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Grade 6 Unit Planning Guide
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myPerspectives Unit Planning Guide | Grade 6
GRADE 6 | UNIT 1: Childhood INSTRUCTIONAL MODELESSENTIAL QUESTION: What are some of the challenges and triumphs of growing up? WHOLE-CLASS LEARNING
ASSESSMENTS
SMALL-GROUP LEARNING
INDEPENDENT LEARNING
PERFORMANCE BASED ASSESSMENT: Nonfiction NarrativeNOTES:
Unit 1 Overview
In this unit, students will explore the pros and cons of growing up and what the term means to them on a personal level.
Unit Goals
Students will be able to:
Read and analyze how authors express their points of view in nonfiction narrative. Expand your knowledge and use of academic and concept vocabulary. Write a nonfiction narrative in which you develop experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Vary sentence patterns for meaning, reader/listener interest, and style. Collaborate with team to build on the ideas of others, develop consensus, and communication. Integrate audio, visuals, and text in presentations.
Selections & Media
Launch Text Wagon Train At Dusk (740L)
Whole-Class Learning Anchor Text: Memoir in Verse: from Brown Girl Dreaming, Jacqueline Woodson Media: Comic Strip, Calvin and Hobbes, Bill Waterson
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in
the Unit Resources. myPerspectives Plus also provides more
support and differentiation beyond what is in this Guide.
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myPerspectives Unit Planning Guide | Grade 6
Small-Group Learning Public Document: Declaration of the Rights of the Child, The United Nations General Assembly (1410L) Magazine Article: Michaela DePrince: The War Orphan Who Became a Ballerina, William Kremer (1010L) Memoir: from Bad Boy, Walter Dean Myers (1000L) Poetry: I Was a Skinny Tomboy Kid, Alma Luz Villanueva
Independent Learning Novel Excerpt: from Peter Pan, J.M. Barrie (800L) Poetry: Oranges, Gary Soto (NP) Essay: The Boy Nobody Knew, Faith Ringgold (810L) Short Story: Raymond’s Run, Toni Cade Bambara (1280L) Short Story: Eleven, Sandra Cisneros (980L)
Performance-Based Assessment
Part 1 – Writing to Sources: Nonfiction Narrative
Students will write a nonfiction narrative answering:
In what way might childhood events present a series of challenges or triumphs?
Part 2 – Speaking & Listening: Oral Presentation
Students use their nonfiction narrative as a foundation for a brief presentation.
Unit Reflection
Students will reflect on the unit goals, learning strategies, the texts, and the challenges and triumphs of growing up.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION
SE pp 2-5
UNIT INTRODUCTION
SE pp 5-9
OVERVIEWWhole-Class Learning
SE pp 10-11
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE pp 12-16
SELECTION Anchor Textfrom Brown Girl DreamingJacqueline Woodson
SE pp 17-19
Unit GoalsStudents will deepen their perspective about the ways that childhood experiences can be shared through reading, writing, speaking, listening, and presenting.
Unit Goals Video
Academic Vocabularyreflect, biography/autobiography, structure, recognize, memoir
Home Connection Letter
Spanish Home Connection Letter
Unit 1 Answer Key
STANDARDSL.6.6
Launch TextStudents will read “Wagon Train at Dusk.” They will then be able to participate in discussions about childhood.
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Word Network
SummaryStudents write a summary of the Launch Text.
Launch Activity Students participate in an activity related to the unit theme.
QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Evidence Log
Performance-Based Assessment: Refining Your Thinking
Essential QuestionWhat are some of the challenges and triumphs of growing up?
Whole-Class Learning Strategies Listen actively Clarify by asking
questions Monitor understanding Interact and share ideas
Whole-Class Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
MAKING MEANING
Concept Vocabularysquish, humming, twist, twirl, shushes, feathery
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Poetry
Read the Selection
Selection Audio
from Brown Girl Dreaming: Accessible Text
STANDARDSRI.6.10
MAKING MEANING
First-Read Guide: Poetry
Read the Selection
Selection Audio
from Brown Girl Dreaming: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
from Brown Girl Dreaming: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
STANDARDSRI.6.10
myPerspectives ELL Support Audio Summary
Personalize for Learning English Language Support: Cognates(TE p 5)
Audio Summary
from Brown Girl Dreaming: Accessible Text
Personalize for Learning English Language Support: Building Background(TE p 18)
ELD Companion SupportUnit 1, Lesson 1
Time to Read
Unit 1, Lesson 1
Whole Group
Unit 1, Lesson 2
Vocabulary
Unit 1, Lesson 3
Time to Read
Unit 1, Lesson 3
Whole Group
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myPerspectives Unit Planning Guide | Grade 6
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 20
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 21
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 22
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 22
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 23MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
MAKING MEANING
Analyze Craft & Structure Determine Point of ViewStudents will analyze the examples of narrative elements.
Analyze Craft and Structure: Determine Point of View
Analyze Craft and Structure: Determine Point of View (RP)
STANDARDSRI.6.6
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:squish, twist, shushes, humming, twirl, feathery
LANGUAGE DEVELOPMENT
Word Study: OnomatopoeiaStudents complete activities relating to onomatopoeia.
Concept Vocabulary and Word Study
Word Study: Onomatopoeia (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.5
LANGUAGE DEVELOPMENT Conventions: Common, Proper, and Possessive NounsStudents identify common, proper, and possessive nouns.
