1 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011

UbD PLANNING FORMAT ALTAMIRA INTERNATIONAL SCHOOL

Unit Title: LITERATURE IS FOR THE MOST PART, THE STORY OF PEOPLE AND UNIVERSAL RECURRING THEMES. Time frame: 12 weeks, 2nd Trimester, 2010-2011 Grade Level (s): 6 (sixth grade) Designed By: Diego Sanchez Subject Area(s): English Language

Arts STAGE 1 - IDENTIFY DESIRED RESULTS

ESTABLISHED GOALS
ENG.6.R.1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. R.1.1 Word Recognition- Student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. R.1.2- Vocabulary and Concept Development- Student understands and acquires new vocabulary and uses it correctly in reading and writing.

TRANSFER
Students will be able to independently use their learning to Derive enjoyment from reading fiction and informational texts by interpreting themes and characterization in literature, while also examining two key reading strategies: making inferences and active questioning. Students recognize and appreciate authors styles and their effects as they effectively apply literary devices to communicate their thoughts in writing and through oral presentations.

(OVERARCHING YEARLY TRANSFER)The essential need for an

exchange of meaning and the sharing of the human experience is a special cornerstone of the English language arts. All students share this need. They learn best when it is frequently addressed in their schooling and when they are invited to explore it effectively through literature, their own writing and speaking and viewing.

MEANING
UNDERSTANDING Students will understand that ESSENTIAL QUESTIONS Students will keep considering

U1Asking questions helps us on our journey to become thoughtful critics, envelope pushers, and challengers of the status-quo. ENG.6.R.2.- Reading Drawing conclusions Comprehension (Focus U2on Informational about the character or Materials) - Students characters in our novels will read and understand help us to better judge the grade-level-appropriate character of real people in our material. They describe and connect the essential lives. ideas, arguments, and U3A novels theme is the perspectives of the text message an author gives us by using their knowledge about life or the human of text structure, condition. organization, and purpose. U4When we infer, we are combining our prior knowledge R.2.2 Comprehension and Analysis of Grade-Levelwith what the author tells us so Appropriate Text- the student that we can come to our own identifies the characteristics of conclusion about an aspect of various genres and the text. produces evidence of reading
that: ENG.6.R.3.0 Literary Response and Analysis-Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. R.3.2- Narrative Analysis of Grade-Level-Appropriate TextStudent analyzes grade-levelappropriate text. ENG.6.W.1.- Writing

EQ1How can we learn about ourselves by studying the lives of others? EQ2What do the lives of fictional characters have to do with my life? EQ3What turning points determine our individual pathways and decisions in life? EQ4How does THEME in a story help me answer the question of What does IT all mean? EQ5What contradictions or paradoxes of character emerge in the protagonists and antagonists, how are they typical of all human beings, and how do individuals learn to accept these contradictions and ambiguities as they U5Writers use a variety of mature? stylistic devices to hook and hold EQ6How does a good their readers. author hook you as a reader? U6Human beings have always used literature and writing What effective stylistic devices to make sense of life, to feel at can be used?
home in the universe and to make a difference in their world.
OVERARCHING YEARLY ESSENTIAL QUESTIONS What is an effective paragraph? What does good writing look like? What makes someone a good reader? What makes someone a good speaker? How can I communicate most effectively in English?

OVERARCHING YEARLY UNDERSTANDINGS Effective paragraphs have strong structure and pattern. Active reading strategies help the reader make better sense of the text? Good writing and speaking follow standard language conventions, patterns and the writers voice.

2 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011
Strategies- Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. W.1.1- Organization and FocusThe student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. W.1.2-Research and TechnologyStudent uses research and technology to support writing. W.1.3 Evaluation and RevisionThe student consistently uses the writing process to develop, revise, and evaluate writing. ENG.6.W.2 Writing Applications (Genres and Their Characteristics)Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0., students: W.2.1 - Demonstrates competence in a variety of genres. Student demonstrates competence in a variety of genres.

ACQUISITION
Students will know and be skilled at
Understand Key terms: inference, characterization, theme, protagonist, antagonist, dynamic character, static character Understand Elements of fiction: character, plot(climax), conflict (internal vs external), theme Select significant passages from text to which to respond in Reader Response entries in notebook. Respond to constructed response prompts, supporting responses from text. Craft a coherent, well-supported comparison-contrast of elements of the novels studied Explore the themes and issues of the stories and novel through the creation of a scrapbook

R.1.1 Word Recognition a. Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. R.1.2- Vocabulary and Concept Developmentd. Identifies and explains the figurative and metaphorical use of words in context. R.2.2 Comprehension and Analysis of Grade-Level-Appropriate Texta. Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas. b. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.

