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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays

Unit 3: Bend 1Table of Contents

Writing Research-Based Informational Essays

Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-4 Unit Language (Spanish, Russian, English) 5-6 Unit Assessment Checklist 7-8 Unit Assessment Rubric 9-12 Sample Unit Calendar 13 Anchor Charts 14-16 Works Cited 17

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Grade 6Content: Unit 3, Bend 1

Dates of Unit:

Unit Title: Writing Research-Based Informational EssaysStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

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

audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) 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 new approach. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

o b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

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.

Reading Literature RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 Determine a 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. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes). 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. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a

coherent understanding of a topic or issue. RI.6.9 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).

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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays 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.Speaking and Listening

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.

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

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 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.

Essential Questions: (These goals should be aligned to Essential Questions.)

How do writers compile information from various sources to determine meaningful topics?¿Cómo escritores compilan información de diversas fuentes para determinar los temas

significativos?Goals:(These should be aligned to the Goals above)

Students will be able to take notes on a single source and determine key points.

Students will be able to gather and synthesize information from a variety of sources.

Students will be able to write a first draft that includes specific evidence using their notes.

Learning Targets(aligned to goals)

I can compile my responses to different information by first studying the topic and then taking notes. (Session 1)

Puedo compilar mis respuestas a información diferente estudiando primero el tema y luego tomando apuntes. (Sesión 1)

I can read and take notes on a variety of materials from different sources on one topic. (Session 2)

Puedo leer y tomar apuntes sobre una variedad de materiales de diferentes fuentes acerca de un tema. (Sesión 2)

I can choose a plan and convert my outline into paragraphs. (Session 4)

Puedo elegir un plan y convertir mi esquema en párrafos. (Sesión 4)

I can organize my notes into subsections. (Session 1)

I can analyze different sources and determine 2-3 important ideas to say

I can cite specific evidence in my first draft writing using both different articles and my

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Puedo organizar mis notas en subsecciones. (Sesión 1)

about an overall topic. (Session 2)

Puedo analizar diferentes fuentes y determinar 2 o 3 ideas importantes que se enfocan en un tema general. (Sesión 2)

notes. (Session 4)

Puedo citar evidencia específica en mi primer borrador usando artículos diferentes y mis notas. (Sesión 4)

I can analyze my notes from a single source of information and write a key point. (Session 1)

Puedo analizar mis notas de un solo fuente de información y escribir un punto clave. (Sesión 1)

I can evaluate new sources by considering their connection to my knowledge on the topic. (Session 3)

Puedo evaluar nuevas fuentes considerando su relación con mis conocimientos sobre el tema. (Sesión 3)

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Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)

Academic Language Function(s):Summarizing

Academic Language Stems:

Easy for Beginners The article is about __________. The main idea is __________.

Medium for Intermediate This makes me think __________. The important thing about this is that __________. The main reason/purpose/point of this article __________. The key point is __________. In the article, the author describes the issue of _________.

Difficult for Advanced and Fluent The extraordinary thing about this is __________. The message I learn from this (story/topic/person) is -

__________. The author/passage describes the issue of __________.

Academic Vocabulary: source determine key points compile organize sub sections analyze gather synthesize variety materials topic evaluate specific evidence cite convert outline

Assessment Tools:

Goals Rubric Assessment Checklist

Stage 2 Determine Assessment Evidence5 | P a g e


SPANISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Resumir

Academic Language Stems (to talk about their writing):Fácil para los principiantes

El artículo se trata de __________. La idea principal es __________.

Medio para el Intermedio Esto me hace pensar __________. Lo importante de esto es que __________. El motivo/objetivo/punto principal de este artículo es

__________. El punto clave es __________. En el artículo, el autor describe el problema de

_________.

Difícil para Avanzado y Fluido Lo extraordinario de esto es __________. El mensaje que aprendí de este (cuento/tema/esta

persona) es __________. El autor/pasaje describe el problema de __________.

