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ELA G6:M3A:U3

How the 1906 San Francisco Earthquake and Fire Affected the People of San Francisco

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 1Writing Interview Questions

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 recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • 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 interpret an excerpt of a poem and make connections between it and other texts I have read.
  • I can write interview questions that will provide me with the information I need in my newspaper article.
  • Exit Ticket: Interview Questions
  • None

Lesson 2Researching: Eyewitness Accounts, Part 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • 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 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 interpret an excerpt of a play and make connections between it and other texts I have read.
  • I can identify compelling quotes to answer my research questions in an eyewitness account.
  • Researching Eyewitness Accounts graphic organizer
  • None

Lesson 3Researching: Eyewitness Accounts, Part 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • 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 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 interpret a short story and make connections between it and other texts I have read.
  • I can identify compelling quotes to answer my research questions in an eyewitness account.
  • Researching Eyewitness Accounts graphic organizer
  • None

Lesson 4Mid-Unit 3 Assessment Part 1: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires

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 interpret information presented in different media and formats. (SL.6.2)
  • I can explain how new information connects to a topic, text, or issue I am studying. (SL.6.2)
  • I can recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.6.11)
  • I can interpret information from different resources as part of my research about the 1906 San Francisco earthquake and fire and explain how it deepens my understanding of the 1906 San Francisco earthquake and fire.
  • I can refocus the research question to guide my continuing research.
  • I can interpret a short story and make connections between it and other texts I have read.

Mid-Unit 3 Assessment Part 1: Researching and Interpreting Information: Researching the Destruction Caused by the 1906 San Francisco Earthquake and Fires

 

  • None

Lesson 5Mid-Unit 3 Assessment Part 2: Explaining How New Information Connects to the Topic

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can interpret information presented in different media and formats. (SL.6.2)      
  • I can explain how new information connects to a topic, text, or issue I am studying. (SL.6.2)
  • I can explain how the new information I found through research deepens my understanding of the destruction of the 1906 San Francisco earthquake and fire.
  • Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic

 

  • None

Lesson 6The Five W’s

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 the information from my research to determine who, what, where, when, and why to form the basis of my newspaper article.
  • I can choose a compelling angle for my article that is supported by the information from my research.
  • Five W’s web organizer

 

  • None

Lesson 7Analyzing the Features of a Newspaper Article

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 text (print or nonprint) that explores a variety of cultures and perspectives (W.6.4a)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can identify the features of a newspaper article.
  • I can evaluate research to choose the most relevant factual information to support my angle.
  • Annotated newspaper articles
  • None

Lesson 8Evaluating Eyewitness Accounts

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 organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect). (W.6.2b)
  • I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2d)
  • I can produce text (print or nonprint) that explores a variety of cultures and perspectives. (W.6.4a)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can apply grade 6 Reading standards to literature (e.g., “compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)
  • I can evaluate research to choose the most relevant eyewitness accounts showing a variety of perspectives.
  • Eyewitness account quotes recorded on the Newspaper Article Planning graphic organizer
  • None

Lesson 9Organizing Research: The Inverted Pyramid

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)

    a. I can introduce the topic of my text.

    b. I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect).

    c. I can include headings, graphics, and multimedia to help readers understand my ideas.

    d. I can develop the topic with relevant facts, definitions, concrete details, and quotations.

  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can apply grade 6 Reading standards to literature (e.g., “compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)
  • I can 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. (RI.6.7)
  • I can use the inverted pyramid to organize my research to form the structure of my newspaper article.
  • I can choose a visual component to develop the reader’s understanding of my angle.
  • Information organized according to the inverted pyramid structure on the Newspaper Article Planning graphic organizer
  • None

Lesson 10End of Unit 3 Assessment: Drafting the Newspaper Article

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)

    a. I can introduce the topic of my text.

    b. I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect).

    c. I can include headings, graphics, and multimedia to help readers understand my ideas.

    d. I can develop the topic with relevant facts, definitions, concrete details, and quotations.

    e. I can use transitions to clarify relationships among my ideas.

    f. I can use contextually specific language/vocabulary to inform or explain about a topic.

    g. I can establish and maintain a formal style in my writing.

    h. I can construct a concluding statement or section of an informative/explanatory text.

  • I can produce text (print or nonprint) that explores a variety of cultures and perspectives. (W.6.4a)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can apply grade 6 Reading standards to literature (e.g., “compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)
  • I can 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. (RI.6.7)
  • I can use active words and domain-specific vocabulary in my newspaper article.
  • I can draft an interesting, accurate, and objective newspaper article based on carefully selected evidence.
  • End of Unit 3 Assessment: Draft newspaper article
  • None

Lesson 11Revising the Newspaper Article: Sentence Structure and Transitions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3a)
  • I can maintain consistency in style and tone when writing and speaking. (L.6.3b)
  • I can use a variety of sentence structures to make my article more interesting.
  • I can use appropriate transitions to make the newspaper article flow smoothly.
  • Revised End of Unit 3 Assessment: Draft newspaper article
  • Self-assessment of the article on Row 3 of the Newspaper Article Rubric
  • None

Lesson 12Performance Task: Final Draft of the Newspaper Article

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)

    a. I can introduce the topic of my text.

    a. I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect).

    a. I can include headings, graphics, and multimedia to help readers understand my ideas.

    b. I can develop the topic with relevant facts, definitions, concrete details, and quotations.

    c. I can use transitions to clarify relationships among my ideas.

    d. I can use contextually specific language/vocabulary to inform or explain about a topic.

    e. I can establish and maintain a formal style in my writing.

    f. I can construct a concluding statement or section of an informative/explanatory text.

  • I can produce text (print or nonprint) that explores a variety of cultures and perspectives. (W.6.4a)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can apply grade 6 Reading standards to literature (e.g., “compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). (W.6.9a)
  • I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3a)
  • I can maintain consistency in style and tone when writing and speaking. (L.6.3b)
  • I can use formative feedback from the teacher to revise my newspaper article.
  • I can use peer feedback to revise my article to further meet the expectations of the Newspaper Article Rubric.
  • I can write a final draft of an interesting, accurate, and objective newspaper article.
  • I can choose a section of my article to share that captures my most interesting and accurate details of the event.
  • Final draft of newspaper article
  • None

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