R.3.2- Narrative Analysis of Grade-Level-Appropriate Textb. Contrast the actions, motives (e.g., loyalty, selfishness, conscientiousness), and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme. c. Understand that theme refers to the meaning or moral of a selection and recognize themes (whether implied or stated directly) in sample works. d. Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism) ------------------------------------------------------------------------------------------------------------------------------------------W.1.1- Organization and Focusb. Create multiple-paragraph expository compositions: - Engage the interest of the reader and state a clear purpose. - Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. - Conclude with a detailed summary linked to the purpose of the composition. W.1.2-Research and Technologya. Use organizational features of electronic text (e.g., databases, keyword ----------------------------------------------------- searches, web-site addresses) to locate relevant information from multiple sources. --------------b. Compose documents with appropriate formatting by using wordENG.6.C.1 - Written and Oral processing skills and principles of English Language Conventions design (e.g., margins, tabs, spacing, columns, page orientation). Students write and speak with a c. Cites references command of standard English conventions appropriate to this grade W.1.3 Evaluation and RevisionRevise writing to improve the organization and consistency of ideas level realizing that usage involves the a. within and between paragraphs. appropriate application. - Plans and drafts independently and resourcefully. - Revises manuscripts to improve the organization and consistency C.1.1- Sentence Structure of ideas within and between C.1.3-Punctuation paragraphs. C.1.4.- Capitalization - Edits to correct errors in spelling, punctuation (periods, commas, C.1.5- Spelling _______________________________________ quotation marks), etc W.2.1 Writes in a variety of genres/Formats ___ b. Write expository compositions (e.g., description, explanation, ENG.6.LS.1. Listening comparison and contrast, and Speaking problem and solution): Strategies - Students -State the thesis or purpose. deliver focused, coherent -Explain the situation. presentations that -Follow an organizational pattern appropriate to the type of convey ideas clearly and relate to the background composition. -Offer persuasive evidence to validate arguments and conclusions and interests of the as needed. audience. They evaluate the content of oral d. Write responses to literature: communication. - Develop an interpretation exhibiting careful reading, LS.1.2 - Organization and Delivery understanding, and insight. - Organize the interpretation around several clear ideas, premises, of Oral Communication or images.

3 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011
ENG.6.LS.2. Speaking Applications (Genres & Their Characteristics) -Students deliver wellorganized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. LS.2.2 -Deliver informative presentations: LS.2.3 Deliver oral responses to literature: - Develop and justify the interpretation through sustained use of examples and textual evidence. -------------------------------------------------------------------------------------------------------------------------------------------C.1.1- Sentence Structure a. Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. C.1.3-Punctuation a. Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences. C.1.4.- Capitalization a. Use correct capitalization. C.1.5- Spelling a. Spell frequently misspelled words correctly (e.g., their, they're, there). --------------------------------------------------------------------------------------------------------------------------------------------LS.1.2 - Organization and Delivery of Oral Communication a. Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience. b. Emphasize salient points to assist the listener in following the main ideas and concepts. c. Support opinions with detailed evidence and with visual or media displays that use appropriate technology. d. Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. LS.2.2 -Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information). LS.2.3 Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the selected interpretation around several clear ideas, premises, or images. c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

Through which facets will students develop and reveal their understandings?
Explanation Interpretation Application Perspective Explain how elements of literature contribute to the overall effect of the novel and stories. Interpret characterization in the novel and stories in relation to initial issues & underlying themes Apply literary techniques to comparison contrast essay discussing their relative effectiveness in two stories in conveying character and theme as well as in creation of scrapbook Consider cultural contexts and universal themesdo the truths of these stories and the novel, written in the mid to late 20th century, apply to todays young people and society? Articulate the universal issues and conflicts that arise in the novel and stories and relate them to personal experience Reflect on the role of literature in making sense of life. Reflect on the connection between literature and identity. Unit Design Considerations (WHERETO) Standards portfolio work; reading and literature standards

Empathy Self-Knowledge

Where and Why (purpose &

4 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011
goals) Hook & Hold Students respond to anticipation guide and discuss issues in relation to their own experience

Engagement Students compile and share reader response journals, documenting their response to the novel and (Equip, Explore stories in TB. Students collaborate, in small groups, to respond to the novel through various stances and Experience) personal, interpretive, critical. Students analyze different fictional approaches in a comparison contrast essay of two stories from TB. Reflection (Rethink, Rehearse, Revise, & Refine) Exhibition, Evaluation, & Self -Reflection Tailor Organize Students reflect on the universality of the issues of youth and identity, friendship and betrayal, irrespective of time, place, culture

Students design and craft their own scrapbook of the characterization and themes of identity and selfdiscovery in Sixth Grade Secrets by Louis Sachar Students read novel at own pace, discuss points of confusion with other students, use personal strengths in design and creation of Scrapbook Students will be constantly reminded of learning goals after writing them down in NB. Reading Seminars, Writing Workshop, Language Focus, and Communication will each have a unique place in the weekly schedule.