Conventions: Common, Proper, and Possessive Nouns
Conventions: Common, Proper, and Possessive Nouns (RP)
STANDARDSL.6.2
myPerspectives ELL SupportAnalyze Craft and
Structure: Determine Point of View (RP)(TE p 21)
Word Study: Onomatopoeia (RP)(TE p 22)
Conventions: Common, Proper, and Possessive Nouns (RP)(TE p 23)
Personalize for Learning English Language Support: Parts of Speech (TE p 23)
ELD Companion SupportUnit 1, Lesson 4
Vocabulary
Unit 1, Lesson 5
Time to Read
Unit 1, Lesson 5
Work Time Instruction
Unit 1, Lesson 6
Time to Read
Unit 1, Lesson 6
Work Time InstructionSE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
Selection: quarrel, slightAcademic: whole, ground, judge
Read Aloud, Think Aloud“The Quarrel”
Classroom Conversation Small-Group Discussion
Read Independently
VocabularyWord Study: Short Vowel Sounds (CVC)Word Study: Comparative Endings
Word Study Reader: Cars Then and NowNarrative Essay: Prewrite
Work Time AssignmentsWord Study: Short Vowel Sounds in CVC Words and Comparative EndingsNarrative Essay: Prewrite
Read Independently
VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Compound Words
Reteach: Compound WordsNarrative Essay: Draft Work Time AssignmentsWord Study: Compound Words Interactive Reader Narrative Essay: Draft
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 24
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 24
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 25
SELECTIONAnchor Textfrom Brown Girl DreamingJacqueline Woodson
SE p 25
SELECTIONCalvin and HobbesBill Watterson
SE pp 26-31EFFECTIVE EXPRESSION
Writing to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.
Writing to Sources: Nonfiction Narrative
Writing to Sources: Nonfiction Narrative (RP)
STANDARDSW.6.3.a; W.6.3.b; W.6.3.d
EFFECTIVE EXPRESSION
Writing to Sources: Nonfiction Narrative Students write a nonfiction narrative emulating Woodson’s poetic style.
Writing to Sources: Nonfiction Narrative
Writing to Sources: Nonfiction Narrative (RP)
STANDARDSW.6.3.a; W.6.3.b; W.6.3.d
EFFECTIVE EXPRESSION
Speaking and Listening:Debate
Students take a position and participate in a debate with their classmates.
Speaking and Listening: Debate
Speaking and Listening: Debate (RP)
STANDARDSSL.6.1a; SL.6.1.c; SL.6.1.d; SL.6.4
EFFECTIVE EXPRESSION
Speaking and Listening:Debate
Students take a position and participate in a debate with their classmates.
Speaking and Listening: Debate
Speaking and Listening: Debate (RP)
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Brown Girl Dreaming
STANDARDSSL.6.1a; SL.6.1.c; WL.6.1.d; SL.6.4
MAKING MEANING
Media Vocabularypanel, encapsulation, speech balloon
First Review Students Look, Note, Connect, Respond as they read the selection the first time.
First-Review Guide: Media: Art and Photography
Read the Selection
Selection Audio
Calvin and Hobbes: Accessible Text
Comprehension CheckStudents complete comprehension questions.
MAKING MEANING
Close ReviewStudents will revisit the comic strip and record any new observations.
Close-Review
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
Analyze the MediaStudents will respond to questions about the interview.
Media VocabularyStudents complete activities related to the Media Vocabulary words:panel, encapsulation, speech balloon
Media Vocabulary
EFFECTIVE EXPRESSION
Research and Discuss:Class DiscussionStudents research the connections between the comic characters’ names and the historical figures for whom they were named.
Research and Discuss:Class Discussion
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRI.6.10; W.6.7; SL.6.1.a; SL.6.1.c; SL.6.1.d
myPerspectives ELL SupportWriting to Sources:
Nonfiction Narrative (RP)(TE p 24)
Personalize for Learning English Language Support: Writing an Autobiography
Writing to Sources: Nonfiction Narrative (RP)(TE p 24)
Personalize for Learning English Language Support: Writing an Autobiography
Speaking and Listening: Debate (RP) (TE p 25)
Speaking and Listening: Debate (RP) (TE p 25)
Audio Summary
Personalize for Learning English Language Support: Cultural Content(TE p 28)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
(TE p 24)
English Language Support Lesson: Autobiography (On Realize)
(TE p 24)
ELD Companion SupportUnit 1, Lesson 7
Vocabulary Selection: illustrations, traditionAcademic: finally, adult
Read Aloud, Think Aloud”“I Think I Can”
Classroom Conversation Collaborative Conversation
Unit 1, Lesson 8
Time to Read Read Independently
VocabularyOops: Pronouns as Subjects and ObjectsWord Study: Introduce Long Vowels (CVCe)
Unit 1, Lesson 8
Whole GroupNarrative Essay: Revise Writing
Work Time InstructionReteach: Long Vowels (CVCe)Narrative Essay: Draft
Work Time AssignmentsWord Study: Long Vowels CVCeNarrative Essay: Draft
Unit 1, Lesson 9
Vocabulary Selection: overcome, translatorAcademic: select, positive
Read Aloud, Think Aloud“A Shooting Star from China”
Classroom Conversation Whole Class Discussion
Unit 1, Lesson 10
Time to Read Read Independently
VocabularyWord Study: Compound WordsWord Study: Long Vowels (CVCe)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative
SE pp 32-34
PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative
SE p 35
PERFORMANCE TASK: WRITING FOCUS Write a Nonfiction Narrative
SE pp 36-37
OVERVIEWSmall-Group Learning
SE pp 38-41
SELECTIONDeclaration of the Rights of the ChildThe United Nations General Assembly
SE pp 42-45
PERFORMANCE TASK
Write a Nonfiction NarrativeStudents write a narrative that tells how childhood imagination affected or influenced them or someone they knew.
PreWriting/PlanningStudents focus their topic, gather evidence, and connect across texts.
