You are here

ELA G6:M2B:U1

Adversities in Medieval Times

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 1Launching the Module: Quotes about the Middle Ages

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • 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 use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can read informational excerpts to make inferences.
  • I can talk with my peers about an informational excerpt.
  • I can determine the meaning of unknown words in an informational excerpt.
  • I can share my knowledge and my questions about medieval times.
  • Exit Ticket: 3-2-1
  • Four Corners

Lesson 2Reading for Gist: “Middle Ages” Excerpt 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of Excerpt 1 of “Middles Ages.”
  • I can determine the meaning of words and phrases in Excerpt 1 of “Middle Ages.”
  • I can identify the adversity faced by specific groups of people in Excerpt 1 of “Middle Ages.”
  • Digging Deeper into the Text: “Middle Ages” Excerpt 1
  • None

Lesson 3Writing a Summary: “Middle Ages” Excerpt 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)
  • I can determine the main idea of Excerpt 1 of “Middle Ages.”
  • I can summarize Excerpt 1 of “Middle Ages.”
  • I can explain how a section of text contributes to the meaning of the whole of Excerpt 1 of “Middle Ages.”
  • QuickWrite 1 (from homework)
  • Summary Writing graphic organizer for Excerpt 1 of “Middle Ages”
  • Written summary of Excerpt 1 of “Middle Ages” 
  • None

Lesson 4Reading for Gist: “Middle Ages” Excerpt 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of Excerpt 2 of “Middles Ages.”
  • I can determine the meaning of words and phrases in Excerpt 2 of “Middle Ages.”
  • I can identify the adversity faced by specific groups of people in Excerpt 2 of “Middle Ages.”
  • Digging Deeper into the Text: “Middle Ages” Excerpt 2
  • None

Lesson 5Writing a Summary: “Middle Ages” Excerpt 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)
  • I can determine the main idea of Excerpt 2 of “Middle Ages.”
  • I can summarize Excerpt 2 of “Middle Ages.”
  • I can explain how a section of text contributes to the meaning of the whole of Excerpt 2 of “Middle Ages.”
  • QuickWrite 2 (from homework)
  • Summary Writing graphic organizer for Excerpt 2 of “Middle Ages” (from Lesson 3)
  • Written summary of Excerpt 2 of “Middle Ages”
  • Exit Ticket: A Focus Research Group
  • None

Lesson 6Expert Groups: Research 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can collaborate to create group norms.
  • I can identify details in a text that answer my research question.
  • I can summarize the relevant details for my research.

Researcher’s notebook

  • None

Lesson 7Expert Groups: Research 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can identify details in a text that answer my research question.
  • I can summarize the relevant details for my research.
  • Researcher’s notebook
  • None

Lesson 8Mid-Unit Assessment: Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can determine the meaning of words and phrases in an excerpt of text.
  • I can explain how a section of text contributes to the meaning of the whole text.
  • I can identify details in texts that answer my research question.
  • I can identify the main idea of a text and summarize the relevant details for my research.
  • Mid-Unit 1 Assessment: Research 
  • None

Lesson 9Writing to Inform: Analyzing a Model Using A Rubric

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).
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can find the gist of the model essay.
  • I can use a rubric to score a model essay and identify why the model is a good example.
  • Gist annotations on the model essay
  • Assessing the Model Essay
  • None

Lesson 10Evaluating Evidence: Adversities Faces in the Middle Ages

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).
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can evaluate my research to choose the most relevant evidence for my essay.
  • I can organize the evidence I have chosen into quote sandwiches.
  • Homework: Three Adversities (from Lesson 9)
  • Quote sandwiches for each body paragraph
  • None

Lesson 11Drafting Body Paragraphs

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)
  • 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 use my Quote sandwich organizers to draft the body paragraphs of my essay.
  • I can maintain a formal style in my writing.
  • Quote Sandwich graphic organizers (from homework)
  • Three draft body paragraphs
  • None

Lesson 12Drafting Introduction and Conclusion

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)
  • 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 essay.
  • Draft of introductory and concluding paragraphs
  • None

Lesson 13End of Unit Assessment: Final 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)
  • 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 write the best draft of my essay.
  • I can use transitional words and phrases to make my essay flow smoothly.
  • I can provide constructive feedback to a peer.
  • End of Unit 1 Assessment: Revised Writing about Medieval Times 
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up