STAGE 2 ASSESSMENT EVIDENCE

Evaluation Criteria
Content Criteria: is judged in terms of
- Insightful interpretations of the text and main character -citation of relevant text to support the character analysis

Assessment Evidence
TRANSFER TASK (S):
Performance Task- Character Scrapbook Students create a scrapbook of one of the characters from Sixth Grade Secrets Louis Sachar. Students will read the young adult novel at home and during DIRT. Following the task guidelines, they will create an original book with text and (Task guidelines, checklist and a rubric will be provided beforehand)

Product/Performance Criteria:
-clear and coherent writing -accurate and effective use of writing conventions

OTHER EVIDENCE:
Pre-Reading Journal entries, Reading response entries in academic notebook (students ask their own questions and respond to teacher provided prompts) Graphic Organizers: Completing graphic organizers will help students to scaffold strategies like questioning and making inferences and support them as they begin to identify theme. Coding the Text: Students will code the text with a Q and explain their questions; they will code the text with an I and explain their inferences; and they will code the text with Th where they think they see evidence of an emergent theme. Entry and Exit Slips: Students will frequently complete exit slips to demonstrate their Understanding of the daily objectives. Reflection/Self-Assessment: Students will explain the effects of asking questions, making inferences and identifying themes on their understanding of what they read. Reading seminars Self and peer-assessments with rubrics Graphic organizers for plot elements and character development Guided reading activities Discussion and comprehension question worksheets

5 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011
Quizzes on Characterization elements, Theme, literary elements/figurative language and reading comprehension to demonstrate mastery of Unit objectives Unprompted Evidence: Participation in class discussion Participation in small group work One-on-one conferencing

STAGE 3 LEARNING PLAN

Date
Week 1 Nov 2227

Content
Mini-Lesson 1: Good readers ask questions. Ask questions that deepen our understanding of the text Explain why asking questions is an effective and important reading strategy -Read aloud, discuss and take notes in NB on How do characters in conflict influence the plot of a story? Pg 232 -Learning goals for 2nd Trimester (benchmarks) -Review Elements of Literature: Plot, setting, character, climax, rising action, falling action, resolution, conflict -Introduce first 3 ways writers reveal character traits (describing appearance, describing speech, showing actions and behaviors) TB pg 232

Assessment

Short quiz- Identify Character traits and 3 ways to identify them in a text Short quiz- Apply 3 ways to reveal character traits to short reading on Jack London (TB pg. 256) Grammar Focus game- nouns, adjectives, pronouns, preposition Short Quiz- Explain 6 ways writers can reveal character traits and relationship between characters and conflict Apply use of 6 ways in a graphic organizer for protagonist in Bud, not Buddy TB pg 238-242 Quiz- Write correct form of regular and irregular verbs

Week 2 Nov 30 Dec 3

Mini-Lesson 2: Good readers code questions. o Ask questions that deepen our understanding of the text o Code the text in Bud, not Buddy pg 238-242 with a Q on Teacher provided sticky notes and jot down the questions we ask as we read - Review Language conventions from 1st Tri (nouns, adjectives, pronouns, prepositions) - Continue with last 3 ways writers reveal character traits (revealing thoughts and feelings, including other characters views, directly describing characters traits(direct & indirect)) and idea of relationship between Characters and Conflict (protagonist, antagonist, external & internal conflict) TB p232-233 -Identify simple present and simple past forms of regular and irregular verbs (be, play, say, take, have, get, make, do, show, sleep, hear, see, state, answer, reply, fly, cry, try, cut, hurt)

Week 3 Mini-Lesson 3: Good readers notice characterization. Dec 6-10 o Explore aspects of characterization through use of a graphic organizer o Ask questions pertaining to characterization that deepen our understanding of the text o Code the text with a Q for Eleven TB pg 247-250and jot down the questions we ask as we read

Code text Q in Eleven Quiz- Write correct form of regular and irregular verbs

-Identify simple present and simple past forms of regular and Use Capitalization and irregular verbs (keep, steal, save, copy, trace, write, read, identify, punctuation correctly on remember, multiply, add, create, feel, draw, lie, watch, choose, crawl, selection of text from Eleven close, open ) -Grammar focus- Define capitalization and punctuation(period, question marks, quotation marks) rules in NB Week 4 Dec 1317 Mini-Lesson 4: Good readers make inferences. o Make inferences about the text with the aid of a graphic organizer o Explain why it is important to us as readers to be able to make inferences

Week 5 Mini-Lesson 5: Good readers code inferences. Jan 12-14 o Make inferences as they read o Code the text with an I and jot down the inferences they make as they read Week 6 Mini-Lesson 6: Good readers practice all of their strategies as they Jan 17-21 read. o Code the text to show comments, confusion, questions, inferences, predictions, connections and important information

6 UbD Planning ALTAMIRA INTERNATIONAL SCHOOL - Diego Sanchez ENGLISH 6th grade_2010-2011
Week 7 Mini-Lesson 7: Good readers notice themes. Jan 24-28 o Identify evidence of a given theme using a graphic organizer

Week 8 Jan 31 Feb 4

Mini-Lesson 8: Good readers notice themes. o Identify evidence of a given theme using a graphic organizer

Week 9 Mini-Lesson 9: Good readers notice themes. Feb 7-11 o Identify evidence of a given theme using a graphic organizer

Week 10 Mini-Lesson 10: Good readers code themes. Feb 14- o Code the text with Th and jot down ideas about emergent 18 themes as they read.

Week 11

Mini-Lesson 11: Good readers code themes. o Code the text with Th and jot down ideas about emergent themes as they read.

Week 12 Unit Assessment Study: Coding the text, especially coding questions and inferences, and themes Characterization Theme