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Grade 6Unit 8 Table of Contents

From Author Studies to Independent Projects: Launching a Summer Reading Program

Section Page NumberUnit Essential Questions 2Unit Goals and Sub Goals (Task Analysis) 2-3Unit Language 4-5Unit Assessments Checklist 6-7Unit Assessment Rubric 8-9Sample Unit Calendar 10Appendix A: Supporting Mini-lesson Correlation Chart 11Appendix A: Anchor Charts 12-13Works Cited 14

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Grade 6Reading Unit 8

Dates of Unit:

Unit Title: From Author Studies to Independent Projects: Launching a Summer of ReadingStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards 6.RL.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. 6.RL.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. 6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. 6.RL.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.Supporting Standards

6.SL.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.

6.SL.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.

6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Which author do I enjoy and which specific aspects of their writing keep me engaged with the text?Essential Questions: (These goals should be aligned to Essential Questions.)

What similarities in author’s craft are seen across texts from the author? (e.g. setting, characters, problem/solution, theme, language, etc.)

Which specific aspects make you gravitate toward reading this author’s work over another?

How does this author shape your own thinking about a particular subject?

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

Students will be able to compare the author’s craft across texts from the same author.

Students will be able to determine specific aspects that they enjoy about the author’s style of writing.

Students will be able to explain how the author shapes their thinking on a particular subject relating to the text.

Learning Targets(aligned to goals)

I can analyze the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

I can re-read to categorize my collection of admired parts based on my reaction to the

I can analyze why a particular part of the story spoke to my own life or experience.

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text. (e.g. sadness, happiness, humor, suspense)

I can compare settings/main characters across texts from the same author.

I can analyze sentence variation, punctuation and word choice from my admired parts of a book to compare the author’s craft across texts.

I can reflect and share on ways in which lessons the author teaches me connect to my world.

I can determine common themes across texts from the same author.

I can create my own piece of writing using my analysis of the author’s book as mentor texts.

I can connect patterns in setting, character development or theme the author uses across two (or more) books.(e.g. good vs. evil, journey)I can determine examples of when the author is doing something new.

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

Academic Language Function(s):

Propositions and SupportCompare and Contrast

Academic Language Stems:

Academic Language Stems for Proposition and Support:

Easy for Beginners

I think that ______ because ______. We know ______ by ______.

Medium for Intermediate

I believe that ______, due to the fact that ______. For example ______. Therefore if ______ then ______.

Difficult for Advanced and Fluent

______ is ______, as evidenced by ______. Therefore, if ______, then ______. For example______.

Academic Language Stems for Compare and Contrast:

Easy for Beginners

______and ______ are the same. ______and ______ are different.

Academic Vocabulary:

Book Clubs author's craft compare contrast common connect patterns across texts determine re-read categorize collection admired parts reaction mentor texts spoke experience

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Medium for Intermediate

One similarity/difference between ______ and ______ is ______.

An obvious similarity/difference between ______ and ______ is.

Difficult for Advanced and Fluent

Their common characteristics include ______. Their major differences can be identified as ______. A comparison of ______to ______ reveals that ______. By comparing ______ to ______, it becomes clear that ______.

Assessment Tools:

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Unit of Study Assessment Checklist

Student Name I c

an a

naly

ze th

e au

thor

’s c

raft

(e.g

. setti

ng, c

hara

cter

s, th

emes

an

d or

gani

zatio

nal s

truc

ture

s) o

f a

text

.

I can

com

pare

setti

ngs/

mai

n ch

arac

ters

acr

oss t

exts

from

the

I can

det

erm

ine

com

mon

th

emes

acr

oss t

exts

from

the

sam

e au

thor

.

I can

con

nect

patt

erns

in se

tting

, ch

arac

ter d

evel

opm

ent o

r the

me

the

auth

or u

ses a

cros

s tw

o (o

r m

ore)

boo

ks.

I can

det

erm

ine

exam

ples

of

whe

n th

e au

thor

is d

oing

so

met

hing

new

.

Notes

B = Beginning D = Developing P = ProficientM=Mastery

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Student Name I c

an re

-rea

d to

cat

egor

ize m

y co

llecti

on o

f adm

ired

part

s ba

sed

on m

y re

actio

n to

the

text

. (e.

g. sa

dnes

s, h

appi

ness

, hu

mor

, sus

pens

e)

I can

ana

lyze

sent

ence

var

iatio

n,

punc

tuati

on a

nd w

ord

choi

ce

from

my

adm

ired

part

s of a

bo

ok to

com

pare

the

auth

or’s

cr

aft a

cros

s tex

ts.

I can

cre

ate

my

own

piec

e of

w

riting

usin

g m

y an

alys

is of

the

auth

or’s

boo

k as

men

tor t

exts

.

I can

ana

lyze

why

a p

artic

ular

pa

rt o

f the

stor

y sp

oke

to m

y ow

n lif

e or

exp

erie

nce.

I can

refle

ct a

nd sh

are

on w

ays

in w

hich

less

ons t

he a

utho

r te

ache

s me

conn

ect t

o m

y w

orld

.

Notes

B = Beginning D = Developing P = ProficientM=Mastery

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Unit of Study Assessment RubricUnit 6 - From Author Studies to Independent Projects: Launching a Summer Reading Program

Learning Target Mastery Proficient Developing BeginningI can analyze the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

I can independently evaluate the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

I can independently analyze the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

With occasional support, I can identify elements of the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

With teacher support, I can identify elements of the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.


I can independently evaluate the settings/main characters of two or more texts.

