6th Grade – Reading & Writing Curriculum Unit Template

Unit 5: Social Issues Book Clubs & Fictional Narrative Writing Duration of Unit- School Year: 2013-2014 Date Revised: 6/24/14

I – Desired Results Essential Learning – What is it we want all students to know and be able to do?

Essential Questions:

How does reading about other peopleʼs challenges and differences help us understand and accept others?

How do authors use narrative elements to create a story and convey a message?

Big Ideas/Understanding(s):

1. Good readers determine the theme/how the author’s message makes a statement about life, drawing upon text evidence and symbolism to support their thinking.

2. Good readers understand the difference between fact and opinion or judgment. 3. Good readers understand how word choice impacts meaning and tone

4. Good readers recognize how and why text forms and genres are chosen to convey theme

5. Writers employ literary devices to enhance text.

Student Objectives: Students will:

1. Determine the theme/how the author’s message makes a statement about life, drawing upon text evidence and symbolism to support their thinking.

2. Understand the difference between fact and opinion or judgment. 3. Describe how word choice impacts meaning and tone

4. Analyze how and why text forms and genres are chosen to convey theme 5. Employ literary devices to enhance fictional narratives.

II – Evidence of Learning Assessment Package – How will I assess mastery of essential learning?

Reading- Book Club Presentations

Students will work in small groups to develop and publish a multimedia presentation (options could include Movie Maker, Prezi, Google Presentation, etc.) based on their book club novel. The presentation must respond to the Essential Question:

How does reading about other peopleʼs challenges and differences help

us understand and accept others?

The theme of the novel should be evident through the presentation.

Writing- There is NOT an on-demand prompt in this unit.

PERFORMANCE ASSESSMENT PROCESS PIECE

Fictional Narrative Writing

Tell students:

“You have all been reading fictional stories anchored in themes that make statements about social issues. Throughout our writing unit you will write your own realistic fiction story. First, you will generate ideas around possible social issues’ themes. Then, create a character and think about where your story takes place. Next, you will think about presenting one problem or goal for your character tied to your social issue theme. Lastly, plan for how that problem is solved or that goal is reached and most importantly how you convey the theme throughout your piece. You will write and revise this realistic fiction story throughout our unit.”

Note:

Score this writing using the Realistic Fiction Assessment Rubric.

III – Learning Plan Anchor Performance Tasks – How do we equip students to perform the assessment?

Anchor Activities/Performance Tasks:

Reading: Task 1: Determine theme and compose a brief summary of the book club novel. Task 2: How does word choice impact mood and tone? What impact does figurative language have upon a writing piece? Use evidence from the text to support your response. (Present students with a poem or short story containing multiple examples of strong word choice, imagery, and figurative language.) Task 3: Discuss how the same message or theme is conveyed by different authors using different forms or writing genres. Why would an author select a certain form or genre to convey his/her message? (ex: Why would the author choose to share his message through poetry rather than another form of writing?)

Writing: Task 1: Ideas & Planning: Generate ideas around possible social issues’ themes. Task 2: Planning: Create a written plan encompassing the story elements of character, setting, one problem or goal for your character tied to your social issue theme, and how that problem is solved or that goal is reached. Most importantly plan how you will convey the theme throughout your piece. Task 3: Drafting: Students will compose multiple fictional narrative drafts from seed ideas. Task 4: Revising: Students will select one fictional narrative draft to revise and eventually bring to publication. During this revision stage, particular attention is paid to the Structure and Development areas of the fictional narrative rubric and student checklist. (Focus, Organization, Elaboration, Language/Craft)

Task 5: Editing: Students edit personal narratives for spelling and punctuation according to CCSS grade 6 language standards and grade 6 narrative standards through the use of fictional narrative student checklist and fictional narrative rubric. Particular attention is paid to the conventions column of the rubric. Task 6: Publishing: Each student produces a type written final draft for sharing with an audience. Teachers will assess student achievement of writing tasks through writing conferences and evaluation of published process piece. (See p.4 of hyperlink for fictional narrative conferring points.)

Resources: Social Issues Book Lists/Mentor Texts/ Read Alouds : http://readingandwritingproject.com/public/resources/booklists/archived/reading/genre_social_issues.pdf Overview, lesson ideas, management materials for Book Clubs: http://schools.nyc.gov/documents/d75/literacy/uos/middle/ms_unit_4_book_clubs.pdf Possible teaching points and lesson ideas for writing fictional narratives: http://www.amaesd.net/media/TWP/Grade%20Level%20Teaching%20Resources/3rd/Required%20units/Writing%20Realistic%20Fiction.pdf Ralph Fletcher’s “Teaching Qualities of Writing” Kit for mini-lessons on word choice, mood, tone Nonfiction resources on social issue (Kathy Waddington’s website)

Unit Standards

Identified Priority Standards for all students to master:

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular

details; provide a summary of the text distinct from personal opinions or judgments.

RL. 6.4 Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of a specific word choice on meaning

and tone. (Poetry)

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems;

historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

o b.Follow rules for collegial discussions, set specific goals and deadlines, and

define individual roles as needed.

o c.Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

o d.Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

W.6.2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes.

W.6.2a Introduce a topic clearly, previewing what is to follow; organize ideas,

concepts, and information into broader categories as appropriate to achieving

purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and

multimedia when useful to aiding comprehension. W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the

topic.

Supporting Standards: 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. (Poetry)

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a 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.

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas

and expressing their own clearly.

a. Come to discussions prepared having read or studied required material; explicitly

draw on that preparation by referring to evidence on the topic, text, or issue to probe

and reflect on ideas under discussion.

W.6.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

W.6.2c Use appropriate and varied transitions to create cohesion and clarify the relationships

among ideas and concepts.

W.6.2f Provide a concluding statement or section that follows from and supports the

information or explanation presented.