Academic Vocabulary: Fuente Determiner puntos claves compilar organizer subsecciones analizar recopilar Sintetizar Variedad Materiales Tema Evaluar evidencia específica citar convertir esquema

Assessment Tools:

Goals Rubric Assessment Checklist

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Assessment Checklist – Unit 3 Bend 1

Student Name I can

com

pile

my

resp

onse

s to

diffe

rent

info

rmati

on b

y fir

st

stud

ying

the

topi

c an

d th

en

taki

ng n

otes

. (Se

ssio

n 1)

I can

org

anize

my

note

s int

o su

bsec

tions

. (Se

ssio

n 1)

I can

ana

lyze

my

note

s fro

m a

sin

gle

sour

ce o

f inf

orm

ation

and

w

rite

a ke

y po

int.

(Ses

sion

1)

I can

read

and

take

not

es o

n a

varie

ty o

f mat

eria

ls fr

om

diffe

rent

sour

ces o

n on

e to

pic.

(S

essio

n 2)

I can

ana

lyze

diff

eren

t sou

rces

an

d de

term

ine

2-3

impo

rtan

t id

eas t

o sa

y ab

out a

n ov

eral

l to

pic.

(Ses

sion2

)

I can

eva

luat

e ne

w so

urce

s by

thin

king

abo

ut h

ow th

ey ti

e in

to

wha

t I a

lread

y kn

ow a

bout

the

who

le to

pic.

(Ses

sion

3)

I can

cho

ose

a pl

an a

nd c

onve

rt

my

outli

ne in

to p

arag

raph

s.

(Ses

sion

4)

I can

cite

spec

ific

evid

ence

in m

y fir

st d

raft

writi

ng u

sing

both

di

ffere

nt a

rticl

es a

nd m

y no

tes.

(S

essio

n 4)

Notes

B = Beginning D = Developing P = Proficient M=Mastery

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Lista de control – Unit 1 Bend 1

Nombre del/la Estudiante Pu

edo

com

pila

r mis

resp

uest

as a

info

rmac

ión

dife

rent

e es

tudi

ando

pr

imer

o el

tem

a y

lueg

o

Pued

o or

gani

zar m

is no

tas e

n su

bsec

cion

es.

(Ses

ión

1)

Pued

o an

aliza

r mis

nota

s de

un

solo

fuen

te d

e in

form

ació

n y

escr

ibir

un

punt

o cl

ave.

(Ses

ión

1)

Pued

o le

er y

tom

ar a

punt

es

sobr

e un

a va

rieda

d de

m

ater

iale

s de

dife

rent

es

fuen

tes a

cerc

a de

un

tem

a.

(Ses

ión

2)

Pued

o an

aliza

r dife

rent

es

fuen

tes y

det

erm

inar

2 o

3

idea

s im

port

ante

s que

se

enfo

can

en u

n te

ma

gene

ral.

(Ses

ión

2)

Pued

o ev

alua

r nue

vas

fuen

tes c

onsid

eran

do su

re

laci

ón c

on m

is co

noci

mie

ntos

sobr

e el

te

ma.

(Ses

ión

3)

Pued

o el

egir

un p

lan

y co

nver

tir m

i esq

uem

a en

pá

rraf

os. (

Sesió

n 4)

Pued

o ci

tar e

vide

ncia

es

pecí

fica

en m

i prim

er

borr

ador

usa

ndo

artíc

ulos

di

fere

ntes

y m

is no

tas.

(S

esió

n 4)

Apuntes

C = Comenzando D = Desarrollando P = Proficiente M = Maestría

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Unit of Study Informational Writing Checklist

STRUCTURE

OVERALL LEAD TRANSITIONS ENDING ORGANIZATION

Student Name I can

con

vey

idea

s and

info

rmati

on a

bout

a su

bjec

t in

a w

ell-s

truc

ture

d te

xt. S

ometi

mes

I in

corp

orat

ed a

rgum

ents

, ex

plan

ation

s, st

orie

s, o

r pro

cedu

ral p

assa

ges.

I wro

te a

n in

trod

uctio

n in

whi

ch I

inte

rest

ed re

ader

s,

perh

aps w

ith a

quo

te o

r sig

nific

ant f

act.

I let

read

ers k

now

th

e su

btop

ics t

hat I

cou

ld d

evel

op la

ter a

nd h

ow m

y te

xt

wou

ld u

nfol

d.