DraftingStudents organize and write a first draft.
STANDARDSW.6.3.a-e; W.6.9
LANGUAGE DEVELOPMENT
Author’s Style: VoiceStudents evaluate the ways in which the author of the Launch Text develops his voice. STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; L.6.3.a
PERFORMANCE TASK
RevisingStudents evaluate and revise draft utilizing peer reviews.
Editing and ProofreadingStudents edit for conventions and proofread for accuracies.
Publishing and PresentingStudents create a final version of their essay and share in small groups.
ReflectingStudents reflect on their narrative essays.
STANDARDSW.6.3.d; W.6.3.e; W.6.4; W.6.5; W.6.6; L.6.3.a
Essential QuestionWhat are some of the challenges and triumphs of growing up?
Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify
Small-Group Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Working as a Team Take a position List your rules Apply the rules Name your group Create a communication
plan
Making a ScheduleStudents make a schedule with group for completing tasks.
Working on Group Projects Students choose specific roles for each member.
MAKING MEANING
Concept Vocabularyentitled; enactment; compulsory
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Declaration of the Rights of the Child: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Declaration of the Rights of the Child: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
STANDARDSRI.6.10; L.6.5
myPerspectives ELL SupportPersonalize for Learning English Language Support: Writing a Nonfiction Narrative(TE p 33)
Audio Summary
Declaration of the Rights of the Child: Accessible Leveled Text
Personalize for Learning English Language Support: Formal Diction(TE p 42)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 1, Lesson 10
Work Time InstructionReteach: Word Study Reader: Do Animals Talk?Narrative Essay: Revise Work Time AssignmentsWord Study: Compound Words and Long Vowels CVCe Narrative Essay: Revise
Unit 1, Lesson 11
Time to Read Read Independently
VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce the Vowel Sound in Ball
Unit 1, Lesson 11
Whole GroupNarrative Essay: Edit Writing
Work Time InstructionReteach: Vowel Sound in BallNarrative Essay: Edit
Work Time AssignmentsWord Study: Vowel sound in ballInteractive ReaderNarrative Essay: Revise and Edit
Unit 1, Lesson 12
Vocabulary Selection: mortified, disappointmentAcademic: for instance, because, even though
Read Aloud, Think Aloud”“The New Neighbor”
Classroom Conversation Small-Group Discussion
Unit 1, Lesson 13
Time to Read Read Independently
VocabularyOops: Noun-Pronoun AgreementWord Study: Introduce Long e Spelling Patterns
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Declaration of the Rights of the ChildThe United Nations General Assembly
SE pp 46-47
SELECTION Declaration of the Rights of the ChildThe United Nations General Assembly
SE pp 48-49
SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer
SE pp 50-55
SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer
SE pp 56-57
SELECTION Michaela DePrince: The War Orphan Who Became a BallerinaWilliam Kremer
SE pp 58-59MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:entitled; enactment; compulsory
Word Study: Latin Root: -puls-
Concept Vocabulary and Word Study
Word Study: Latin Root: -puls- (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:StructureStudents will analyze the purpose of paragraphs in the reading.
Analyze Craft and Structure: Structure
Analyze Craft and Structure: Structure(RP)
STANDARDS
LANGUAGE DEVELOPMENT
Conventions: Pronoun CaseStudents identify pronoun cases.
Conventions: Pronoun Case
Conventions: Pronoun Case (RP)
EFFECTIVE EXPRESSION
Writing to Sources: ParagraphStudents write an informational article or a report.
Writing to Compare: Paragraph
Writing to Compare: Paragraph (RP)
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Declaration of the Rights of the Child
STANDARDSW.6.2; L.6.1.a
MAKING MEANING
Concept Vocabularyantagonism; refugee; distraught
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Michaela DePrince: The War Orphan Who Became a Ballerina: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Michaela DePrince: The War Orphan Who Became a Ballerina: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
STANDARDSRI.6.10; L.6.4.a
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:antagonism; refugee; distraught
Word Study: Synonyms and Antonyms
Concept Vocabulary and Word Study
Word Study: Synonyms and Antonyms (RP) Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:Development of IdeasStudents will show how the author develops the idea.
Analyze Craft and Structure: Development of Ideas
Analyze Craft and Structure: Development of Ideas (RP)
STANDARDS
LANGUAGE DEVELOPMENT
Conventions: Reflexive and Intensive PronounsStudents identify reflexive and intensive pronouns.
Conventions: Reflexive and Intensive Pronouns
Conventions: Reflexive and Intensive Pronouns (RP)
EFFECTIVE EXPRESSION
Speaking and Listening: Oral PresentationStudents write and deliver a group oral presentation.
Speaking and Listening: Oral Presentation
Speaking and Listening: Oral Presentation (RP)
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Michaela DePrince: The War Orphan Who Became a Ballerina
STANDARDSL.6.1.a; SL.6.4
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 1, Lesson 13
Work GroupNarrative Essay: Speak to an Audience
Work Time InstructionReteach: Long e Spelling PatternsNarrative Essay: Speak to an Audience
Work Time AssignmentsWord Study: Long e Spelling PatternsNarrative Essay: Presentation Practice
Unit 1, Lesson 14
Vocabulary Selection: twirled, ruined Academic: direction, reason
Read Aloud, Think Aloud“The New Neighbor”
Classroom Conversation Collaborative Conversation
Unit 1, Lesson 15
Time to Read Read Independently
VocabularyWord Study: Vowel Sound in BallWord Study: Long e Spelling Patterns
Unit 1, Lesson 15
Work Time InstructionWord Study Reader: National SymbolsNarrative Essay: Present
Work Time AssignmentsWord Study: Vowel Sound in Ball and Long e Spelling PatternsNarrative Essay: Present
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION from Bad BoyWalter Dean Myers
SE pp 60-65
SELECTION from Bad BoyWalter Dean Myers
SE pp 66-67
SELECTION I Was a Skinny Tomboy KidAlma Luz Villanueva
SE pp 68-73
SELECTION I Was a Skinny TomboyAlma Luz Villanueva
SE pp 74-75
SELECTION I Was a Skinny TomboyAlma Luz Villanueva
SE pp 76-77
MAKING MEANING
Concept Vocabularyrespected; desperate; disgusted
First-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
from Bad Boy: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
from Bad Boy: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar detail from the text to research.
Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:
MAKING MEANING
Analyze Craft & Structure:Determine a Central IdeaStudents show how the author of “Bad Boy” develops his central idea.
Analyze Craft and Structure: Determine a Central Idea
Analyze Craft and Structure: Determine a Central Idea (RP)
LANGUAGE DEVELOPMENT Conventions: Adjectives and AdverbsStudents identify adjectives and adverbs in sentences.
Conventions: Adjectives and Adverbs
Conventions: Adjectives and Adverbs (RP)
SELECTION TEST
Selection Test: from Bad Boy
STANDARDSRI.6.2; RI.6.5; RL.6.7; L.6.2
MAKING MEANING
Concept Vocabularyvictorious; stubborn; tenseness
First-Read GuideStudents Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Poetry
Read the Selection
Selection Audio
I Was a Skinny Tomboy Kid: Accessible Text
Comprehension CheckStudents complete comprehension questions.Extension Questions
I Was a Skinny Tomboy Kid: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar detail from the text to research. Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
LANGUAGE DEVELOPMENT
MAKING MEANING
Analyze Craft & Structure:Determine ThemeStudents show how the poet develops the theme of the poem.
Analyze Craft and Structure: Determine Theme
Analyze Craft and Structure: Determine Theme (RP)
LANGUAGE DEVELOPMENT Author’s Style: Figurative LanguageStudents identify examples of Figurative Language.
Author’s Style: Figurative Language
Author’s Style: Figurative Language (RP)
Selection Test: I Was a Skinny Tomboy Kid
STANDARDSRL.6.2; RL.6.4; RL.6.9; L.6.5
EFFECTIVE EXPRESSION
Prepare to Compare: Development of ThemeStudents compare themes of Bad Boy” and “I Was a Skinny Kid”
Prepare to Compare: Development of Theme
Writing to Compare: Compare-and-Contrast EssayStudents analyze the different ways the memoir excerpt and the poem address a common theme.
Writing to Compare: Compare-and-Contrast Essay
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.9; W.6.2.a-f; L.6.2.b
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative
SE pp 78-79
PERFORMANCE TASK: Speaking and Listening FocusPresent a Nonfiction Narrative
SE p 79
INTRODUCE INDEPENDENT LEARNING
SE pp 80-81
INDEPENDENT LEARNING
SE pp 82-84
PERFORMANCE-BASED ASSESSMENT
SE pp 85-87PERFORMANCE TASK
Speaking and Listening Focus: Present a Nonfiction NarrativeStudents create and present a multimedia nonfiction narrative about childhood challenges.
Plan With Your GroupStudents will analyze the text, gather evidence and media examples and organize ideas.
Rehearse With Your GroupStudents practice with the group, fine-tune the content, improve the use of media, and brush up on presentation techniques.
STANDARDSSL.6.4; SL.6.5; SL.6.6
PERFORMANCE TASK
Present and EvaluateStudents present as a group and use checklist items to evaluate.
STANDARDSSL.6.4; SL.6.5; SL.6.6
Essential Question
What are some of the challenges and triumphs of growing up?
Independent Learning Strategies Create a Schedule Practice what you have
learned Take Notes
Independent Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Contents
MAKING MEANING
First-Read Guide Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First Read Guide
Close-Read Guide
Close Read Guide
Close Read the Text Students will review the Close Read Model and complete the close read sections in the selection.
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Quick WriteStudents write about a paragraph that grabbed their interest.
Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of how one generation learns from another.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.10; RI.6.10
PERFORMANCE-BASED ASSESSMENT PREP
Review Notes for a Nonfiction NarrativeStudents evaluate the strength of their content.
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Writing to Sources: Nonfiction NarrativeStudents will write a nonfiction narrative responding to the prompt:
In what ways might childhood events present a series of challenges or triumphs?
Nonfiction Narrative RubricStudents use the rubric to guide their revisions.
STANDARDSW.6.3.a-e
myPerspectives ELL SupportPersonalize for Learning English Language Support: Skim, Predict, and Use KWL
Personalize for Learning English Language Support: Order of Events
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 36PERFORMANCE-BASED ASSESSMENT
SE pp 88-89PERFORMANCE-BASED ASSESSMENT
Speaking and Listening: Multimedia PresentationStudents will use their narrative as the foundation for a presentation.
Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.
Reflect on the Unit
Unit Test
STANDARDSSL.6.4; SL.6.5; SL.6.6ELD Companion SupportTime to ReadRead IndependentlyBook Club
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myPerspectives Unit Planning Guide | Grade 6
GRADE 6 | UNIT 2: Animal Allies INSTRUCTIONAL MODELESSENTIAL QUESTION: How can people and animals relate to each other? WHOLE-CLASS LEARNING
ASSESSMENTS
SMALL-GROUP LEARNING
INDEPENDENT LEARNING
PERFORMANCE BASED ASSESSMENT: Explanatory TextNOTES:
Unit 2 Overview
In this unit, students will read many examples about animals that have gone to extraordinary lengths to help humans in need.
