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ELA G6:M3B:U1

Author’s Point of View and Idea Development in World without Fish

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 1Introducing World Without Fish

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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of an excerpt of the Introduction of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.

 

  • Sticky notes for gist
  • Text-Dependent Questions: Pages x–xii
  • None

Lesson 2Introduction: The Ideas of Charles Darwin

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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of an excerpt of the Introduction of World without Fish.
  • I can use strategies to determine the meaning of words and phrases in this excerpt of the Introduction of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.
  • I can analyze how Mark Kurlansky introduces the problem of fish depletion in World without Fish.
  • Structured notes for pages x–xii (from homework)
  • Text-Dependent Questions: Pages xii–xvii
  • Back-to-back and Face-to-Face

Lesson 3Introducing the Struggle for Survival in the Introduction of World Without Fish

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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of an excerpt of the Introduction of World without Fish.
  • I can use strategies to determine the meaning of words and phrases in this excerpt of the Introduction of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.
  • I can analyze how Mark Kurlansky introduces the problem of fish depletion in World without Fish.
  • Structured notes for pages xii–xvii (from homework)
  • Text-Dependent Questions: Pages xx–xxiii
  • Concentric Circles

Lesson 4Tracing the Idea of Fish Depletion: Chapter 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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of pages 1–8 of World without Fish.
  • I can use strategies to determine the meaning of words and phrases in an excerpt of Chapter 1 of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.
  • I can analyze how Mark Kurlansky illustrates/elaborates on the problem of fish depletion in an excerpt of Chapter 1 of World without Fish.
  • Structured notes for “The Story of Kram and Ailat: Part 1” (from homework)
  • Text-Dependent Questions: Pages 1–8
  • Back-to-back and Face-to-Face

Lesson 5Tracing the Idea of Fish Depletion: Chapter 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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of pages 28–33 of World without Fish.
  • I can use strategies to determine the meaning of words and phrases in an excerpt of Chapter 2 of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.
  • I can analyze how Mark Kurlansky illustrates/elaborates on the problem of fish depletion in an excerpt of Chapter 2 of World without Fish.
  • Structured notes for “The Story of Kram and Ailat: Part 2” (from homework)
  • Text-Dependent Questions: Pages 28–33
  • None

Lesson 6Mid-Unit Assessment: Analyzing Idea Development in Chapter 3 of World without Fish

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 analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can use strategies to determine the meaning of words and phrases in an excerpt of Chapter 3 of World without Fish.
  • I can analyze how Mark Kurlansky illustrates/elaborates on the problem of fish depletion in an excerpt of Chapter 3 of World without Fish.
  • Structured notes for “The Story of Kram and Ailat: Part 3” (from homework)
  • Mid-Unit 1 Assessment: Analyzing Idea Development in Chapter 3 of World without Fish  
  • None

Lesson 7Reading for Gist and Answering Text-Dependent Questions: Chapter 4 of World without Fish

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of an excerpt of Chapter 4 of World without Fish.
  • I can determine the meaning of unfamiliar words and phrases in an excerpt of Chapter 4.
  • I can use evidence from the text to answer text-dependent questions.
  • Structured notes for “The Story of Kram and Ailat: Part 4” (from homework)
  • Text-Dependent Questions: Pages 52–61
  • None

Lesson 8Analyzing Author’s Point of View: Chapter 4 of World without Fish

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can analyze Mark Kurlansky’s point of view in an excerpt of Chapter 4 of World without Fish.
  • I can explain how he conveys his point of view.
  • Structured notes for pages 52–61 (from homework)
  • Author’s Point of View graphic organizer: pages 52–61
  • Analyzing Author’s Point of View anchor chart
  • None

Lesson 9Reading for Gist and Answering Text-Dependent Questions: Chapter 5 of World without Fish

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can find the gist of pages 63–69 of World without Fish.
  • I can determine the meaning of unfamiliar words and phrases in pages 63–69 of World without Fish.
  • I can use evidence from the text to answer text-dependent questions.
  • Structured notes for “The Story of Kram and Ailat: Part 5” (from homework)
  • Text-Dependent Questions: Pages 63–69
  • None

Lesson 10Analyzing Author’s Point of View: Chapter 5 of World without Fish

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can analyze Mark Kurlansky’s point of view in an excerpt of Chapter 5.
  • I can explain how he conveys his point of view.
  • Structured notes for pages 63–69 (from homework)
  • Author’s Point of View graphic organizer: pages 63–69

 

  • None

Lesson 11End of Unit 1 Assessment: Analyzing Author’s Point of View and How it is Conveyed

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine an author’s point of view or purpose in an informational text. (RI.6.6)
  • I can explain how an author’s point of view is conveyed in an informational text. (RI.6.6)
  • I can identify Mark Kurlansky’s point of view.
  • I can explain how Mark Kurlansky conveys his point of view.
  • Structured notes for “The Story of Kram and Ailat: Part 6” (from homework)
  • End of Unit 1 Assessment: Analyzing Author’s Point of View and How it is Conveyed in Chapter 5 of World without Fish
  • None

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