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ELA G6:M4:U2

Do the Benefits of DDT Outweigh Its Harmful Consequences?

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 1Getting the Gist and Paraphrasing: “Rachel Carson: Environmentalist and Writer”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can quote or paraphrase what others say about my topic while avoiding plagiarism. (W.6.8)
  • I can gather relevant information from a variety of sources. (W.6.8)
  • I can set a purpose to guide me in my research.
  • I can get the gist of the informational article “Rachel Carson: Environmentalist and Writer.”
  • I can paraphrase information from my reading to answer a question.
  • Learning from Frightful’s Perspective: Chapter 12 (from homework)
  • Researcher’s notebook
  • Exit Ticket: Paraphrasing Information from “Rachel Carson: Environmentalist and Writer”
  • None

Lesson 2Applying Research Skills: “Rachel Carson: Environmentalist and Writer”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare how different authors portray the same idea or event. (RI.6.9)
  • I can provide a list of sources I used to gather information in a bibliography. (W.6.8)
  • I can assess the credibility of each source I use. (W.6.8)

 

  • I can record bibliographic information for the sources I read in my research.
  • I can assess the credibility of the article “Rachel Carson: Environmentalist and Writer.”
  • I can analyze the author’s presentation of information and ideas in “Rachel Carson: Environmentalist and Writer.”
  • Learning from Frightful’s Perspective: Chapter 13 (from homework)
  • Researcher’s notebook
  • Comparing and Contrasting Authors’ Presentation graphic organizer
  • None

Lesson 3Comparing an Author’s Presentation of Ideas: “Rachel Carson: Sounding the Alarm on Pollution”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare how different authors portray the same idea or event. (RI.6.9)
  • I can analyze the author’s presentation of ideas in “Rachel Carson: Sounding the Alarm on Pollution.”
  • I can compare and contrast the authors’ presentation of ideas for “Rachel Carson: Environmentalist and Writer” and “Rachel Carson: Sounding the Alarm on Pollution.”
  • Learning from Frightful’s Perspective: Chapter 14 (from homework)
  • Comparing and Contrasting Authors’ Presentation graphic organizer
  • None

Lesson 4Research Tasks: New Words, Relevant Information, Revision

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 affixes to help me determine the meaning of unfamiliar words.
  • I can gather relevant information from my research materials.
  • I can revise my research question if necessary.
  • Learning from Frightful’s Perspective: Chapter 15 (from homework)
  • Research vocabulary
  • Researcher’s notebook, Source 2
  • None

Lesson 5Resource Materials and Gathering Information: Reading Another “Choice” Text from the Research Folder

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use resource material (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation, meaning of key words and phrases, and parts of speech. (L.6.4c)
  • 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 resource materials to determine the meaning of unfamiliar words.
  • I can gather relevant information from my research materials.
  • I can revise my research question if necessary.
  • Learning from Frightful’s Perspective: Chapter 16 (from homework)
  • Researcher’s notebook
  • None

Lesson 6Presentation of Events: Comparing Two Authors

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 meaning of a word or phrase. (L.6.4a)
  • I can compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). (RI.6.9)
  • I can use context clues to determine the meaning of unfamiliar words.
  • I can compare and contrast two authors’ presentation of events.
  • Learning from Frightful’s Perspective: Chapter 17 (from homework)
  • Research Vocabulary using context clues
  • Comparing and Contrasting Authors’ Presentation
  • None

Lesson 7Researching Digital Sources, Part 1: Guided WebQuest

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 gather relevant information from a variety of sources. (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 choose digital resources that will help me answer my research question.
  • I can gather relevant information from digital resources about my research question. 
  • Learning from Frightful’s Perspective: Chapter 18 (from homework)
  • Researcher’s notebooks
  • Exit Ticket: Using Digital Resources
  • None

Lesson 8Researching Digital Sources, Part 2: Guided WebQuest

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 gather relevant information from a variety of sources. (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 choose digital resources that will help me answer my research question.  
  • I can gather relevant information from digital resources about my research question. 
  • Learning from Frightful’s Perspective: Chapter 19 (from homework)
  • Researcher’s notebook
  • None

