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ELA G6:M4:U1

Frightful’s Mountain and DDT

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 Frightful’s Mountain: Building Background Knowledge and Establishing Reading Routines

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can identify the relationships of the main character at the beginning of the novel Frightful’s Mountain.
  • I can use context clues to determine the meaning of unfamiliar vocabulary in Frightful’s Mountain.
  • I can use details from the text, Frightful’s Mountain, to answer text-dependent questions.
  • Learning from Frightful’s  Perspective: Chapter 1
  • Notice and Wonder: Response to Frightful’s  Mountain by Jean Craighead George Video
  • Think-Pair-Share

Lesson 2Close Reading and Gathering Evidence from Frightful’s Mountain and “Welcome Back”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 collect background information about peregrine falcons and pesticides.
  • I can use evidence from Frightful’s Mountain to collect and share information about peregrine falcons.Mountain.
  • I can get the gist of the informational article “Welcome Back.”.
  • Learning from Frightful’s  Perspective
  • Chapter 2: Frightful Goes to Falcon School, Peregrine Falcon Facts
  • Learning from Frightful’s Perspective: Chapter 2
  • Sticky note: Making Connections between Frightful’s Mountain and “Welcome Back”
  • Jigsaw

Lesson 3Tracing a Speaker’s Argument: John Stossel DDT Video

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 identify the argument and specific claims in a video about DDT.
  • I can determine the evidence used to support the argument and claims in a video about DDT.
  • Learning from Frightful’s Perspective: Chapter 3 (from homework)
  • Frightful’s Relationships:  Excerpts from Chapter 3
  • Tracing an Argument graphic organizer
  • None

Lesson 4Citing Evidence and Building Vocabulary: “The Exterminator”

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 resources to build my vocabulary. (L.6.6)
  • I can identify the argument and specific claims in a video about DDT.
  • I can determine the evidence used to support the argument and claims in a video about DDT.
  • Learning from Frightful’s Perspective: Chapter 4 (from homework)
  • Text Walk Scavenger Hunt recording form
  • Scientific vocabulary identified in “The Exterminator”
  • None

Lesson 5Annotating the Text and Identifying Argument, Claims, and Evidence: “Double Whammy” Excerpt from “The Exterminator”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 get the gist of an excerpt from “The Exterminator.”
  • I can identify the argument, claims, and evidence in an excerpt from “The Exterminator.”
  • Learning from Frightful’s Perspective: Chapter 5 (from homework)
  • Tracing an Argument graphic organizer
  • Exit Ticket: Argument, Claims, and Evidence
  • Think-Pair-Share

Lesson 6Identifying How Text Features Support Arguments: “The Exterminator”

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 identify the argument and specific claims in a text. (RI.6.8)
  • I can use resources to build my vocabulary. (L.6.6)
  • I can identify the argument and specific claims in “The Exterminator.”
  • I can evaluate the evidence used to support the argument and claims in “The Exterminator.”
  • Learning from Frightful’s Perspective: Chapter 6 (from homework)
  • Sidebar “Seriously Sick” glossary
  • Sidebar “Seriously Sick” glossary
  • Sidebar task card
  • Back-to-back and Face-to-Face

Lesson 7Getting the Gist and Tracing an Argument: “Public Fear” Excerpt from “The Exterminator”

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 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 get the gist of an excerpt from “The Exterminator.”
  • I can identify the argument, claims, and evidence in an excerpt from “The Exterminator.”
  • Learning from Frightful’s Perspective: Chapter 7 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Tracing an Argument graphic organizer
  • Learning Target sticky notes
  • None

Lesson 8Mid-Unit Assessment: Tracing an Argument in an Article and a Video

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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. (SL.6.3)
  • I can identify the argument and specific claims in a video about DDT.
  • I can evaluate the evidence used to support the argument and claims in a video about DDT.
  • I can identify the argument and specific claims in “Rachel Carson: Sounding the Alarm on Pollution.”
  • I can evaluate the evidence used to support the argument and claims in “Rachel Carson: sounding the Alarm on Pollution.”
  • Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: Video about DDT
  • Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: “Rachel Carson: Sounding the Alarm on Pollution”
  • None

Lesson 9Interpreting and Connecting Information: Creating a Cascading Consequence Chart Using Frightful’s Mountain

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 use my experience and knowledge of language and logic to address problems and advocate persuasively. (SL.6.2a)
  • 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 create a Cascading Consequence chart about Sam and
  • Frightful’s interaction.
  • I can describe the expectations for participating in a Fishbowl discussion group.
  • I can use my Cascading Consequence chart for Frightful’s Mountain to clarify the ideas I am presenting.
  • Learning from Frightful’s Perspective: Chapter 8 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Cascading Consequence chart for Frightful’s Mountain
  • Fishbowl

Lesson 10Using Multiple Resources of Information: Creating a Cascading Consequences Chart about DDT and Practicing a Fishbowl Discussion

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 use my experience knowledge of language and logic to address problems and advocate persuasively. (SL.6.2a)
  • 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 use multiple resources to create a Cascading Consequences chart about the use of DDT.
  • I can practice the skills and expectations for a Fishbowl discussion.
  • Learning from Frightful’s Perspective: Chapter 9 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Benefits of DDT and Harmful Consequences Cascading Consequences charts
  • Fishbowl Feedback checklist
  • Exit Ticket: Fishbowl Successes and Fishbowl Goals
  • None

Lesson 11Interpreting, Integrating, and Sharing Information: Using Charts and Graphs about DDT

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 interpret information in charts and graphs about DDT.
  • I can integrate information from charts and graphs to grow my understanding of DDT.
  • I can share information I learned from charts and graphs in a small group discussion.
  • Learning from Frightful’s Perspective: Chapter 10 (from homework)
  • Interpreting Charts and Graphs graphic organizer
  • Benefits of DDT Cascading Consequences chart (from Lesson 10)
  • Harmful Consequences of DDT Cascading Consequences chart(from Lesson 10)
  • None

Lesson 12Interpreting, Integrating, and Sharing Information about DDT: Using Cascading Consequences and Fishbowl Protocol

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 interpret information from cascading consequences about the use of DDT.
  • I can integrate information from cascading consequences to grow my understanding of DDT.
  • I can describe the expectations for a Fishbowl discussion.
  • Learning from Frightful’s Perspective: Chapter 11 (from homework)
  • Interpretation of Benefits of DDT and Harmful Effects of DDT Cascading Consequences charts
  • Fishbowl note-catcher
  • Fishbowl

Lesson 13End of Unit Assessment: Fishbowl Discussion

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 use my experience, knowledge, and understanding of culture to think analytically, address problems creatively, and advocate persuasively. (SL.6.2a)
  • I can interpret information about DDT presented by my peers orally and visually.
  • I can explain how new information contributes to my understanding of DDT.
  • I can use my knowledge of DDT to advocate persuasively for one side or another.
  • End of Unit 1 Assessment: Fishbowl discussion: DDT: Do the Benefits Outweigh the Consequences?
  • Fishbowl Discussion Partner Scoring Log
  • Exit Ticket: Two Stars and One Step
  • Fishbowl

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