I use

d tr

ansiti

ons t

o he

lp re

ader

s und

erst

and

how

di

ffere

nt b

its o

f inf

orm

ation

and

diff

eren

t par

ts o

f my

writi

ng fi

t tog

ethe

r. I u

sed

tran

sition

s to

help

con

nect

id

eas,

info

rmati

on, a

nd e

xam

ples

, and

to im

ply

rela

tions

hips

such

as w

hen

mat

eria

l exe

mpl

ifies

, add

s on

to, i

s sim

ilar t

o, e

xpla

ins,

is a

resu

lt of

, or c

ontr

asts

, I u

sed

tran

sition

s suc

h as

for i

nsta

nce,

such

as,

simila

rly,

ther

efor

e, a

s a re

sult,

in c

ontr

ast t

o, a

nd o

n th

e ot

her

hand

.

II w

rote

a c

oncl

usio

n in

whi

ch I

rest

ated

the

impo

rtan

t id

eas a

nd o

ffere

d a

final

insig

ht o

r im

plic

ation

for t

he

read

er to

con

sider

.

I cho

se a

focu

sed

topi

c.

I use

d su

bhea

ding

and

/or c

lear

intr

oduc

tory

tran

sition

s to

sepa

rate

secti

ons.

I mad

e de

liber

ate

choi

ces a

bout

how

to o

rder

secti

ons a

nd

abou

t the

sequ

ence

of i

nfor

mati

on a

nd id

eas w

ithin

se

ction

s. I

chos

e st

ruct

ures

such

as c

ompa

re-a

nd-c

ontr

ast,

cate

gorie

s, an

d cl

aim

-and

-sup

port

to o

rgan

ize in

form

ation

an

d id

eas.

Som

e se

ction

s are

writt

en a

s arg

umen

ts,

expl

anati

ons,

stor

ies,

or p

roce

dura

l pas

sage

s.

- = Not Yet √ = Starting To + = Yes!

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Development

ELABORATION

Student Name I inc

lude

d va

ried

kind

s of

info

rmati

on su

ch a

s fa

cts,

quo

tatio

ns,

exam

ple,

and

de

finiti

ons.

I use

d tr

uste

d so

urce

s an

d in

form

ation

from

au

thor

ities

on

the

topi

c an

d ga

ve th

e so

urce

s cr

edit.

I wor

ked

to m

ake

my

info

rmati

on

unde

rsta

ndab

le a

nd

inte

resti

ng. T

o do

this,

I m

ay h

ave

refe

rred

to

earli

er p

arts

of m

y te

xt,

sum

mar

ized

back

grou

nd

info

rmati

on, r

aise

d qu

estio

ns, a

nd

cons

ider

ed p

ossib

le

impl

icati

ons.

- = Not Yet √ = Starting To + = Yes!

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Lista de Control de la Unidad de Escritura Informativa

ESTRUCTURA

EN GENERAL

EL PRINCIPIO TRANSICIÓNES

LA CONCLU

-SIÓNORGANIZACIÓN

Nombre del/la Estudiante Pu

edo

tran

smiti

r ide

as e

info

rmac

ión

acer

ca d

e un

tem

a en

un

text

o bi

en e

stru

ctur

ado.

A v

eces

he

inco

rpor

ado

argu

men

tos,

exp

licac

ione

s, h

istor

ias o

pas

ajes

de

proc

edim

ient

o.

Escr

ibí u

na in

trod

ucci

ón e

n la

que

inte

resé

a lo

s lec

tore

s,

tal v

ez c

on u

na c

ita o

un

hech

o sig

nific

ativo

. Dej

é qu

e lo

s le

ctor

es sa

ben

los s

ubte

mas

que

pod

ía d

esar

rolla

r más

ad

elan

te y

cóm

o m

i tex

to se

des

arro

llaría

.

Usé

tran

sicio

nes p

ara

ayud

ar a

los l

ecto

res a

com

pren

der

cóm

o lo

s dife

rent

es b

its d

e in

form

ació

n y

dife

rent

es

part

es d

e m

i esc

ritur

a en

caja

n en

tre

sí. U

sé tr

ansic

ione

s pa

ra a

yuda

r a c

onec

tar i

deas

, inf

orm

ació

n y

ejem

plos

, y

dar a

ent

ende

r las

rela

cion

es, c

omo

cuan

do e

jem

plifi

ca

mat

eria

les,

se su

ma

a, e

s sim

ilar a

, exp

lica,

es e

l res

ulta

do

de, o

con

tras

tes,

que

util

izan

las t

rans

icio

nes,

com

o, p

or

ejem

plo,

tale

s com

o, d

e m

aner

a sim

ilar,

por l

o ta

nto,

co

mo

resu

ltado

, en

cont

rast

e co

n, y

en

la o

tra

man

o.

