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ELA G6:M4

Insecticides: Costs vs. Benefits

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Frightful’s Mountain and DDT

Instructional FocusLong-Term TargetsAssessments
  • Launch the novel Frightful’s Mountain and routines for reading the novel
  • Build background knowledge about falcons.
  • Build background knowledge about DDT.
  • Begin to trace an argument in text and video.
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can identify the argument and specific claims in a text. (RI.6.8)
  • I can evaluate the argument and specific claims for sufficient evidence. (RI.6.8)
  • I can outline a speaker’s argument and specific claims. (SL.6.3)
  • I can determine whether a speaker’s argument is supported by reasons and evidence or not. (SL.6.3)
  • I can use resources to build my vocabulary. (L.6.6)
  • Continue to trace an argument in text and video.
  • Look closely at how text features support an argument.
  • Begin Cascading Consequences anchor chart using Frightful’s Mountain.
  • Build Cascading Consequences anchor chart using informational texts.
  • Begin to practice Fishbowl protocol.

 

  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can identify the argument and specific claims in a text. (RI.6.8)
  • I can evaluate the argument and specific claims for sufficient evidence. (RI.6.8)
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • 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 use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.6.9a)
  • I can outline a speaker’s argument and specific claims. (SL.6.3)
  • I can determine whether a speaker’s argument is supported by reasons and evidence or not. (SL.6.3)
  • I can use resources to build my vocabulary. (L.6.6)

  • Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: “Rachel Carson: Sounding the Alarm on Pollution” and the Video about DDT (NYSP12 ELA CCLS RI.6.8 and SL.6.3)
  • Interpret information from charts and graphs.
  • Incorporate information from charts and graphs into understanding of DDT, human needs, and the natural world.
  • Share information, understanding, and evidence-based opinions in a Fishbowl discussion.
  • 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 use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.6.9a)

 

  • End of Unit 1 Assessment: Fishbowl Discussion: DDT: Do the Benefits Outweigh the Harmful Consequences? (NYSP12 ELA CCLS SL.6.2 and SL.6.2a)

Weeks 4-6 Unit 2: Do the Benefits of DDT Outweigh Its Harmful Consequences?

Instructional FocusLong-Term TargetsAssessments
  • Analyze an author’s presentation of ideas and events.
  • Compare and contrast two authors’ presentation of information, ideas, and events.
  • Begin to collect relevant information to answer the research question, as well as bibliographic information about sources in a researcher’s notebook.
  • Assess the credibility of sources used for research.
  • Learn and practice multiple strategies for determining word meaning.
  • I can compare how different authors portray the same idea or event. (RI.6.9)
  • 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 gather relevant information from a variety of sources. (W.6.8)
  • I can assess the credibility of each source I use. (W.6.8)
  • I can quote or paraphrase what others say about my topic while avoiding plagiarism. (W.6.8)
  • I can provide a list of sources I used to gather information in a bibliography. (W.6.8)
  • I can use common Greek and Latin affixes (prefixes and suffixes) and roots as clues to help me determine the meaning of a word (e.g., audience, auditory, audible). (L.6.4b)
  • I can use resource material (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation, meaning, and part of speech of key words and phrases. (L.6.4c)
  • Continue comparing and contrasting two authors’ presentation of information, ideas, and events.
  • Begin to research texts digitally in a guided Webquest.
  • Continue to collect and practice strategies for determining the meaning of unknown words.

 

  • I can compare how different authors present the same idea or event. (RI.6.9)
  • 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 gather relevant information from a variety of sources. (W.6.8)
  • I can assess the credibility of each source I use. (W.6.8)
  • I can quote or paraphrase what others say about my topic while avoiding plagiarism. (W.6.8)
  • I can provide a list of sources I used to gather information in a bibliography. (W.6.8)
  • I can use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)
  • I can use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of a word or phrase. (L.6.4a)
  • I can use common Greek and Latin affixes (prefixes and suffixes) and roots as clues to help me determine the meaning of a word (e.g., audience, auditory, audible). (L.6.5b)
  • I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation, meaning, and part of speech of key words and phrases. (L.6.4c)
  • I can check the accuracy of my guess about the meaning of a word or phrase by using resource materials. (L.6.4d)

  • Mid-Unit 2 Assessment: Comparing and Contrasting Two Texts: Simulated Research (NYSP12 ELA CCLS RI.6.9, W.6.7, W.6.8, L.6.4b, L.6.4c, and L.6.4d)
  • Create a Stakeholders anchor chart about the use of DDT.
  • Complete the Cascading Consequences anchor chart about the use of DDT.
  • Make a research-based claim about the use of DDT.
  • Learn effective presentation techniques in preparation for sharing the research-based claim.
  • Create a visual that helps an audience understand the claim and evidence.
  • I can use my experience and knowledge of language and logic, as well as culture, to think analytically, address problems creatively and advocate persuasively. (RI.6.9a)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can present claims and findings in a logical order. (SL.6.4)      
  • I can support my main points with descriptions, facts, and details. (SL.6.4)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.6.4)
  • I can include multimedia components and visual displays in a presentation to clarify information (SL.6.5)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.6.6)
  • End of Unit 2 Assessment: Making a Claim: Where Do You Stand on the Use of DDT? (NYSP12 ELA CCLA RI.6.9a, W.1, W.9, SL.6.4, SL.6.5, and SL.6.6)

Weeks 7-8 Unit 3: Writing: Position Paper about the Use of DDT

Instructional FocusLong-Term TargetsAssessments
  • Analyze a model position paper that makes a claim and uses evidence to support that claim.
  • Analyze the rubric that will be used to assess the position paper.
  • Review the steps for writing a position paper.
  • Plan the claim and evidence that will be used in the position paper.
  • Plan the body paragraphs of the position paper.
  • Peer critique the reasons and evidence being used in the position paper.
  • Draft the complete position paper.
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can create an introduction that states my main argument and foreshadows the organization of my piece. (W.6.1a)
  • I can identify the relationship between my claim(s) and reasons by using linking words, phrases, and clauses. (W.6.1c)
  • I can construct a concluding statement or section that reinforces my main argument. (W.6.1e)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • Mid Unit 3 Assessment: Draft of Position Paper: Do the Benefits of DDT Outweigh Its Harmful Consequences? (NYSP12 ELA CCLS RI.6.1, W.6.1, and W.6.9)

 

  • Peer critique of drafts of position paper.
  • Incorporate teacher’s feedback in revision of position paper.
  • Learn the distinction between informal and formal English in writing, and incorporate this into the revision of the position paper.
  • Revise for appropriate sixth-grade, domain-specific, and academic vocabulary.
  • Prepare a scientific poster showing the claim, evidence, and research that went into the position paper.
  • Host a Gallery Walk of scientific posters.

  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can maintain a formal style in my writing. (W.6.1d)
  • 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 identify when standard English is and isn’t being used. (L.6.1e)
  • I can convert language into standard English. (L.6.1e)
  • I can accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)

  • End of Unit 3 Assessment: Reflection on the Writing Process: Moving from Draft to Published Position Paper (NYSP12 ELA CCLS W.6.5, W.6.6, L.6.1e, and L.6.6)
  • Performance Task: Scientific Poster and Hosted Gallery Walk (NYSP12 ELA Standards RI.6.1, W.6.1, W.6.4, W.6.5, and L.6.6)

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