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ELA G6:M3B:U3

What You Need to Know When Buying 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 1Analyzing a Model Informative Consumer Guide

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 informative consumer guide.
  • I can determine the main ideas of a model informative consumer guide.
  • I can explain the purpose of an informative consumer guide.
  • Annotations on Model informative consumer guide

 

  • None

Lesson 2Researching Information About Overfishing

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 conduct short research projects to answer a question. (W.6.7)
  • I can interpret information presented in different media and formats. (SL.6.2)
  • I can research overfishing to find relevant and compelling factual information and quotes.
  • Structured notes: First part of Chapter 7 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 2
  • None

Lesson 3Researching Case Studies of a Depleted Fish Species

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 conduct short research projects to answer a question. (W.6.7)
  • I can research to find relevant and compelling factual information and quotes about depleted fish species to use as a case study in my informative consumer brochure.
  • Structured notes: The rest of Chapter 7 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 3
  • None

Lesson 4Researching Information About Sustainable Fishing

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 conduct short research projects to answer a question. (W.6.7)
  • I can research to find relevant and compelling factual information and quotes about sustainable fishing methods to use in my informative consumer brochure.
  • Structured notes: Chapter 8 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 4
  • None

Lesson 5Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods

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 interpret information from different resources as part of my research about what consumers need to know about overfishing and fish depletion when buying fish.
  • I can refine the research question to focus my research.
  • Mid-Unit 3 Assessment, Part 1: Researching Information about Buying Fish Caught Using Sustainable Fishing Methods
  • None

Lesson 6Mid-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 what consumers need to know about overfishing and fish depletion when buying fish.
  • Structured notes
  • Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic (oral)

 

  • None

Lesson 7Evaluating Research

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 research to choose the most relevant and compelling factual information and quotes for my consumer guide.
  • Structured notes: Chapter 9 of World without Fish (from homework)
  • Circled information and quotes on Researching graphic organizer from Lesson 2
  • Back-to-back and Face-to-Face

Lesson 8Planning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion

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 organize the information and quotes I have chosen about overfishing and the issue of fish depletion into a Quote Sandwich organizer.
  • I can evaluate research to choose the most relevant and compelling factual information and quotes for my informative consumer guide.
  • Structured notes: Chapter 10 of World without Fish (from homework)
  • Quote Sandwich for the issue of overfishing and fish depletion
  • Circled information and quotes on Researching graphic organizer from Lesson 3
  • None

Lesson 9Planning Content of Informative Consumer Guide: Sustainable Fishing Methods

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 evaluate research to choose the most relevant and compelling factual information and quotes for my informative consumer guide.
  • I can organize the information and quotes I have chosen about sustainable fishing methods into a Quote Sandwich graphic organizer.
  • Circled information and quotes on Researching graphic organizer from Lesson 4
  • Quote Sandwich for sustainable fishing methods
  • Circled information and quotes on the graphic organizer from the Mid-Unit 3 Assessment (from Lesson 5)
  • None

Lesson 10End of Unit Assessment: Drafting the Informative Consumer Guide

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 introduce the topic of my text. (W.6.2a)
  • I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect). (W.6.2a)
  • I can include headings, graphics, and multimedia to help readers understand my ideas. (W.6.2a)
  • I can develop the topic with relevant facts, definitions, concrete details, and quotations. (W.6.2b)
  • I can use transitions to clarify relationships among my ideas. (W.6.2c)
  • I can use contextually specific language/vocabulary to inform or explain about a topic. (W.6.2d)
  • I can establish and maintain a formal style in my writing. (W.6.2e)
  • I can construct a concluding statement or section of an informative/explanatory text. (W6.2f)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use domain-specific vocabulary in my informative consumer guide.
  • I can draft the written content of a relevant and compelling informative consumer guide to inform people who are buying fish about how and why to buy fish caught using sustainable methods.
  • I can maintain a formal style in my writing.
  • End of Unit 3 Assessment: Draft of Written Content of Informative Consumer Guide
  • None

Lesson 11Analyzing the Features of an Informative Consumer Guide

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 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 identify the features of an informative consumer guide.
  • I can select visuals like images, charts, and graphs to make my informative consumer guide eye-catching and to help consumers better understand the issue of overfishing and fish depletion.
  • Annotated informative consumer guides
  • None

Lesson 12Revising the Informative Consumer Guide: Sentence Structure, Transitions, and Works Cited

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 informative consumer guide more interesting.
  • I can use appropriate transitions to make the informative consumer guide flow smoothly.
  • Revised Draft of Written Content of Informative Consumer Guide
  • Self-assessment on Row 3 of the New York State Grades 6–8 Expository Writing Evaluation Rubric
  • None

Lesson 13Performance Task: Final Informative Consumer Guide

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 use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can apply sixth-grade reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). (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 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 formative feedback from the teacher to revise my informative consumer guide.
  • I can use peer feedback to revise my writing to further meet the expectations of the rubric.
  • I can write a final draft of an interesting, accurate, and objective informative consumer guide.
  • Performance Task: Final draft of informative consumer guide
  • None

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