Understanding by Design

Unit 3 –Mysteries & Discoveries

Unit Title: Mysteries & Discoveries Grade Level(s): 6th grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: autobiographies, biographies, dramatic elements, myths

Designed By: Karen Carroll, Julie

Giordano, Lindsay Heatwole, Catherine

Jackson, Hanna Poist

Time Frame: 8 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals): This unit focuses on the exploration of mysteries of the world, past and present. The

students will be exposed to various ancient cultures and present day unsolved mysteries.

There are numerous texts that provide an opportunity for students to analyze and decide

how the texts fit into the theme of the unit. In addition to learning about some of the

discoveries and mysteries of the world, students will be introduced to the genres of plays

and myths. This unit builds upon the previous units as it leads students to the idea that past

is important because it ultimately shapes students’ identity, culture, and choices for the

future.

Materials and Resources:

“Amelia Earhart p. 144 (Theme 2)

“Dinosaur Ghosts” p. 190 (Theme 2)

“A Better Mousetrap” p. 226 (Theme 2)

“The Lost Temple of the Aztecs” p. 362 (Theme 4)

“Raising the Royal Treasures” p. 380

“The Day of Disaster” p. 387S (Theme 4)

“The Great Wall” p. 391 (Theme 4)

“The Rise to Ghana” p. 408 (Theme 4)

“Barnstorming Bessie Coleman” p.160 (Theme 2)

“The Girl Who Never Grew Up” p. 164 (Theme 2)

“The Girl Who Married the Moon” p.170 (Theme 2)

“Pompeii” p. 214B (Theme 2)

“The Diary of Anne Frank” p. 218 (Theme 2)

“Building Ancient Rome” p. 404

“The Royal Kingdoms of Ghana Mali, and Songhay p.411 (Theme 4)

“Our Gifts From the Greeks” p. 407CC (Theme 4)

Understanding by Design

Stage 1: Desired Results

What content standards are addressed? Note: still need to add things

1.D.3.a Use context to determine the meanings of words (above grade-level words used

in context & words with multiple meanings)

1.E.2.c Make predictions and ask questions about the text

1.E.3.e Make, confirm, or adjust predictions

1.E.3.i Use graphic organizer or other note taking technique to record important ideas

1.E.4.a Identify and explain the main idea from the text or a portion of the text

1.E.4.b Identify and explain information already directly stated in the text

1.E.4.c Draw inferences and/or conclusions and make generalizations

1.E.4.d Draw conclusions or make generalizations about the text

1.E.4.e Summarize or paraphrase the text or a portion of the text

2.A.1.a Read, use and identify the characteristics of primary and secondary sources of

academic information such as textbooks, trade books, reference and research materials,

periodicals, editorials, speeches, interview, articles, non-print materials, and online

materials, other appropriate content-specific texts

2.A.2.a Use print features such as bold large print, font size…and other appropriate

content- specific texts

2.A.2.b Use graphic aids

2.A.2.c Use informational aids such as introductions and overviews…captions, etc. and

other informational aids encountered in informational texts

2.A.2.d Use organizational aids such as titles, headings, transition words, etc.

encountered in organizational texts

2.A.2.e Use online features such as URLs, hypertext links… other features characteristic

of online texts

2.A.2.f Identify and explain the contributions of text features to support the main idea of

the text

2.A.3.a Identify and analyze organizational patterns of text

2.A.4.a Identify and explain the author’s/text’s purpose and intended audience

2.A.4.b Identify and explain the author’s argument, viewpoint, or perspective

2.A.4.d Summarize or paraphrase the text or a portion of the text

2.A.4.f Explain relationships between and among ideas

2.A.4. Distinguish between a fact and opinion

2.A.5.a Analyze specific word choice that contributes to the meaning and/or creates style

2.A.5.b Analyze specific language choices to determine tone

2.A.5.c Analyze repetition and variation of specific words and phrases that contribute to

meaning.

