Grade 6 Unit 2 Module 4
How do I impact my community and others?
Key Reading Standards
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 RI.6.1; CAS 6.2.2.a.i)
Use Craft and Structure to:
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. (CCSS RI.6.6; CAS 6.2.2.b.iii)
Use Integration of Knowledge and Ideas to:
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. (CCSS RI.6.8; CAS 6.2.2.c.ii)
Key Writing Standards
Write arguments to support claims with clear reasons and relevant evidence. (CCSS W.6.1; CAS 6.3.1.a)
Introduce claim(s) and organize the reasons and evidence clearly. (CCSS W.6.1.a)
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating and understanding of the topic or text. (CCSS W.6.1.b)
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (CCSS W.6.1.c)
Establish and maintain a formal style. (CCSS W.6.1.d)
Provide a concluding statement or section that follows from the argument presented. (CCSS W.6.1.e)
Unit Texts & Tasks
Routine Writing
On Demand Task
On Demand writing tasks align to the standards and skills addressed in the unit's summative assessment. This taks could be used as a unit pre-assessment to guide planning and instruction. I could also be used as a mid-unit assessment to monitor student progress towards master of the standards and skill addressed in the summative task.
Summative Task
The unit’s summative assessment outlines 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 assessment tasks are vertically aligned to increase collaboration within and between departments.
Extended Texts
at least 1
The Absolute Value of Mike by Kathryn Erskine (DMS)
The Giver by Lois Lowry (Overdrive & DMS)
Holes by Louis Sachar (Overdrive & DMS)
Hoot by Carl Hiaasen (Overdrive & DMS)
Maniac Magee by Jerry Spinelli (DMS)
The Story of My Life: With her letters and a supplementary account of her education by Helen Keller (Overdrive)
Temple Grandin: How the Girl Who Loved Cows Embraced Autism and Changed the World by Sy Montgomery (Overdrive)
Short Literary Texts
at least 2-3
“The Boy Who Cried Wolf” by Aesop (Use with Literary Analysis)
“Feathers” by Anonymous (Use with Literary Analysis)
“The Fan Club”by Rona Maynard
“I Am Offering This Poem” by Jimmy Santiago Baca
“On Winning the Coloring Contest in Second Grade” by Anna Hodges
“The Selfish Giant” by Oscar Wilde
"The Chicken that Crossed the Road" by Gary Soto
"The Test" by Shelby Ostergaard
"The 13th" by Shelly Walden
Short Informational Texts
at least 1-2
"Should Your School Day Start Later" by Steph Smith (use with On Demand task)
"For Teens a Good Mood Depends on Good Sleep" by Meenaskshi Prabhune (use with On Demand Task)
"Reversing Extinction" by Jacqueline Pratt-Tuek (use with Reversing Extinction task)
"Turning the Tide" by Shay Maunz (Use with Evaluating Claims task)
“Dr. Martin Luther King, Jr., Changing America” by Barbara Radner
“A Kenyan Teen’s Discovery: Let There Be Lights to Save Lions” by Nina Gregory
“Malala Yousafzai: A Normal Yet Powerful Girl” by NPR Staff
"Marley Dias: The 13-year-old Author Who Made a Difference" by Barrett Smith
“The Peace Corps Journey” by Jennifer Borgen
“Teenage Inventor Alexis Lewis Thinks That Kids Have the Solutions to the World’s Problems” by Megan Gambino
Analytical Writing Tasks
at least 4-6
SUMMATIVE ASSESSMENT - Argument: An argument about the impact of an individual on their community. (Doc) (Writable)
On Demand - Argument: A paired text argument about school start times. Designed to be a formative check of students' understanding prior to completing the summative assessment. (Doc) (Writable)
Answer the Question in One Paragraph: A repeated writing opportunity to reflect on the essential question of the module. (Doc) (Writable)
A Protagonist's Choice: An argument tracing the choices of the protagonist or individual. (Doc) (Writable)
Extension Writing of On Demand: An argument determining which side is supported with the strongest evidence. (Doc) (Writable)
Evaluating Claims: Writing that evaluates and support claims in informational texts. (Doc) (Writable)
Feathers & Boy Who Cried Wolf: A literary analysis comparing how two texts explore the power of language. (Doc) (Writable)
Reversing Extinction: an argument to determine if humans should play a role in reversing extinction. (Doc) (Writable)
Shaping Perspective: An essay explaining how the author develops and shapes perspective through the text. (Doc) (Writable)
Planning
Each unit’s 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.
Reflection & Feedback
Please leave your feedback, reflections and assignment requests below.