Escr

ibí u

na c

oncl

usió

n en

la q

ue v

olví

a a

cont

ar la

s ide

as

impo

rtan

tes y

ofr

ecí u

na v

isión

fina

l o im

plic

acio

nes p

ara

la c

onsid

erac

ión

del l

ecto

r.

Eleg

í un

tem

a en

foca

do.

Usé

un

subtí

tulo

y/o

tran

sicio

nes i

ntro

duct

oria

s cla

ras

para

sepa

rar l

as se

ccio

nes.

Hice

dec

ision

es d

elib

erad

as a

cerc

a de

cóm

o or

dena

r las

se

ccio

nes y

ace

rca

de la

secu

enci

a de

info

rmac

ión

e id

eas

dent

ro d

e la

s sec

cion

es. E

legí

est

ruct

uras

tale

s com

o co

mpa

rar y

con

tras

tar,

cate

goría

s, y

la re

clam

ació

n-y-

apoy

o pa

ra o

rgan

izar l

a in

form

ació

n y

las i

deas

. Alg

unas

se

ccio

nes s

e es

crib

en c

omo

argu

men

tos,

exp

licac

ione

s,

cuen

tos o

pas

ajes

de

proc

edim

ient

o.

- = No Todavía √ = Comenzando + = ¡Sí!

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DESARROLLO

ELABORACIÓN

Nombre del/la Estudiante In

cluí

div

erso

s tipo

s de

info

rmac

ión,

com

o he

chos

, cita

s, ej

empl

os

y de

finic

ione

s.

Usé

fuen

tes c

onfia

bles

e

info

rmac

ión

de la

s au

torid

ades

sobr

e el

te

ma

y di

o el

cré

dito

a

esas

fuen

tes.

He tr

abaj

ado

para

ha

cer m

i esc

ritur

a co

mpr

ensib

le e

in

tere

sant

e. P

ara

ello

, pu

ede

que

haya

co

ntem

plad

o pa

rtes

an

terio

res d

e m

i tex

to,

info

rmac

ión

de fo

ndo,

pr

egun

tas p

lant

eada

s,

y co

nsid

eré

las

impl

icac

ione

s pos

ible

s.

- = No Todavía √ = Comenzando + = ¡Sí!

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Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday FridayI can compile my responses to different information by first studying the topic and then taking notes. (Session 1)

I can organize my notes into subsections. (Session 1)

I can analyze my notes from a single source of information and write a key point. (Session 1)

I can read and take notes on a variety of materials from different sources on one topic. (Session 2)

I can analyze different sources and determine 2-3 important ideas to say about an overall topic. (Session2)

I can evaluate new sources by thinking about how they tie into what I already know about the whole topic. (Session 3)

I can choose a plan and convert my outline into paragraphs. (Session 4)

I can cite specific evidence in my first draft writing using both different articles and my notes. (Session 4)

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Anchor Chart:

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Yendo desde un Punto Clave a un Plan para un Ensayo Informativo Lógico Si has dado cuenta de una manera que (el tema – eg. jóvenes sobrepasan obstáculos o cambian a las

personas), ¿qué puede ser otra manera? Si has encontrado una causa o razón para (el tema – eg. el activismo adolescente), ¿qué puede ser otra

causa o razón? Si has encontrado un efecto que (el tema – eg. el activismo adolescente ha creado), ¿qué puede ser otro

efecto? Si has encontrado una fuente de apoyo para (el tema – eg. adolescentes activistas), ¿qué puede ser otra

fuente de apoyo? Si has encontrado un rasgo de (el tema – eg. adolescentes avtivistas), ¿qué puede ser otro rasgo?

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Works Cited:

Calkins, Lucy, Maggie Beattie. Roberts, and Emily Strang-Campbell.Research-based Information Writing: Books, Websites, and Presentations. Portsmouth: Heinemann, 2014. Print.

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