ELEMENT

Author
Name
Mini-Unit
Name
Content
Area(s)
Must
include at
least 2
(Language
Arts and
something
else)
Grade
Level(s)
Duration
(Must be
10 Days)

Unit
Theme
and
Overview

Text
Resources
(3-5)

Inspiratio
nal
Material
for my
Unit

DESCRIPTION

Carissa Lewis
A Journey to India
Speaking and Listening
Reading
Writing
Language
Math

6th
10 lessons in the 6th grade classroom
This units theme is A Journey to India. It is a cross curricular unit
that spans 10 lessons, each 60 minutes in length, and a culminating
project. We will be focusing on the culture, history, and geography of
the country, specifically looking at the major tourist attractions. The
students will also be taught how to plan a trip, including how to plan a
loose itinerary, to assess the cost of the trip, and to make a budget.
With the knowledge of India as their foundation, and the practical skill
of planning a trip under their belts, the students final project will be
to write a 5 paragraph paper using Microsoft Office Word about a trip
they plan to take to India and a cover page to embellish it.
Prita Goes to India by Prodeepta Das
KidsGen: Indian Mythology Stories
Teachers Sample of the Paper
Top 13 Tourist Destinations in India (article from Trak.In site)

http://www.wikihow.com/Plan-a-Trip
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/569
/Journey%20Through%20India.pdf
http://www.teacherplanet.com/resource/india.php
http://worldroom.tamu.edu/presentations/india/lesson%20plans
%20and%20resources/voyage%20to%20india.doc
http://www.budgetyourtrip.com/calculations.php)
https://www.youtube.com/watch?v=MZVVFSiSl1s
http://www.kidsgen.com/fables_and_fairytales/indian_mythology_storie
s/
http://www.sharemylesson.com/teaching-resource/diwali-the-festivalof-light-6061562/
file:///C:/Users/DSU/Downloads/Diwali_quiz_answ.pdf
http://www.practicalmoneyskills.com/calculators/calculate/travelBudge

ting.php?calcCategory=work
http://trak.in/tags/business/2010/04/19/top-10-ten-tourist-attractionsdestinations-india/

Standards
being
addressed
(from all
content
areas
integrated
)

Reading:
6.RI.1: Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text
6.RI.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.
6.RI.7: Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
6.RL.1: Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
6.RL.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.
Writing:
6.W.2 Write informative/explanatory texts to examine a topic &
convey ideas, concepts, and information through the selection,
organization & analysis of relevant content.
6.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
6.W.5 With some guidance and support from peers and adults
develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
Language:
6.L.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
Speaking/Listening:
6.SL.1 Engage effectively in a range of collaborative discussions
(oneon-one, in groups, and teacher led) with diverse partners

on grade 6 topics, texts, and issues, building on others ideas

and expressing their own clearly
Math:
6.NS.1 Interpret and compute quotients of fractions, and solve
word problems involving division of fractions by fractions
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation.
6.EE.6 Use variables to represent numbers and write
expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown
number, or, depending on the purpose at hand, any number in
a specified set

Daily
Learning
Targets or
Objectives

6.SP.4 Display numerical data in plots on a number line,

including dot plots, histograms, and box plots.
I can find India on a map
I have a foundational understanding of Indias history and culture.
I can make inferences (conclusions) based on the text.
I can determine the central idea of a text.
I can provide a summary of the text without personal opinions or
judgments.
I can put together information from different media or formats to
understand a topic or issue. (BBC Documentary, article, short story)
I can clearly express my understanding of a topic or issue.
I can develop a topic with relevant facts, definitions, solid (concrete)
details, quotes, or other information and examples.
I can work well with others through the writing process.
I can organize my writing in a way that makes sense (purposeful).
I can organize my ideas, thoughts (concepts) and information to help
my audience understand (comprehend) my writing.
I can work with others to edit a writing piece.
I can speak coherently to an audience.

I can use variables to write an algebraic expression to solve a realworld or mathematical problem.
I can use multiplication, division, subtraction, and addition to solve
real-world or mathematical problems.
I can use Word to make a professional-looking cover page.

Detail
(A)

Realistic
(B)

Rubric
for
Culmin
ating
Activity

Conventi
ons
(C)

Publishin
g
Process
(D)

Advanced

Proficient

Basic

Below Basic

The paper
incorporates
details not
only about
the places to
visit, but the
cultural
experiences
that the
student
hopes to
have

The paper
incorporates
details about
all three of
the places the
student plans
to visit

The paper
incorporates
details about
only two of
the places

The paper
incorporates
details about
one or less
places.