Unit Goals
Students will be able to:
Read and determine authors’ purpose and points of view, and analyze development of ideas and language in literature and nonfiction texts. Expand your knowledge and use of academic and thematic vocabulary. Write an explanatory essay in which you examine a topic and convey ideas, concepts, and information. Conduct research projects of various lengths to explore a topic and clarify meaning. Ensure that pronouns are in the proper case. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.
Selections & Media
Launch Text Reading Buddies (890L)
Whole-Class Learning Anchor Text, Memoir: from My Life With the Chimpanzees, Jane Goodall (860L) Anchor Text, Blog Post: Hachiko, Japan’s Most Famous Dog, The Daily Onigiri (1120L)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in
the Unit Resources. myPerspectives Plus also provides more
support and differentiation beyond what is in this Guide.
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myPerspectives Unit Planning Guide | Grade 6
Small-Group Learning Poetry: A Blessing, James Wright (NP) Poetry: Predators, Linda Hogan (NP) Medio, Visual Essay: Monkey Master, Waldemar Januszczak Short Story: Black Cowboy, Wild Horses, Julius Lester (740L)
Independent Learning Novel Excerpt: from The Wind in the Willows, Kenneth Grahame (1180L) Fable: How the Camel Got His Hump, from Just So Stories Rudyard Kipling (970L) News Article: The Girl Who Gets Gifts From Birds, Katy Sewall (810L) News Article: Pet Therapy: How Animals and Humans Heal Each Other, Julie Rovner (1190L)
Performance-Based Assessment
Part 1 – Writing to Sources: Explanatory Essay
Students will write an explanatory essay answering the following question:
How can animals and people help one another?
Part 2 – Speaking & Listening: Oral Presentation
Students will use their explanatory essay as the foundation for an oral presentation.
Unit Reflection
Students will reflect on the unit goals, learning strategies, the texts, and how animals and people help and relate to each other.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
Page 17 of 64
myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION
SE pp 90-93
UNIT INTRODUCTION
SE pp 94-97
OVERVIEWWhole-Class Learning
SE pp 98-99
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE pp 100-110
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE p 111
Unit GoalsStudents will deepen their perspective about the ways that people and animals can relate to each other by reading, writing, speaking, listening, and presenting.
Unit Goals Video
Academic Vocabularyexclude, illustrate, communicate, elaborate, objective
Home Connection Letter
Spanish Home Connection Letter
Unit 2 Answer Key
STANDARDSL.6.6
Launch TextStudents will read “Reading Buddies.” Students then participate in discussions about animal allies.
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Word Network
SummaryStudents write a summary of the Launch Text.
Launch Activity Students participate in an activity related to the unit theme.
QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Evidence Log
Performance-Based Assessment: Refining Your Thinking
Essential QuestionHow can people and animals relate to each other?
Whole-Class Learning Strategies Listen actively Clarify by asking
questions Monitor understanding Interact and share ideas
Whole-Class Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
MAKING MEANING
Concept Vocabularyvanished; miserable; irritable; threateningly; impetuous; dominate
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Memoir
Read the Selection
Selection Audio
from My Life With the Chimpanzees: Accessible Leveled Text STANDARDSRI.6.10
MAKING MEANING
Comprehension CheckStudents complete comprehension questions.
from My Life With the Chimpanzees: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents choose something interesting from the text and formulate a research question.
STANDARDSRL.6.1; W.6.7
myPerspectives ELL Support Audio Summary
Personalize for Learning English Language Support: Cognates(TE p 93)
Personalize for Learning English Language Support: Complex Noun Groups(TE p 94)
Audio Summary
from My Life With the Chimpanzees: Accessible Leveled Text
Personalize for Learning English Language Support: Idioms (TE p 103)
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myPerspectives Unit Planning Guide | Grade 6
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE p 112
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE pp 113-114
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE p 115
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE p 116
SELECTIONAnchor Textfrom My Life With the ChimpanzeesJane Goodall
SE p 117MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
STANDARDSRI.6.1
MAKING MEANING
Analyze Craft and Structure: Analyze Author’s Purpose and Point of ViewStudents will identify examples of first person point of view.
Analyze Craft and Structure: Purpose and Point of View
Analyze Craft and Structure: Purpose and Point of View (RP)
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:vanished; miserable; irritable; threateningly; impetuous; dominate
Word Study: Latin Suffix:-ableStudents complete activities related to the Latin Suffix -able
Concept Vocabulary and Word Study: Latin Suffix:
LANGUAGE DEVELOPMENT Conventions: Using Commas, Parentheses, and DashesStudents complete activities identifying Commas, Parentheses, and Dashes.
Conventions: Commas, Parentheses, and Dashes
Conventions: Commas, Parentheses, and Dashes (RP)
STANDARDSL.6.2.a
EFFECTIVE EXPRESSION
Writing to Sources: Explanatory EssayStudents write an essay explaining the process Goodall used.
Writing to Compare: Explanatory Essay
Writing to Compare: Explanatory Essay (RP)
STANDARDSW.6.2.a, W.6.2.b; W.6.2.c; W.6.2.d
EFFECTIVE EXPRESSION
Speaking and Listening: Whole-Group DiscussionStudents discuss chimpanzee behaviors that are similar to human behaviors.