Lesson 9Mid-Unit Assessment Comparing and Contrasting Two Texts: Simulated Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)

    a. I can use context to determine the meaning of a word or phrase.

    b. I can use common Greek and Latin affixes (prefixes) and roots as clues to help me determine the meaning of a word.

    c. I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine or clarify the pronunciation, meaning of key words and phrases, and parts of speech.

    d. I can check the accuracy of my guess about the meaning of a word or phrase by using resource materials.

  • I can gather relevant information from research materials.
  • I can assess the credibility of the article “DDT Spray Scares Mosquitoes Away, Study Finds.”
  • I can compare and contrast the authors’ presentation of ideas for “DDT Spray Scares Mosquitoes Away, Study Finds” and “You Think You Have It Tough?”
  • I can use multiple strategies help me determine the meaning of a word.
  • Mid-Unit 2 Assessment: Comparing and Contrasting Two Texts: Simulated Research 
  • None

Lesson 10Forming a Research-Based Claim: Cascading Consequences Chart

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use my experience and knowledge of language and logic, as well as culture, t0 think analytically, address problems creatively, and advocate persuasively. (RI.6.9a)
  • I can think analytically about my research in order to determine what evidence is important to me.
  • I can use evidence from my research to add to my Cascading Consequences chart.
  • Researcher’s notebook 
  • Harmful Consequences Cascading Consequences chart
  • Benefits of DDT Cascading Consequences chart
  • Exit Ticket: Reflecting on My Beliefs about DDT
  • None

Lesson 11Forming a Research-Based Claim: Creating Stakeholders Charts

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 description, facts, and details. (SL.6.4)
  • I can describe the criteria on which I will be assessed for the end of unit assessment.
  • I can create a Stakeholders Impacts chart using evidence from my research.
  • I can explain my position on DDT to my peers using evidence from my research.
  • Goldilocks Rule for Choosing Books
  • Who Are Stakeholders?
  • Stakeholders Impacts chart
  • Exit Ticket: Four Corners notecard
  • None

Lesson 12Forming a Research-Based Claim: Cascading Consequences Chart

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 draft a claim based on my research of DDT.
  • I can choose evidence from my research that supports my claim.
  • I can revise my claim based on evidence from my research.
  • Forming Evidence-Based Claims graphic organizer
  • None

Lesson 13Presenting a Research-Based Claim: Effective Speaking Techniques

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.6.4)
  • I can present claims and findings in a logical order. (SL.6.4)
  • I can support my main points with description, facts, and details. (SL.6.4)
  • I can include multimedia components and visual displays in a presentation to clarify information. (SL.6.5)
  • I can choose a visual aid that supports my claim and findings.
  • I can identify the qualities of good speaking.
  • I can use feedback from my teacher and peers to revise my claim and findings.
  • Visual Aid selected to support personal claim
  • Claim and Findings revision
  • Video Critique
  • None

Lesson 14Presenting a Research-Based Claim Visual Aid and Peer Critique

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can include multimedia components and visual displays in a presentation to clarify information. (SL.6.5)
  • I can use effective speaking techniques (appropriate eye contact, adequate volume, and clear pronunciation). (SL.6.4)
  • I can adapt my speech for a variety of contexts and tasks, using formal English when indicated or appropriate. (SL.6.6)
  • I can create a visual that clarifies information in my presentation.
  • I can participate in a peer critique of my presentation.
  • Visual aid for presentation
  • Presentation notecards
  • Presenting a Claim and Findings Peer Critique form
  • None

Lesson 15End of Unit 2 Assessment: A Hosted Gallery Walk

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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)
  • I can advocate persuasively my position on the use of DDT to an audience.
  • I can use my visual to clarify my presentation.
  • Presentation Checklist for the Gallery Walk
  • End of Unit 2 Assessment: Presenting a Claim and Findings
  • None

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