence of setting or the problem and its show how the author How would Eleven be resolution developed the theme different if it was told (“TYM”) from the perspective  SWBAT identify a of a narrator like story’s point of view (all) TYM?  SWBAT describe the effect that point-of-view has on the reader of a story (“Eleven”)  SWBAT describe how authors develop characters and cite evidence from the text (“TYM”)  SWBAT create a character sketch of Roger that uses evidence from the text to reveal their understanding of the character (“TYM”)

 SWBAT identify the mood of a text and use textual evidence to explain how the how the author creates the mood of a story (all)  SWBAT explain how the author’s use of dialogue impacts the mood of the  Dialogue: introduced text in “Charles” with TYM, connection 5.01f: Discuss and analyze the effects on to mood w/ Charles texts of such literary devices as figurative  SWBAT to explain how 2 language, dialogue, flashback, and sarcasm the author’s use of simile  Simile, figurative allows readers to better language with Eleven understand a character’s feelings and thoughts in “Eleven”  SWBAT to discuss the relationship between Roger and Ms. Luella BWJ in “Thank You, 5.01k: Explore relationships between and Ma’am” and how it helps Students may not realize that among characters, ideas, concepts, and/or develop the story’s every time they read, they experiences. theme 1 should be thinking about what it the main idea or why is this 1.02g: Determine the main idea and/or  SWBAT explain why significant. significance of events Ms. Luella BWJ treatment of Roger is significant to the story’s theme 5.02a: Study the characteristics of literary  SWBAT describe the 1/2  Intro genres (fiction) through reading a variety of characteristics of fiction and a short story. literature and other text

 SWBAT explain how 5.02b: Interpret what impact genre-specific those characteristics characteristics have on the meaning of the make the text work. entertaining, engaging.  SWBAT discuss how the author’s use of first 4.01d: Analyze the effects of the author’s  Teach with Eleven and person point-of-view 1 craft on the reader/viewer/listener comparison POV affects the reader of the story.  SWBAT brainstorm ideas to develop into a Writing focus: idea development narrative.  SWBAT narrow their Writing process focus: drafting, revising, ideas by using RAFTS editing, publishing (role, audience, format, topic, strong verb). 1.01: Narrate an expressive account (e.g.,  SWBAT create relevant fictional or autobiographical) which: details to elaborate on their ideas. 4  a. Tells a story or establishes the  SWBAT use the writing  Model with own significance of an event or events process to develop their writing  b. Uses remembered feelings and ideas into a published specific details narrative. 1.5  SWBAT explain 6.02b: Apply proofreading symbols when procedures for peer editing review  SWBAT use editing 6.02c: Produce final drafts that demonstrate symbols correctly accurate spelling and the correct use of punctuation and capitalization  SWBAT provide relevant and constructive feedback 6.02b: Apply proofreading symbols when  SWBAT brainstorm 4  Model with own ideas to develop into a narrative.  SWBAT narrow their ideas by using RAFTS (role, audience, format, topic, strong verb).  SWBAT create relevant details to elaborate on their ideas. editing  SWBAT use the writing process to develop their 6.02c: Produce final drafts that demonstrate writing ideas into a published accurate spelling and the correct use of narrative. punctuation and capitalization 1.5  SWBAT explain procedures for peer review  SWBAT use editing symbols correctly

 SWBAT provide relevant and constructive feedback  SWBAT edit for run-on sentences and fragments 5-10 6.01a: Use a variety of sentence types  SWBAT use proper end min. correctly, punctuating them properly, and punctuation in sentences each avoiding fragments and run-ons (spiral) day  SWBAT punctuate dialogue correctly  SWBAT use proper 6.01b: Use appropriate subject-verb subject-verb agreement 5-10 agreement and verb tense that are in writing and speech min.  Comparison from own appropriate for the meaning of the sentence each writing (spiral)  SWBAT edit for subject- day verb agreement 5-10 6.01c: Demonstrate the different roles of the  SWBAT edit for strong min. parts of speech in sentence construction verbs, adjectives and each (spiral) adverbs in their writing day  SWBAT determine the 6.01f: Determine the meaning of unfamiliar meaning of unknown vocabulary words by using context clues, a words using context 5-10 dictionary, a glossary, and/or structural clues min.  Do Now context clues analysis (roots, prefixes, suffixes) of words. each sentence 6.01g: Extend vocabulary knowledge by  SWBAT use new day learning and using new words. vocabulary words in speech and writing 6.02a: Review and use common spelling 5-10  SWBAT master an rules, apply common spelling patterns, and min. individual list of spelling develop and master an individualized list of each words words that are commonly misspelled day Formative assessments, Unit Unit Review and Assessment 2.5 test Total 20* P2(2): The teacher has appropriately mapped out the objectives “ahead of time” on the calendar and has allocated time appropriately based on the content to be taught (E)

*Time reflects mini-lessons taken into account. Step 4: Sequencing & Scaffolding Objectives on Calendar