Speaking and Listening: Whole-Group Discussion
Speaking and Listening: Whole-Group Discussion (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
SELECTION TEST
Selection Test: Warning: My Life With the Chimpanzees
STANDARDSSL.6.1.a; SL.6.1.c
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
-able
Word Study: Latin Suffix: -able- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSRI.6.6; L.6.4.b; L.6.5.b
myPerspectives ELL SupportAnalyze Craft and
Structure: Purpose and Point of View (RP)(TE p 113)
Word Study: Latin Suffix: -able- (RP)(TE p 114)
Conventions: Commas, Parentheses, and Dashes (RP)(TE p 115)
Personalize for Learning English Language Support: Punctuating Nonrestrictive Elements(TE p 115)
English Language Support Lesson: Commas (On Realize)
Writing to Compare: Explanatory Essay (RP)(TE p 116)
Personalize for Learning English Language Support: Transition Words(TE p 116)
Speaking and Listening: Whole-Group Discussion (RP)(TE p 117)
ELD Companion SupportUnit 2, Lesson 4
Vocabulary Selection: shrink, appearAcademic: figure, mean, daily
Read Aloud, Think Aloud“Living with Urban Wildlife”
Classroom Conversation Collaborative Conversation
Unit 2, Lesson 5
Time to Read Read Independently
VocabularyWord Study: Consonant BlendsWord Study: Contractions
Unit 2, Lesson 5
Whole GroupOrganize Information
Work Time InstructionWord Study Reader: Forces Around UsExplanatory Essay: Draft
Work Time AssignmentsWord Study: Consonant Blends and ContractionsExplanatory Essay: Draft
Unit 2, Lesson 6
Time to Read Read Independently
VocabularyOops: Articles With Singular NounsWord Study: Introduce Multisyllabic Words
Unit 2, Lesson 6
Work Time InstructionReteach: Multisyllabic WordsExplanatory Essay: Draft Work Time AssignmentsWord Study: Multisyllabic Words Interactive ReaderExplanatory Essay: Draft
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri
SE pp 118-121
SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri
SE pp 122-123
SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri
SE pp 124-225
SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri
SE p 126
SELECTIONAnchor TextHachiko, Japan’s Most Famous DogThe Daily Onigiri
SE p 127MAKING MEANING
Concept Vocabularyfascinated; sensation; symbol; erected; ceremony; commissioned
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Hachiko, Japan’s Most Famous Dog: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Hachiko, Japan’s Most Famous Dog: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
MAKING MEANING EXPRESSION
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft and Structure: Analyze Key Ideas: CharacterizationStudents record details from the selection that develop Hachiko’s character.
Analyze Craft and Structure: Characterization
Analyze Craft and Structure: Characterization (RP)
STANDARDSRI.6.3
LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: fascinated; sensation; symbol; erected; ceremony; commissioned
Word Study: Latin Root: fascinare
Concept Vocabulary and Word Study
Word Study: Latin Root: fascinare (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Conventions: Spelling and CapitalizationStudents locate words that should be capitalized.
Conventions: Spelling and Capitalization
Conventions: Spelling and Capitalization (RP)
EFFECTIVE EXPRESSION
Writing to Sources: Informative EssayStudents write an essay describing the ways in which Hachiko displayed his intelligence and personality.
Writing to Sources: Informative Essay
Writing to Sources: Informative Essay (RP)
STANDARDSW.6.2.b; W.6.2.d
EFFECTIVE EXPRESSION
Speaking and Listening: Partner DiscussionStudents conduct research to prepare for a partner discussion.
Speaking and Listening: Partner Discussion
Speaking and Listening: Partner Discussion (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
SELECTION TEST
Selection Test: Hachiko, Japan’s Most Famous Dog
STANDARDSSL.6.1.b
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
STANDARDSRI.6.10
STANDARDSRI.6.10
myPerspectives ELL SupportAudio Summary
Hachiko, Japan’s Most Famous Dog: Accessible Leveled Text
Personalize for Learning English Language Support: Syntax (TE p 119)
Analyze Craft and Structure: Characterization (RP)(TE p 122)
Personalize for Learning English Language Support: Naming Character Traits (TE p 123)
Word Study: Latin Root: fascinare (RP)(TE p 124)
Conventions: Spelling and Capitalization (RP)(TE p 125)
Writing to Sources: Informative Essay (RP)(TE p 126)
English Language Support Lesson: Historical Fiction (On Realize)
Speaking and Listening: Partner Discussion (RP)(TE p 127)
ELD Companion SupportUnit 2, Lesson 7
Vocabulary Selection: signals, track Academic: manufacture, concentrate
Read Aloud, Think Aloud”“Animals in Our World”
Classroom Conversation Collaborative Conversation
Unit 2, Lesson 8
Time to Read Read Independently
VocabularyOops: Articles With Singular NounsWord Study: Introduce Synonyms
Unit 2, Lesson 8
Work Time InstructionReteach: SynonymsExplanatory Essay: Peer Conference
Work Time AssignmentsWord Study: SynonymsExplanatory Essay: Peer Conference
Unit 2, Lesson 9
Vocabulary Selection: independent, interestsAcademic: civil, chapter
Read Aloud, Think Aloud“Puppy Raisers”
Classroom Conversation Small-Group Discussion
Unit 2, Lesson 10
Time to Read Read Independently
VocabularyWord Study: Multisyllabic WordsWord Study: Synonyms
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay
SE pp 128-130
PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay
SE p 131
PERFORMANCE TASK: WRITING FOCUS Write an Explanatory Essay
SE pp 168-169
OVERVIEWSmall-Group Learning
SE pp 134-137
SELECTIONA BlessingJames Wright
SE pp 138-141
PERFORMANCE TASK
Write an Explanatory EssayStudents write an essay responding to the question: In what ways do Dr. Goodall and the blogger present the animals and people as having things in common?
PreWriting/PlanningStudents write a thesis, gather evidence, and connect across texts.
DraftingStudents organize and write a first draft.