I can independently compare settings/main characters across texts from the same author.

With occasional support, I can compare settings/main characters across texts from the same author.

With teacher support, I can compare settings/main characters across texts from the same author.


I can independently evaluate common theme across texts from the same author and how they affect the overall meaning and style of each text.

I can independently determine common themes across texts from the same author.

With occasional support, I can determine common themes across texts from the same author.

With teacher support, I can determine common themes across texts from the same author.

I can connect patterns in setting, character development or theme the author uses across two (or more) books.(e.g. good vs. evil, journey)

I can independently connect patterns in setting, character development or theme the author uses across two (or more) books (e.g. good vs. evil, journey) and how they affect the overall meaning and style of each text.

I can independently connect patterns in setting, character development or theme the author uses across two (or more) books.(e.g. good vs. evil, journey)

With occasional support, I can connect patterns in setting, character development or theme the author uses across two (or more) books.(e.g. good vs. evil, journey)

With teacher support, I can connect patterns in setting, character development or theme the author uses across two (or more) books.(e.g. good vs. evil, journey)

I can determine examples of when the author is doing something new.

I can independently determine examples of when the author is doing something new and how this affected the overall meaning of the text.

I can independently determine examples of when the author is doing something new.

With occasional support, I can determine examples of when the author is doing something new.

With teacher support, I can determine examples of when the author is doing something new.

I can re-read to categorize my collection of admired parts based on my reaction to the

I can independently and automatically re-read to categorize my collection of admired parts based on my

I can independently re-read to categorize my collection of admired parts based on my reaction to the text. (e.g.

With teacher support, I can re-read to categorize my collection of admired parts based on my reaction to the

With teacher support, I can create a collection of my most admired parts.

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reaction to the text. (e.g. sadness, happiness, humor, suspense) and its contribution to the overall text.

sadness, happiness, humor, suspense)



I can independently and automatically evaluate sentence variation, punctuation and word choice from my admired parts of a book to compare the author’s craft across texts.

I can independently analyze sentence variation, punctuation and word choice from my admired parts of a book to compare the author’s craft across texts.

With occasional support, I can analyze sentence variation, punctuation or word choice from my admired parts of a book to compare the author’s craft across texts.

With teacher support, I can analyze sentence variation, punctuation or word choice from my admired parts of a book to compare the author’s craft across texts.


I can independently create my own piece of writing using my analysis of the author’s book as mentor texts and explain my reasoning.

I can independently create my own piece of writing using my analysis of the author’s book as mentor texts.

With occasional support, I can create my own piece of writing using my analysis of the author’s book as mentor texts.

With teacher support, I can create scene of writing using my analysis of the author’s book as mentor texts.


I can independently evaluate why a particular part of the story spoke to my own life or experience.

I can independently analyze why a particular part of the story spoke to my own life or experience.

With occasional support, I can analyze why a particular part of the story spoke to my own life or experience.

With teacher support, I can analyze why a particular part of the story spoke to my own life or experience.


I can independently and automatically reflect and share on ways in which lessons the author teaches me connect to my world.

I can independently reflect and share on ways in which lessons the author teaches me connect to my world.

With occasional support, I can reflect and share on ways in which lessons the author teaches me connect to my world.

With teacher support, I can reflect and share on ways in which lessons the author teaches me connect to my world.

Language Learning Target

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Stage 3 Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday Tuesday Wednesday Thursday FridayI can analyze the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.



I can connect patterns in setting, character development or theme the author uses across two (or more) books.(eg. good vs. evil, journey)

I can determine examples of when the author is doing something new.

I can re-read to categorize my collection of admired parts based on my reaction to the text. (e.g. sadness, happiness, humor, suspense)





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Appendix A: Supporting Mini-lesson Correlation Chart

Teaching Point Reference to Minilessons1. I can analyze the author’s craft (e.g. setting, characters, themes and organizational structures) of a text.

Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial fiction in book clubs. Portsmouth: Heinemann.

Collaborating to Comprehend Complex Texts (pg. 30-38) Synthesizing Story Elements (pg. 51-60) Finding themes through different texts (pg. 164-175)

2. I can compare settings/main characters across texts from the same author.


Collaborating to Comprehend Complex Texts (pg. 30-38)3. I can determine common themes across texts from the same author.


Finding themes through different texts (pg. 164-175)

4. I can connect patterns in setting, character development or theme the author uses across two (or more) books.(eg. good vs. evil, journey)


Collaborating to Comprehend Complex Texts (pg. 30-38) Finding themes through different texts (pg. 164-175)

5. I can determine examples of when the author is doing something new.6. I can re-read to categorize my collection of admired parts based on my reaction to the text. (e.g. sadness, happiness, humor, suspense)


Authoring Our Own Responses to Texts (pg. 5-14) Readers Look Across Responses to Find Ourselves (pg. 15-18) Readers Use Writing and Graphic Organizers as Tools Thought

(pg. 86-87)7. I can analyze sentence variation, punctuation and word choice from my admired parts of a book to compare the author’s craft across texts.

N/A

8. I can create my own piece of writing using my analysis of the author’s book as mentor texts.

N/A

9. I can analyze why a particular part of the story spoke to my own life or experience.


Readers Learn About the World Through Fiction (pg. 67-69)10. I can reflect and share on ways in which lessons the author teaches me connect to my world.


Readers Realize Our Responses Come from Our Lives and the Texts (pg. 21)

Coach Club Members to Rehearse for Conversations About Story Elements (pg. 61-66)

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Appendix B: Anchor Charts

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Works Cited


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