6th Unit 1 Module 1
Key Themes & Topics:
Community
Claims
Argument
Essential Questions
How do we create community?
Key Reading Standards
a. Use Key Ideas and Details to:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS RL.6.1; CAS 6.2.1.a.i)
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. (CCSS RL.6.2; CAS 6.2.1.a.ii)
b. Use Craft and Structure to:
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (CCSS RL.6.5; CAS 6.2.1.b.ii)
Key Writing Standards:
Write informative/explanatory texts to examine a topi and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS W.6.2; CAS 6.3.2.a)
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting and multimedia when useful to aiding comprehension. (CCSS W.6.2.a)
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS W.6.2b)
Use appropriate transitions to clarify the relationships among ideas and concepts. (CCSS W.6.2c)
Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS W.6.2d)
Establish and maintain a formal style. (CCSS: W.6.2e)
Provide a concluding statement or section that follows from the information or explanation presented. (CCSS W.6.2f)
Summative Assessment Task
Phase I ends with an outline of the unit’s summative assessment outlining how students will show their progress of mastery of key standards and showcase their answers to the unit’s essential questions. This provides a goal toward which all weekly and daily learning activities can be designed. Summative assessments are vertically aligned to increase collaboration within and between departments.
Texts & Tasks for Unit
Choose the selection of texts and writing tasks below that will work for the unit. If you would like to provide feedback on this list or recommend a different task or text, please click here.
Extended Texts
Bridge to Terabithia by Katherine Paterson (DMS)
Dragonwings by Laurence Yep (DMS)
Esperanza Rising by Pam Muñoz Ryan (DMS)
Flush by Carl Hiaasen (Overdrive & DMS)
Freak the Mighty by Rodman Philbrick (DMS)
The Pearl by John Steinbeck
Seedfolks by Paul Fleischman (Overdrive & DMS)
Women of the Frontier by Brandon Marie Miller (Overdrive)
Short Literary Texts
CommonLit (Log in to view texts)
"Taco Head" by Viola Canales (use with On Demand task)
"On Turning Ten" by Billy Collins (use with Poetry Analysis)
"The Land of Story-Books" by Robert Louis Stevenson
“Into the Rapids” by Bradford H. Robie
“The New Colossus” by Emma Lazarus
"Stop the Hungry Giant Fish" by Pam Calvert
"Old Games, New Territory" by Khat Patrong
"Funeral" by Ralph Fletcher
Short Informational Texts
CommonLit (Log in to view texts)
"The Bill of Rights" (use with Classroom Constitution)
"Diary of a Teenage Refugee" by Amira
"Duck & Cover: School Drills During the Cold War" by Jessica McBirney
“Free at Last: A Kurdish Family in America” by Karen O’Connor
"'You Have the Right to Remain Silent': A History of the Miranda Rights" by Jessica McBirney
Analytical Writing Tasks
SUMMATIVE ASSESSMENT - Literary Analysis: An essay that explores the theme of a literary text as it relates to the essential question. (Doc) (Writable)
ON DEMAND - Literary Analysis: An essay that explores the theme of a given text. Designed to be a formative check of students' understanding prior to completing the summative assessment. (Doc) (Writable)
Answer the Question in One Paragraph: A repeating writing opportunity to reflect on the essential question. (Doc) (Writable)
Building Strong Communities: An argument that explores ways people work together to build strong communities. (Doc) (Writable)
Classroom Constitution: A collaborative opportunity to draft expectations for a classroom community. (Doc) (Writable)
Compare & Contrast Communities: Informational writing that compares & contrasts communities within a text to a community to which the student belongs. (Doc) (Writable)
History of a Reader/Writer: Writing that shares a students history as a reader and/or writer. (Doc) (Writable)
Letter/Email to your Teacher: Writing that shares students thoughts on who they are as an individual and learner. (D0c) (Writable)
Poetry Analysis: Analysis of theme and structure of poetry with option to pair with an additional text. (Doc) (Writable)
Narrative Writing Tasks
Fan Fiction - Community Tour: An original piece in which a character from the original text provides a glimpse into the community where they live and belong. (Doc) (Writable)
Fiction - The Ideal Community: A narrative that takes place in a perfect society. (Doc) (Writable)
Personal Narrative - Community Experience: A personal narrative sharing a time the writer felt like a member of a community. (Doc) (Writable)
Research Task
Research Blitz - Communities Around Us: A research task in which students explore communities in their area. Designed as either a stand alone task or used with a larger research task of the module. (Doc) (Writable)
Communities: A research task in which students investigate a specific community. (Doc) (Writable)
Phase III: Planning
Each unit’s Phase III tasks will be a general week-by-week outline of the flow of learning tasks for students. Realizing the cultures and schedules at each site will vary and place unique demands on class time, these outlines are to be seen as generally flexible. Also in recognition of school and classroom cultures, expectations, and practices, unit plans will offer templates for tasks, but will not list daily lessons. This is to allow enough certainty of district alignment while allowing for features such as co-teaching, integrated ELA and social studies, and other unique programmatic designs.
To better assist staff in planning for the first module of the year, this example module design presents on way to meet the expectations of the curriculum.
Unit 1 Module 1 Reflection & Feedback
Please leave your feedback, reflections and assignment requests below.
The curriculum design team will meet quarterly to review and respond to your feedback. Please direct immediate questions or concerns to seiler_jenny@svvsd.org.