The trip
costs/experie
nces sound
realistic and
answers other
questions in
addition to
the ones I
wanted
answered.

The trip
costs/experienc
es sound
realistic and
answers all the
questions.

The trip
sounds
realistic with
1-2 exceptions
and doesnt
answer 1-2 of
the questions.

The trip does

not sound
realistic and
doesnt answer
more than 2 of
the questions.

The paper
includes 3-4
grammar or
punctuation
errors

The paper
includes more
than 4
grammar or
punctuation
errors

Student types
up the paper
and creates
the coverage
page. The
cover page is
missing 1+
components.

The student
types up the
paper but
there is no
cover page.

The paper
includes no
grammar or
punctuation
errors

Student types
up the paper
and creates
the cover
page. The
cover page
includes
pictures and
captions and

The paper
includes
1-2 grammar
or punctuation
errors

Student types
up the paper
and creates the
cover page.
The cover page
includes at
least 2 pictures
with captions
and a title. The

Final
Assessmen
t of student
success
(Descriptio
n of the
Culminatin
g Project)

The students will each be writing a 5 paragraph paper in which they write
about a trip they are pretending to take the coming summer. They will include
a proposition for a trip to India that includes their reason for going, their
expected costs of the trip, the dates of the trip, where they will be visiting
(describe 3), and what they hope to learn from the vacation/experiences they
hope to have.
They will use information that they have gathered throughout the unit so that
the trip sounds realistic.
Students will use correct English language conventions
Students will type up their paper
Students will create a cover page for their paper using Microsoft Word that
includes pictures and captions and that resembles a travel magazine cover
page

Instruction
al
Strategies
and
Activities
(10 days)
Technology
must be
integrated
in a
minimum of
2 days.
(Technolog
y is used
Day
1,2,and 9).

Lesson One: (1 day60 mins)

Objective/Learning Target:
I can describe the location, the climate, and the most common languages of
India.
I can describe some of the countrys culture and history.
Stage in the Writing Process: Studying
Mini-Lesson Description:
What do we know about India? (start a KWL that will be displayed throughout
the unit)
I will share some of my knowledge about the climate, languages, etc. as we
do this together.

Can someone find it for me on the map? (15 min)

Watch the 1st part of The Story of India, a 60 min. BBC Documentary about
the History/Culture of India. (30 min) (TECHNOLOGY)
https://www.youtube.com/watch?v=MZVVFSiSl1s

Description of Task/Student Work Time: While the video is going on, the
students will need to fill out a Guided Note Taking sheet and turn it in at the
end of the period.
Guided Note Taking Sheet Example:
Assessment: I will look over their Guided Notes that night to make sure that
they were paying attention and understanding the content. The same sheet
will be given back the next day.
Debrief: I will ask the students if they missed any of the questions, and we will
go over them (5-10 min).
Lesson Two: (2 Day60 mins)
Objective/Learning Target: Continuation from Day 1: I will understand the
background and culture of India.
Stage in the Writing Process: Studying
Mini-Lesson Description: Watch the 2nd part of The Story of India, a 60 min.
BBC Documentary about the History/Culture of India. (30 mins)
Description of Class Work Time: During the video, the students will complete
their Guided Notes Worksheet.
Assessment: I will grade the Guided Notes Worksheet for completion. I will
also be checking in to see that all students are engaging in the discussion.
Debrief: We will go over the answers and discuss them as a class. (20 mins)
Lesson Three: (3 day60 min)
Objective/Learning Target:
I can make inferences (conclusions) based on the text.
I can provide a summary of the text without personal opinions or judgments.
Stage in the Writing Process: Studying
Mini-Lesson Description: (15 mins)
I will read, Prita Goes to India, a book about a 7 yr. old girl who visits her
relatives in India. It includes many pictures and descriptions of several famous
sites.

What are the new things we learned? Provide textual evidence orally.
What tourist attractions were talked about? Write them down in your
notebook.
Description of Class Work Time: (35-40 mins)
Students will research one of the tourist attractions of India in pairs and write
a paragraph summary about it.
The following website is a good place to start:
http://trak.in/tags/business/2010/04/19/top-10-ten-tourist-attractionsdestinations-india/
Assessment: I will grade the summaries that were written and assess
students understanding based on it and their presentation of it.
Debrief:
Each group will share their summary with the class. (20 mins)
Lesson Four: (4 Day60 min)
Objective/Learning Target:
I can determine the central idea of a text.
I can put together information from different media or formats to understand
a topic or issue. (BBC Documentary, article, short story)
Stage in the Writing Process: Studying
Mini-Lesson Description:
Description of Class Work Time: Students will be divided into groups. Each
group will read one of the Indian Mythology Stories from the site, KidsGen:
Indian Mythology Stories. Each student will complete an analysis of the story.