2.A.6.b Analyze changes or additions to the structure and text features that would make

the text easier to understand

2.A.6.d Determine and explain whether author’s argument is presented fairly

3.A.1.b Listen to critically, read and discuss a variety of literary forms and genres

3.A.2.b Identify and explain how graphic aids such as pictures and illustrations…

contribute to meaning

3.A.2.c Identify and explain how informational aids such as footnoted words and

phrases…contribute to meaning

3.A.3.a Distinguish among types of grade-appropriate narrative such as short stories,

folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies,

autobiographies, personal narratives, plays, and lyric and narrative poetry

3.A.3.c Analyze details about the setting, the mood created by the setting and ways in

which the setting affects the characters

3.A.3.d Analyze characterization

3.A.5.b Identify and explain the action of scenes and acts

3.A.5.d Identify and explain stage directions and dialogue that help to create character

and movement

3.A.5.i Identify and explain the point of view

3.A.6.a Analyze main idea and universal themes.

3.A.6.c Summarize or paraphrase

3.A.6.f Explain the implications for the reader and/ or society

3.A.7.a Analyze how specific language choices contribute to meaning

3.A.7.b Analyze language choices that create tone

3.A.7.c Analyze figurative language that contributes to meaning and/or creates style

3.A.7.d Analyze imagery that contributes to meaning and/or creates style

3.A.7.e Analyze elements of style and their contribution to meaning

3.A.8.c Identify and explain the relationship between a literary text and its historical

and/or social context

What enduring understandings are desired (and what misunderstandings will be addressed)

Note: Should address essential question I understand the world around me better and my own culture by appreciating the cultures

that existed before my own.

Mysterious events and discoveries made by my ancestors make me wonder and reach out

for the world around me.

Reading about past events makes me understand my present and prepare me for the future.

Good readers check for understandings and use appropriate strategies to clarify meaning.

What essential questions will guide this unit and focus teaching/learning? How am I influenced by my appreciation of ancient cultures?

How am I influenced by courageous people and mysterious events in my country’s

history?

Why do I need to read about past events?

What do I do to make sure I understand what I read?

What topical questions will guide this unit and focus teaching/learning ? How do I know if I understand what I read? What do I do if I didn’t understand the text?

How does identifying the main idea of a text help me to understand what I read?

How does summarizing check understanding within a text?

Why should a reader make inferences and/or draw conclusions?

Why should a reader use organizational aids and text features?

What key knowledge and skills will students acquire as a result of this unit? Knowledge of:

Main Idea

Details of the text (directly stated)

Summarize and paraphrase

Inferences

Organizational aids

Text Features

Authors’ opinion/viewpoint

Dramatic Elements

Relationships between ideas

On-line features

Skills:

Identify and explain main idea

Identify and explain information directly stated in the text

Summarize and paraphrase the text or a portion of the text

Make inferences

Draw Conclusions

Use organizational aids

Identify and explain scenes & actions

Identify and explain stage directions & dialogue

Identify and explain the authors’ opinion

Explain relationships between and among ideas such as comparison/contrast, cause/effect,

sequence/chronological order

Make generalizations

Identify and use text features to facilitate understanding of informational texts

Use online features such as URLs, hypertext links, sidebars, drop down menus, home

pages, site maps, other features characteristic of online texts

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

The local theater group in your community has decided to put on play. They would like to

perform a play based on a story in your anthology. You have been chosen to select the story

that they will perform as a play. Because this story has never been acted out in “play form”,

the directors and actors need some basic information to help them gain a better idea about the

story. Your task is to create a playbill that provides specific information about the story that

will be helpful when performing it as a play. You will need to include:

a. Front Cover- Title of the play, an illustration relevant to the story, & Playwright’s

name (your name)

b. Inside left page - Summary of the story’s plot

c. Inside upper right page- Picture of plays set w/ labeled stage directions

d. Inside lower right page/back-character names & brief descriptions.

Please make sure your playbill is neat, colorful, and creative. The play is sure to be a success!

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins for good discussions of the skills that have been taught.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the students write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, how it could be

changed.

Performance Task Blueprint

Task Title: Approximate Time Frame:

What desired understandings/content standards will be assessed through this task? Use organizational aids

Identify and use text features to facilitate understanding of informational texts

Use online features such as URLs, hypertext links, sidebars, drop down menus, home

pages, site maps, other features characteristic of online texts

Identify and explain main idea

Summarize and paraphrase the text or a portion of the text

Identify and explain information directly stated in the text

Make inferences, generalizations

Draw conclusions

Explain relationships between and among ideas such as comparison/contrast, cause/effect,

sequence/chronology

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Time Management

Brainstorming

Planning

Through what authentic performance task will students demonstrate understanding?

