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ELA G6:M2A:U3

Culminating Project: “My Rule to Live By”

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Researching Part 1: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can pose questions that help me clarify what is being discussed. (SL.6.1c)
  • I can pose questions that elaborate on the topic being discussed. (SL.6.1c)
  • I can respond to questions with elaboration and detail that connect with the topic being discussed. (SL.6.1c)
  • After a discussion, I can paraphrase what I understand about the topic being discussed. (SL.6.1d)
  • I can find the gist of informational texts.
  • I can identify the main points in an informational text.
  • I can identify details relevant to my research question in an informational text.
  • I can respectfully have productive discussions with peers who have a different perspective and background than me.
  • Researcher’s notebook
  • Think-Pair-Share

Lesson 2Researching Part 2: Reading for Gist and Gathering Evidence Using the Research Guide

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can pose questions that help me clarify what is being discussed. (SL.6.1c)
  • I can pose questions that elaborate on the topic being discussed. (SL.6.1c)
  • I can respond to questions with elaboration and detail that connect with the topic being discussed. (SL.6.1c)
  • After a discussion, I can paraphrase what I understand about the topic being discussed. (SL.6.1d)
  • I can find the gist of informational texts.
  • I can identify the main points in an informational text.
  • I can identify details relevant to my research question in an informational text.
  • I can respectfully have productive discussions with peers who have a different perspective and background than me.
  • Entrance ticket: Step Back and See the Big Picture
  • Researcher’s notebook
  • Exit ticket: What Did You Learn in Your Focused Discussion Today?
  • Admit Ticket

Lesson 3Mid-Unit 3 Assessment, Part 1: Summarizing, Analyzing and Discussing Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)
  • I can express my own ideas clearly during discussions. (SL.6.1)
  • I can build on other’s ideas during discussions. (SL.6.1)
  • I can find the gist of informational texts.
  • I can identify details relevant to my research question in an informational text.
  • I can respectfully have productive discussions with peers who have a different perspective and background than me.
  • Researcher’s notebook
  • Whole Class Discussion Tracker for focused discussion
  • Exit Ticket: My Stars and Steps for Focused Discussion
  • Exit Ticket

Lesson 4Mid-Unit 3 Assessment, Part 2: Summarizing, Analyzing and Discussing Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can effectively engage in discussions with diverse partners about sixth-grade topics, texts, and issues. (SL.6.1)
  • I can express my own ideas clearly during discussions. (SL.6.1)
  • I can build on other’s ideas during discussions. (SL.6.1)
  • I can summarize an article on the importance of reading.
  • I can explain how text evidence supports the claim about the importance of reading.
  • I can respectfully have productive discussions with peers who have a different perspective and background from me.
  • Mid-Unit 3 Assessment, Part 2: Summarizing and Analyzing an Informational Text
  • Whole Class Discussion Tracker for focused discussion
  • Exit Ticket: My Stars and Steps for Focused Discussion
  • Exit Ticket

Lesson 5Analyzing the Structure and Content of an Essay to Inform

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can use several sources in my research. (W.6.7)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can analyze the structure and content of a model essay about the importance of reading every day.
  • I can outline “My Rule to Live By” essay to inform. 
  • “The Importance of Reading Every Day” model essay annotations and highlighting
  • Outline for “My Rule to Live By” essay to inform
  • Structure and Content of an Essay to Inform anchor chart
  • Think-Pair-Share

Lesson 6End of Unit 3 Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can analyze how a topic is developed in each body paragraph of the model essay.
  • I can draft the body paragraphs of my essay to inform. 
  • Draft of essay to inform
  • Self-assessment against Rows 1 and 2 of NYS Expository Writing Evaluation Rubric
  • Think-Pair-Share

Lesson 7End of Unit 3 Assessment, Part 2: Drafting Introduction and Conclusion of an Evidence-Based Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can draft the introduction and conclusion of my informative essay.
  • Draft of essay to inform
  • Self-assessment against Rows 1 and 3 of NYS Expository Writing Evaluation Rubric
  • Think-Pair-Share

Lesson 8Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Evidence-Based Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use correct grammar and usage when writing or speaking. (L.6.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)
  • I can use the NYS Expository Writing Evaluation Rubric to provide kind, specific, and helpful feedback to my peers.
  • I can use teacher feedback to revise my essay to further meet the expectations of the NYS Expository Writing Evaluation Rubric.
  • Revised draft of informative essay
  • Exit ticket: How Is Your Essay Better after Applying Peer Feedback to Revise?
  • Exit Ticket
  • Think-Pair-Share
  • Peer Critique

Lesson 9Final Performance Task Final Draft of Evidence-Based Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use correct grammar and usage when writing or speaking. (L.6.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)
  • I can use my draft to write a final, best version of an informative essay about my rule to live by.
  • I can choose a quote from my essay that captures the spirit of my rule to live by.
  • Final informative essay about a rule to live by.
  • Think-Pair-Share
  • Popcorn Read

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