The analysis involves making inferences about the characters, plot, and
setting with the use of textual evidence from the reading. (35 mins)
Then, two groups will come together for a discussion of their stories. They will
talk about the key details of the story, descriptions of the characters, plot,
setting etc. and how the story is connected to the content they have already
learned.
Each group will then write a summary of the story that they heard about from
the other group. (15 mins)
Assessment: I will review the summaries written. I will also be taking
formative assessment during the work time, taking notes of the students,
checking for comprehension. If needed, I may have a group or two work with
me at the table.
Debrief: We will discuss the connections the groups made between the myths,
the tourist attractions they had researched, the book we read, and the video
we watched. The students should be getting a big-picture idea of India. (10
min)
Lesson Five: (5 Day60 min)
Objective/Learning Target:
I can use variables to write an algebraic expression to solve a real-world or
mathematical problem.
I can use multiplication, division, subtraction, and addition to solve real-world
or mathematical problems.
Stage in the Writing Process: Studying/Brainstorming/Prewriting
Mini-Lesson Description: I will introduce the final project and explain its
componentsthe paper and the cover page. I will then go into what is
involve in making an itinerary for a trip to India:
How much will it cost to go? (air fare, lodging, food, travel, souvenirs) How
many miles will I cover?
When will I go?
What are the different sites I would like to visit in India?
What are some of the foods I will eat? Languages I will hear?
What do I hope to learn from this trip?
All these questions should be written in their notebooks so they can write
notes next to each one.
I will model to them how I might start to estimate the cost of my trip to
another country using Budget Your Trip website.
(http://www.budgetyourtrip.com/calculations.php) and how I fill out the math

worksheet to go along with it (example given in material section)

Description of Class Work Time:
The students will be given a math worksheet to fill out in which they find the
sum total cost of travel, lodging, food, air fare, etc. in India. Their final
calculation has to be based on the 3 tourist attractions they want to visit
(price of taxi/bus/etc.)
The students will also find the total mileage they plan to cover, including the
flight and also the distance between cities they want to see.
Assessment:
I will be calling students to my desk one at a time to see how their progress is
going.
Debrief: We will go over the most common questions I received from students
to be sure the class is understanding their task.
Lesson Six: (6 Day60 min)
Objective/Learning Target:
I can use multiplication, division, subtraction, and addition to solve real-world
or mathematical problems.
I can develop my writing with help from teacher and peers.
Stage in the Writing Process: Prewriting
Mini-Lesson Description: I will display and read my sample of the paper I want
written. For instance, I would have written an example about a trip to Italy I
want to take. I would include in the paper all of the components that I want to
see in my own students papers.
I will go over the organization of the paper.
--Intro: why I want to go to India, the total cost, when I will go)
--1st paragraph: The places I plan to visit (describe 3) and why
--2nd paragraph: The breakdown of all of my expenses
--3rd paragraph: What I hope to learn/experience from the trip as a whole
Description of Class Work Time: Students will be given time to finish up on
finding their costs. They must present to me the answers to all the questions I
want answered in the paper before moving on to prewriting. Then they will
start on an outline for the paper that should be done by the next day.
Assessment: I will be meeting with students, one-one-one, to talk about their
progress. I will record where they are at, what they might be struggling with,
and I will look at the outlines that they create. I will only grade them on
completion.

Debrief:
I will go over questions the students have with the whole class.
Lesson Seven: (7 Day60 min)
Objective/Learning Target: I can organize my writing in a way that makes
sense (purposeful).
Stage in the Writing Process: Prewriting/Drafting
Mini-Lesson Description: I remind the class of the organization of the paper
the 1st, 2nd, and 3rd paragraphs. I will review comma rules with the class and
give each of them the sheet provided so they can look back on it.
Description of Class Work Time: Students will pair up and share their outlines
with each other and start the drafting of their papersactually writing out the
paragraphs.
Assessment: I will be checking in with the groups to see how they are doing.
Debrief: See if any students have questions and go over them as a class.
Lesson Eight: (8 Day60 min)
Objective/Learning Target:
I can organize my ideas, thoughts (concepts) and information to help my
audience understand (comprehend) my writing.
Stage in the Writing Process: Drafting/Revising
Mini-Lesson Description: I will use my paper as an example, and we will look
at the different ways I added detail to my paper about the experiences I hope
to have.
Description of Class Work Time: Students will look over their papers, looking
for ways to add detail and make their writing seem more interesting and
realistic. They will share with one peer at the end what they added/deleted to
their papers to make their writing better.
Assessment: Each student will have to write down three things that they did
to their paper to improve it and turn it into me for review before leaving the
class (exit slip).
Debrief: I will use one students work as an example for the rest of the class
for how to add good detail.
Lesson Nine: (9 Day60 min)
Objective/Learning Target: I can make a professional-looking cover page using