Creating a Playbill~http://www2.scholastic.com/browse/lessonplan.jsp?id=64

What student products/performances will provide evidence of desired understandings?

Product: Playbill

Performance: Students will create a

playbill based on reading. Specific

dramatic elements must be used in order to

make the playbill a success.

The local theater group in your community has decided to put on play. They would like to perform a play based

on a story in your anthology. You have been chosen to select the story that they will perform as a play. Because

this story has never been acted out in “play form”, the directors and actors need some basic information to help

them gain a better idea about the story. Your task is to create a playbill that provides specific information about

the story that will be helpful when performing it as a play. You will need to include:

a. Front Cover- Title of the play, an illustration relevant to the story, & Playwright’s name (your name)

b. Inside left page - Summary of the story’s plot

c. Inside upper right page- Picture of plays set w/ labeled stage directions

d. Inside lower right page/back-character names & brief descriptions.

Please make sure your playbill is neat, colorful, and creative. The play is sure to be a success!

By what criteria will student products/performances be evaluated?

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

Suggested Learning Plan

1. Introduction

Ask students if they can think of any great mysteries that have yet to be solved. Have them just not think

of things that have recently happened, but have them think back in time. Once a few mysteries have been

discussed (these may need to be provided by the teacher depending on student’s background knowledge),

divide class into small groups and assign each group one of the mysteries discussed. In their groups, they

will develop a theory about what they think really happened. Each group will share their theory with the

class. The theories will be recorded and shown again when the class reads about that topic in the

anthology.

2. Hook

Show students the following United Streaming clip that focuses on unanswered mysteries of the world:

http://player.discoveryeducation.com/index.cfm?guidAssetId=4115606B-29AC-4431-8548-

95C0BFDB2FD0&blnFromSearch=1&productcode=US. Have students reflect on one mystery mentioned

in the video by writing a one paragraph explanation of what they think really happened. Have them use

their ideas, if needed, from the intro activity.

3. One of the strategies needed to become a successful, independent reader is that of predicting and

inferring. This strategy, used before and during reading, helps the reader connect to the text and enhances

understanding as they make, adjust, and confirm their predictions. Visit the following website for further

information on predicting and inferring: http://www.mandygregory.com/Inferencing_mini_lessons.htm#Extension%20Ideas .

Attached you will find a worksheet that provides students opportunity to make inferences based on the

text they are reading (see appendix A). Any of the text below could be used for this skill.

a. Barnstorming Bessie Coleman, p.160 (Theme 2)

b. The Girl Who Married the Moon, p. 170 (Theme 2)

c. Accompanying Leveled Readers: Orson Welles and the War of the Worlds, The Riddle of the

Anasazi, Mysteries of the Bermuda Triangle, Radio Scare

4. Fact and opinion is skill that allows a variety of texts to be used. Reiterate to students the definition of a

fact and opinion. Then as an activity, on a transparency or document camera, show the class any

photograph or picture. Give two sentence strips to each student. Have the students write down one fact

and one opinion on the sentences strips about the picture. Then create a two columned chart on the

board. Have each student come up and place their statement in either the fact or opinion column.

Discuss what students said is a fact and opinion and check for comprehension.

a. “Amelia Earhart” p. 145 (Theme 2)

b. “The Girl Who Never Grew Up” p. 164 (Theme 2)

5. Summarizing and paraphrasing can be taught using a strategy called QuIP.

http://www.readwritethink.org/lessons/lesson_view.asp?id=231 Print out the QuIP chart to

practice the strategy. A short story or children’s book could be used to model the strategy.

Read the story and complete each section of the chart. After you complete the QuIP chart, the

next step is to show students how the information for each question can be formed into a

paragraph by organizing it and rewriting it into complete sentences. Use the first question to

demonstrate how this is done. [Teacher note: Students should already be familiar with how to

write a paragraph before using this lesson.]

Practice individually or in small groups. After students complete QuIP chart, ask them to

write a paragraph for the second question on the chart. When students are finished, allow them

to share their paragraphs aloud or with their peers. Reflect.

