Unit 3

The Egypt Game by Zilpha Keatley Snyder

 

Grade 6
ELA

Unit Length and Description:

 

46 Instructional Days

 

Students will learn more about how we determine what happened in the past. Building on the idea of reading written accounts from different points of view, archaeologists, like detectives, work to piece together the past based on artifacts. Their written results provide for us the “stories” of human history and help us to more completely understand the past, both in how we are connected to it and how life has changed over time and what lesson can be learned. This unit connects to social studies.

 

This unit will focus on craft and structure and integration of knowledge and ideas.  Writing will be predominately informative/explanatory and argumentative.

 

Standards:

 

Reading Literature:

RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6: Produce and publish grade-appropriate writing using technology either independently or in collaboration with others.

Reading Informational Texts:

RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative language, connotative, and technical meanings.

RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Writing:

W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

a.    Include claim(s) and organize the reasons and evidence clearly.

b.    Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating understanding of the topic or text.

c.    Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d.    Establish and maintain a formal style.

e.    Provide a concluding statement or section that follows from the argument presented.

W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting.

W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Speaking and Listening:

SL.6.2: Interpret information presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

SL.6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Language:

L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a.    Vary sentence patterns for meaning, reader/listener interest, and style.

b.    Maintain consistency in style and tone.

 

The following standards are embedded in all units:

RL. /RI.6.1 Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a different approach.

W.6.6 Produce and publish grade-appropriate writing using technology, either independently or in collaborating with others.

W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 

Enduring Understandings:

 

·         Learning from the past helps to explain why the world exists as it does today. People’s desire to learn uncovers wondrous mysteries of the past.

·         Exploration and uncovering mysteries help make learning more interesting.

 

Essential Questions:

 

·         What elements of Ancient Egypt and other ancient societies do we see in our culture today?

·         What events led to the discovery of ancient civilizations?

·         Why do people become archaeologists, and how do they contribute to our knowledge?