STANDARDSW.6.2.a; W.6.2.b; W.6.10
LANGUAGE DEVELOPMENT
Conventions: Revising for Correct Pronoun CaseStudents fix mistakes with pronoun case in sentences. STANDARDSL.6.1.a; L.6.1.e
PERFORMANCE TASK
RevisingStudents evaluate and revise draft utilizing peer reviews.
Editing and ProofreadingStudents edit for conventions and proofread for accuracies.
Publishing and PresentingStudents create a final version of their essay and share in small groups.
ReflectingStudents reflect on their essays.
STANDARDSW.6.2.c; W.6.2.e; W.6.4; W.6.5; W.6.6
Essential Question
How can people and animals relate to each other?
Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify
Small-Group Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Working as a Team Take a position List your rules Apply the rules Name your group Create a communication
plan
Making a ScheduleStudents make a schedule with group for completing tasks.
Working on Group Projects Students choose specific roles for each member.
MAKING MEANING
Concept Vocabularyripple; nuzzled; caress
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Poetry
Read the Selection
Selection Audio
A Blessing: Accessible Text
Comprehension CheckStudents complete comprehension questions.
A Blessing: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar scientific detail of the text to research.
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:ripple; nuzzled; caress
Word Study: Onomatopoeia
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 2, Lesson 10
Work Time InstructionWord Study Reader: MoneyExplanatory Reader: Revise
Work Time AssignmentsWord Study: Multisyllabic Words and Synonyms
Unit 2, Lesson 11
Time to Read Read Independently
VocabularyOops: Articles With Plural NounsWord Study: Introduce Consonant Digraphs
Unit 2, Lesson 11
Whole GroupEdit Writing
Work Time InstructionReteach: Consonant DigraphsExplanatory Essay: Edit
Work Time AssignmentsWord Study: Consonant DigraphsInteractive ReaderExplanatory Essay: Edit
Unit 2, Lesson 12
Vocabulary Selection: trait, vertebrateAcademic: time after time, on account of
Read Aloud, Think Aloud”“Animal Ways of Life”
Classroom Conversation Small-Group Discussion
Unit 2, Lesson 13
Time to Read Read Independently
VocabularyOops: Articles With Plural NounsWord Study: Introduce Words with Silent Consonants
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION A BlessingJames Wright
SE pp 142-143
SELECTION PredatorsLinda Hogan
SE pp 144-146
SELECTION PredatorsLinda Hogan
SE p 147
SELECTION PredatorsLinda Hogan
SE pp 148-149
SELECTION PredatorsLinda Hogan
SE pp 150-151MAKING MEANING
Analyze Craft & Structure: Analyze Elements of Poetry: Word Choice and ToneStudents will identify various literary devices.
Analyze Craft and Structure: Word Choice and Tone
Analyze Craft and Structure: Word Choice and Tone (RP)
LANGUAGE DEVELOPMENT
Conventions:Verbs and Verb TensesStudents identify verbs in the poem.
Conventions: Verbs and Verb Tenses
Conventions: Verbs and Verb Tenses (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSL.6.1; L.6.5
MAKING MEANING
Concept Vocabularypungent; cultivate; tract
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Poetry
Read the Selection
Selection Audio
Predators: Accessible Text
Comprehension CheckStudents complete comprehension questions.
Predators: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents research something from the text that interests them and formulate a research question.
STANDARDSRL.6.10; L.6.4.a
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:pungent; cultivate; tract
Word Study: Latin Suffix: -ent
Concept Vocabulary and Word Study
Word Study: Latin Suffix: -ent (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.4.b
MAKING MEANING
Analyze Craft & StructureElements of Poetry: Structure, Speaker, and Word MeaningsStudents will analyze the structure, speaker, and word meanings in the poem.
Analyze Craft and Structure: Structure, Speaker, and Word Meanings
Analyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)
LANGUAGE DEVELOPMENT
Author’s Style: Structure, Punctuation, and Spacing Poetry
Author’s Style: Structure, Punctuation, and Spacing Poetry
Author’s Style: Structure, Punctuation, and Spacing Poetry (RP)
STANDARDSRL.6.5; L.6.1
EFFECTIVE EXPRESSION
Prepare to Compare: Comparing Imagery in PoetryStudents compare the poets’ use of imagery.
Prepare to Compare: Imagery in Poetry
Writing to Compare: Compare-and-Contrast EssayStudents compare the use of imagery in “A Blessing” and “Predators”.
Writing to Compare: Compare-and-Contrast Essay
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Predators
STANDARDSW.6.2.d; SL.6.1; SL.6.2
myPerspectives ELL SupportAnalyze Craft and
Structure: Word Choice and Tone (RP)(TE p 142)
Conventions: Verbs and Verb Tenses (RP)(TE p 143)
Audio Summary
Predators: Accessible Text
Personalize for Learning English Language Support: Figurative Language
Word Study: Latin Suffix: -ent (RP)(TE p 147)
Analyze Craft and Structure: Structure, Speaker, and Word Meanings (RP)(TE p 148)
Author’s Style: Structure, Punctuation, and Spacing Poetry (RP)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 2, Lesson 13
Work Time InstructionReteach: Words with Silent ConsonantsExplanatory Essay: Present
Work Time AssignmentsWord Study: Silent ConsonantsExplanatory Essay: Present
Unit 2, Lesson 14
Vocabulary Selection: adaptation, inheritedAcademic: false, criminal
Read Aloud, Think Aloud“Animal Ways of Life”
Classroom Conversation Collaborative Conversation
Unit 2, Lesson 15
Time to Read Read Independently
VocabularyWord Study: Consonant DigraphsWord Study: Words with Silent Consonants
Unit 2, Lesson 15
Work Time InstructionWord Study Reader: Writing About Oneself
Work Time AssignmentsWord Study: Consonant Digraphs and Silent Consonant PairsExplanatory Essay: Present
Time to ReadRead IndependentlyBook Club
StandardsPI.6.1; PI.6.4
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Monkey MasterWaldemar Januszczak
SE pp 152-159
SELECTION Monkey MasterWaldemar Januszczak
SE pp 160-161
SELECTION Black Cowboy, Wild HorsesJulius Lester
SE pp 162-167
SELECTION Black Cowboy, Wild HorsesJulius Lester
SE pp 168-169
SELECTION Black Cowboy, Wild HorsesJulius Lester
SE pp 170-171MAKING MEANING
Media Vocabularycomposition; montage; caption
First Read Students Look, Note, Connect, Respond as they review the media the first time.