Word (Technology)
Stage in the Writing Process: Drafting/Revising
Mini-Lesson Description: I will show the students my example of a cover page
(given in the student material section) and lead them through making one
using the internet and Word
Description of Class Work Time:
The students will each work at their own computer/desktop to create a cover
page. If they finish, they can work on revising their papers.
Assessment: Each student will show me their cover page.
Debrief: I will check in with the class to see if there are questions or anything
someone is struggling with.
Lesson Ten: (10 Day60 min)
Objective/Learning Target: I can work with others to edit a writing piece.
Stage in the Writing Process: Editing/Publishing
Mini-Lesson Description: I will go over a few of the main problems that were
brought up the day before in more detail, especially questions about
grammar, punctuation and logical sequence of the paper.
Description of Class Work Time: I will have each student give a partner (that I
already chose) their paper for the purpose of last-minute editing. They should
look for wrong spelling, punctuation, the correct use of words (for instance,
their or there), and that the paper makes sense.
Assessment: The students will turn all their papers into me. I will edit them for
grammar and punctuation. This is their last chance for me to look at it.
Debrief: I will make sure everyone is clear on the due date and the rubric. If
there are questions about the rubric, we will discuss it.

Day 11/12The students should be able to turn in their finished

product a day or two after the 10th day.
Once I have gotten all of the papers and cover pages, I will have the
students fill out a rubric for themselves in which they tell me how
good they think they did.

List of
Assessmen
ts
(formative
and
summative)

Formative:
Writing conferences with students
Observation notes/Running records
Exit slip
Discussion
Ask questions of the students for clarification, knowledge of the
material
Self-assessmentI will have the students grade themselves using my
rubric. I will conference with them about their self-evaluation.
Summative:
Final paper & Cover Page

Day

Standards

Artifact

6.RI.7

--Guided Notes
Worksheet
--BBC
Documentary

6.RL.1/2
6 RI 1/2

--Summary
paragraph
--Notes from the
book
--Discussion

6.RL. 1
6.RL.2
6.SL.1

--Observation
Notes

1-2

How it will be
used
To make sure
the students
were paying
attention to the
video and
learning about
Indias
culture/history
I am making
sure the
students
comprehend
the reading. I
am also making
sure the
students are
being efficient
with their
research and
know how to
find the
information
they need
To make sure
that students
are making
progress and
understanding
their tasks

5-6
6.NS.1
6. NS.3
6.EE.6
6.SP.4

6.W.2
6.W.4
6.W.5

--Outline

6.L.1

--Exit Slip

7, 9,10

Differentiat
ion

--Conferences
--Math
Worksheet

6.W.2
6.W.4
6.W.5

--Discussion
--Conferences

After completion
of culminating
project

Final Rubric

After completion
of culminating
project

Final Rubric

To make sure
the students
are
understanding
the math that
is involved,
how to use x,-,
+, and / in realworld problems
To ensure that
they know how
to set up their
paper and the
sequence of it
To ensure that
the students
were editing
each others
papers
To make sure
that students
are making
progress and
understanding
their tasks, that
there is no
confusion
As the
students
final score for
this unit
The students
will score
themselves

Students who may struggle with reading, ________ can use the audio
recording or handout.
Small group instruction for students who I can tell (using daily formative
assessments) need more support
Writing conferences with students to assess their work, provide feedback, and
make any modifications necessary
Students who struggle a lot with math could be given more time and one-onone support in order to finish the math portion of the assignment.

KWL Chart
Prita Goes To India
Comma Rules sheet
Guided Notes Worksheet
Story Map
Travel Budget Worksheet
Paper Sample
Cover Page example
Computer (per kid)
Internet

Here is an example for the

students when trying to figure
the cost of the trip.