Gather students as a whole class to discuss how using the QuIP chart helped them to organize

information and to summarize what they read. Discuss how this strategy might help them in

other areas or in other situations. **Most text mentioned are fiction because Benchmark tests

paraphrasing as a 3.0 standard

a. “The Girl Who Married the Moon” p. 171 (Theme 2)

b. “Dinosaur Ghosts” p. 190 (Theme 2)

c. “Pompeii” p. 214 B (Theme 2)

6. Organizational patterns have been mentioned in previous units, but it is important to have students make

connections between the organization of the text and its meaning. Have students begin to think about

reasons why authors organize information the way that they do. Throughout the reading used, have

students think about why the author organized the text this way and, as an extension, have them think of

different ways to organize the text or how to improve the organization of the text.

A way to introduce this idea of thinking is to read aloud “The Day of Disaster” p. 387 S in the teacher’s

manual. Explain to students that the author wrote this using cause and effect. Look at p. 387S for ideas

about cause and effect. (You may need to make copies of this story for students or use another read that

focuses on the skill) Have students come up with various examples to support the cause and effect

organization.

Then, have students think of another way to organize the information if possible. Have them think about

why the author chose this style of organization.

a. “The Great Wall”, p. 391 (Theme 4) can be used along with Transparency 4-10 as a graphic

organizer for practicing the skill.

b. “Dinosaur Ghosts” p. 191 (Main Idea & Details)

c. Accompanying Leveled Readers (Cause & Effect): The Pyramids of Giza, A Scribe of Ancient

China, The Shape in the Dark, The Pyramids of Ancient Egypt

7. Remind students that when authors write an informational text, they always have a purpose for writing.

Within that text, the author’s viewpoint or opinion can usually be determined by their choice of words,

tone, or subject matter. The following website provides online practice for students to determine the

author’s viewpoint within a text: http://www.studyzone.org/testprep/ela4/o/authorsviewpointp.cfm

Attached is some information, along with some questions, that may help students explore/understand the

idea of author’s viewpoint (see appendix B).

Have students read “The Lost Temple of the Aztecs” p.362. While reading the article, have the students

answer the questions mentioned above.

a. “Pompeii” p. 214 B (Theme 2)

8. Main idea has been covered in each previous unit, but should be continually practiced. In order to

reinforce the skill, the following link could be utilized as online practice:

http://www.beaconlearningcenter.com/weblessons/GetTheIdea/default.htm “Excavating an Aztec City p.

360 (Theme 4) p. 380 is a good text to use because it focuses on identifying the main idea of the text.

Graphic organizers that can be used with the text can be found at:

http://www.graphicorganizers.com/downloads.htm (scroll to the bottom of screen for Main Idea Graphic

Organizers)

a. Dinosaur Ghosts, p.190 (Theme 2)

b. The Royal Kingdoms of Ghana, Mali, and Songhay, pg. 411 Theme 4

c. Accompanying Leveled Readers, Ancient Baghdad, On the Silk Road, Caravan Boy, and The

Kingdom of Kush

9. Text features are an essential part of reading fiction and non-fiction. It is very important for students to

be able to identify text features and distinguish between the various types. Attached is a document that

can be given to students to keep as reference sheet while learning about text features (see appendix C). In

addition to the reference sheet, a PowerPoint can be found on the RELA wiki under text features.

Once students familiarize themselves with the various text features, a way to practice is by using

newspapers or a magazine like National Geographic. Have students skim and pass the various print

media, looking for various print features. Have them document their findings on the Text Feature Chart

(see appendix D) and share with the class.

a. The Rise to Ghana, p. 408

b. “Building Ancient Rome” p. 404

10. When students are learning about relationships between ideas, it is good to have students look back at the

various cultures that they have read about. Ask students how the various cultures are the same and

different. Were their ideals really all that different? It is recommended to mention details such as

cultural beliefs, politics, religion, etc. Students could create a chart with various labeled across the top

such a politics, religion, etc. Then down the side, have students list the various cultures. Have students

write a one sentence statement about each culture under each topic. This will provide a visual for

students to make connections across various texts. (Multiple texts will be used)

11. Myths- The genre that is focused on in this unit is myths. There are many ways to introduce myths. One

way is simply showing a PowerPoint that provides students some background knowledge about Myths &

