Unit 4

Short Stories: Our Earth, Our Home

 

Grade 6
ELA

Unit Length and Description:

 

38 Instructional Days

 

Students will read a variety of short stories that revolve around the theme of “Our Earth, Our Home.”  Topics vary from animal adventures to outer space experiences, all of which can be connected to science or social studies.  Each story is accompanied by additional reading materials, which include poetry and informational/nonfiction pieces.  Research will require students to retrieve information about a specific, teacher-generated argumentative topic based on their readings during the unit.  The culminating writing task will require students to use their research to compose an argumentative essay.  If time allows, teachers could also allow students to engage in debates.

 

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:

 

·         Authors use specific techniques when writing to ensure the stories they write are organized, cohesive, and interesting.

·         Stories, poems, and informational texts about science and social studies can help explain the world around and beyond us.

 

Essential Questions:

 

·         What makes reading short stories enjoyable?

·         What makes a good argumentative essay?