P2(1): The teacher logically groups daily objectives based on connecting themes. (AP)

October

Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 Reading mini-lesson: Reading mini-lesson: Literary terms pretest Good readers make relevant Reading mini-lesson: Good readers make relevant text-to-self connections and Pose EQs for literary unit text-to-self connections and feel empathy toward Reading mini-lesson: Good readers read dialogue can explain how those characters to help them with expression to really get in Reading mini-lesson connections increase relate to what’s happening Good readers use text character understanding of text in the story cues/features to read with  Good readers can expression Objectives: categorize text Objectives: Objectives: according to genre. Objectives:  SWBAT describe how  SWBAT to discuss  SWBAT identify a authors develop Objectives: the relationship story’s point of  SWBAT explain why characters and cite between Roger and view and how author’s of evidence from the text  SWBAT describe the Ms. Luella BWJ in  SWBAT discuss short stories organize (“TYM”) characteristics of “Thank You, how the author’s the text (intro) fiction and a short Ma’am” and how it use of first person  SWBAT create a story. helps develop the point-of-view  SWBAT trace a character sketch of story’s theme affects the reader of story’s development Roger that uses  SWBAT explain how the story. using the plot map evidence from the text those characteristics  SWBAT explain (“TYM”) to reveal an make the text why Ms. Luella  SWBAT discuss understanding of the entertaining, BWJ treatment of how changing the character (“TYM”) engaging. Roger is significant point-of-view would to the story’s theme change the overall impact of the text. 8 9 10 11 12

Reading mini-lesson: Reading mini-lesson: Reading mini-lesson: Vocabulary quiz Unit test: Literary analysis assessment Good readers use the sensory Good readers look for Good readers use clues in the TBD based on trends images and details in the text connections across story text to make a prediction from reading conferences to create mental movies to aid elements their comprehension Targeted reteaching (based Objectives: Objectives:  SWBAT explain why Objectives: author’s use figurative  SWBAT describe and language and identify  SWBAT identify a compare the Charles similes in text story’s point of view. and Laurie using evidence from the text on exit tickets, class work,  SWBAT to explain  SWBAT explain how observation) how the author’s use the author’s use of  SWBAT make logical of simile allows dialogue impacts the predictions and use readers to better mood of the text in textual evidence to understand a “Charles” support their thinking character’s feelings (“Charles”) and thoughts in “Eleven” 15 16 17 18 19

Hand back unit test, have Mini-lesson: Mini-lesson: Mini-lesson: Conventions quiz students track mastery SWBAT use proper end SWBAT edit for strong verbs, SWBAT modify a Mini-lesson: Pose EQs for writing unit punctuation in sentences adjectives and adverbs in their paragraph so that it focuses writing on one topic and includes SWBAT punctuate Mini-lesson Objectives: only relevant details dialogue correctly Objectives:  SWBAT use proper  SWBAT narrow their Objectives: Objectives: subject-verb ideas by using RAFTS  SWBAT describe how agreement in writing (role, audience, Sandra Cisneros used  SWBAT use the  SWBAT explain and speech format, topic, strong detail and description to writing process to how dialogue can be verb). make her writing more develop their ideas used to help develop Objectives: interesting into a draft of their their ideas and/or  SWBAT choose their narrative. characters  SWBAT reflect on the strongest idea to  SWBAT create relevant  SWBAT use the short stories we read develop during details to elaborate on writing process to and discuss potential drafting their ideas. develop their ideas ways that authors into a draft of their develop ideas for their narrative. writing  (Students turn in  SWBAT brainstorm draft for feedback ideas to develop into a from me) narrative 22 23 Return drafts Mini-lesson: 24 25 Mini-lesson: 26 Mini-lesson: SWBAT provide Mini-lesson: Mini-lesson: SWBAT use editing symbols constructive feedback by Mini-lesson: correctly asking the writer questions SWBAT explain helpful TBD: based on trends and offering specific techniques that authors use from writing conferences, TBD: based on trends from Objectives: suggestions when revising their work; observations writing conferences, explain our revising procedures observations  SWBAT describe why Objectives: SWBAT revise their work authors use peer SWBAT provide relevant and based on feedback from SWBAT publish their review and explain  Objectives: SWBAT constructive feedback by peer their peers narrative class procedures for provide relevant and reviewing a writer’s work for peer review constructive feedback strong verbs, adjectives, and SWBAT publish their (flex time: students may  SWBAT compare by peer reviewing a adverbs; sentence formation narrative want to share work with examples of strong writer’s work for and punctuation, and subject- peers after revising, may constructive feedback clarity of ideas and verb agreement (flex time: students may want to start brainstorming and weak constructive supporting details want to share work with for next written piece, etc.) feedback and describe SWBAT revise their work peers after revising, may how the type of  SWBAT discuss their based on constructive feedback want to start brainstorming Narrative due feedback would affect writing with their peer from their peers for next written piece, etc.) the writer’s work. review partner and reflect on their (Additional drafting time as comments needed)