Gods (may be found under Mythology on the Wiki Space ). Another great introduction is to have

students pick a region around the world and research their native myths. The website given lists the

different regions and gives the native myths of each. Student may pick their favorite myth from that

region and report it to the class orally or on a poster.

http://teacher.scholastic.com/writewit/mff/myths.htm

Note: While reading the myths have students identify if the myths are nature myths, hero myths, or creation

myths. You may want to post a chart that stays up throughout this portion of the unit. On that poster have

students categorize the different myths that they read into one of the three sections (nature, hero, creation).

a. “Arachne the Spinner ” pg. 432 is recommended as the first story. This story is a nature myth from

ancient Greece. It makes reference to a woman who believes that she can weave better than the gods.

In myths people often get into trouble with the gods. In this myth, Arachne gets in trouble with Athene

(or Athena). A good building background activity is a website search. Below are the links that

provides information about Athene:

http://homepage.mac.com/cparada/GML/Athena.html

http://www.perseus.tufts.edu/Herakles/athena.html

b. The next recommended reading is “Guitar Solo” pg. 437. This story is about the Songhay people who

lived by the upper Niger River in the African country of Mali. Students will find it interesting to learn

that this hero myth is still told today. Before you begin reading, have students brainstorm myths that

are still told today. You may give them an example to get them started. You can tell the story of Orion

the Hunter. You may find this story at:

http://www.ianridpath.com/startales/orion.htm.

c. The last recommended reading is “How Music Was Fetched Out of Heaven” pg. 441. This myth is a

creation myth of Quetzalcoatl, the feathered serpent, Lord of Spirit, in what is now Mexico. As the

students read have them think about how Quetzalcoatl got his musician and whether they approve or

disapprove of what he did. Have students retell the story in a comic strip format (appendix E ) . **As

an extension activity, you may have students write their own myth in comic strip form.

12. In order to familiarize students with the dramatic elements, a PowerPoint can be found on the RELA wiki

grade 6 under dramatic elements. This provides students definitions such as dialogue, scene design,

characters, etc. In order to complete the next activity, it is important for the teacher to make copies of the

teacher read aloud for students. Pass out the “Understanding Drama” Worksheet (see appendix F).

While reading “The Professor and the Postman” p. 215 K (Theme 2) as a class, fill in the column “class

example”. Once the class example column has been filled out, have students read “A Better Mousetrap”

p. 226 (Theme 2), and fill out the “my example” column. Tell students to keep this worksheet as a

reference when completing the performance task.

a. “The Diary of Anne Frank” p. 218 (Theme 2)

Making Inferences:

Reading Between the Lines

Question: (from the book, our group, or my teacher) ______________________________________________________________________________________________________________________________________________________________________________________

What I know from the book: What I know from my brain:

My Inference

(be sure to use at least 1 ‘because’)

A

Identify Author’s Viewpoint: What Does the Author Think?

Author’s viewpoint is the way an author looks at a topic or the ideas being described. The

author’s viewpoint includes the content of the text and the language used to present the

data. Thoughtful readers decipher an author’s point of view, opinions, hypotheses, assumptions, and possible bias. Instruction for author’s viewpoint helps students read

analytically in order to identify the validity of information contained in the text. Students identify words and phrases that show an author’s strong feelings for or against a person,

group, or issue. Students identify selections that present various perspectives on a topic. This strategy focuses on helping students ask questions to identify stated and unstated

viewpoints.

Questions that help students explore author’s viewpoint:

What opinions or belief statements are evident in the article?

Why do you think the author has this particular opinion or point of view?

What background information about the author does the reader have that may help

understand the writer’s point of view? (Point of reference) Would another author have a different point of view depending on his/her background experiences?

What pictures does the author paint for a reader?

What evidence did the author include to support their opinions?

What facts were missing?

What words and phrases did the author use to present the information? (Students

collect samples of the language an author uses to identify the context in which ideas are presented.)

Why did the author write this selection? Identifying the author’s purpose helps

students recognize possible viewpoints, especially in persuasive writing.

B

Informational Text Features

Informational text features help the reader more easily navigate the text and often provide additional information to help students comprehend the content.

C

D

E

F