First-Review Guide: Media-Art/Photography
Listen to the Selection
Selection Audio
Monkey Master: Accessible Text
Comprehension CheckStudents complete comprehension questions.
STANDARDSL.6.6
MAKING MEANING
Close ReviewStudents will review the photographs, the paintings, and first-review notes and record any new observations.
Close Review
Analyze the MediaStudents will respond to questions about the drawings, citing textual evidence.
Analyze the Media
Media VocabularyStudents complete activities related to the Media Vocabulary words:composition; montage; caption
Media Vocabulary
EFFECTIVE EXPRESSION
Research and Discuss: Conduct ResearchStudents research and discuss findings about animal species or Congo’s life.
Research and Discuss: Conduct Research
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.7; W.6.7; W.6.8; SL.6.1
MAKING MEANING
Concept Vocabularymilled; skittered; quivering
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Fiction
Read the Selection
Selection Audio
Black Cowboy, Wild Horses: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Black Cowboy, Wild Horses: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
STANDARDSRL.6.10; L.6.4
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:milled; skittered; quivering
Word Study: Multiple-Meaning Words
Concept Vocabulary and Word Study
Word Study: Multiple-Meaning Words (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & StructureAnalyze Plot StructureStudents identify the plot structure in the text.
Analyze Craft and Structure: Plot Structure
Analyze Craft and Structure: Plot Structure (RP)
STANDARDSRL.6.1; RL.6.3; L.6.4
LANGUAGE DEVELOPMENT
Conventions: Perfect Tenses of VerbsStudents analyze types of verb tenses.
Conventions: Perfect Tenses of Verbs
Conventions: Perfect Tenses of Verbs (RP)
EFFECTIVE EXPRESSION
Speaking and Listening: Multimedia PresentationStudents create a presentation incorporating multimedia elements.
Speaking and Listening: Multimedia Presentation
Speaking and Listening: Multimedia Presentation (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Black Cowboy, Wild Horses
STANDARDSRL.6.1; RL.6.3; SL.6.5; L.6.1
myPerspectives ELL SupportAudio Summary
Monday Master:Accessible Text
English Language Support Lesson: Taking
Audio Summary
Black Cowboy, Wild Horses: First Read Extension
Word Study: Multiple-Meaning Words (RP)(TE p 168)
Conventions: Perfect Tenses of Verbs (RP) (TE p 170)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory Essay
SE pp 172-173
PERFORMANCE TASK: Speaking and Listening FocusPresent an Explanatory Essay
SE p 173
INTRODUCE INDEPENDENT LEARNING
SE pp 174-175
INDEPENDENT LEARNING
SE pp 176-178
PERFORMANCE-BASED ASSESSMENT
SE pp 179-181PERFORMANCE TASK
Present an Explanatory EssayStudents present a slideshow that examines the effects the animals have on the characters in the selections.
Plan with Your GroupStudents analyze the text, gather evidence, and organize your ideas.
Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.
STANDARDSW.6.2.c; SL.6.2; SL.6.6
PERFORMANCE TASK
Present and EvaluateStudents present as a group and use checklist items to evaluate.
STANDARDSSL.6.4; SL.6.5
Essential QuestionHow can people and animals relate to each other?
Independent Learning Strategies Create a Schedule Practice what you have
learned Take Notes
Independent Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Contents
MAKING MEANING
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide
Close-Read Guide
Close-Read Guide
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Quick WriteStudents write about a paragraph that grabbed their interest.
Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.10; RI.6.10; SL.6.1
PERFORMANCE-BASED ASSESSMENT PREP
Review Evidence for an Explanatory EssayStudents evaluate the strength of their evidence
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Writing to Sources: Explanatory TextStudents will write an essay to answer the following: How can animals and people help one another?
Explanatory Essay RubricStudents use the rubric to guide their revisions.
STANDARDSRI.6.7; W.6.2; W.6.10
myPerspectives ELL Support Accessible Leveled Texts
for Independent Learning Selections (On Realize)
Personalize for Learning English Language Support: Connecting Ideas(TE p 181)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 36PERFORMANCE-BASED ASSESSMENT
SE pp 182-183PERFORMANCE-BASED ASSESSMENT
Speaking and Listening: Oral PresentationStudents will use their explanatory essay as the foundation for an oral presentation.
Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.
Reflect on the Unit
Unit Test
ELD Companion SupportTime to ReadRead IndependentlyBook Club
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myPerspectives Unit Planning Guide | Grade 6
GRADE 6 | UNIT 3: Modern Technology INSTRUCTIONAL MODELESSENTIAL QUESTION: How is modern technology helpful and harmful to society? WHOLE-CLASS LEARNING
ASSESSMENTS
SMALL-GROUP LEARNING
INDEPENDENT LEARNING
PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:
Unit 3 Overview
In this unit, students will read examples of modern technology and how it has helped and harmed society.
Unit Goals
Students will be able to:
Read and determine authors’ points of view and evaluate ideas expressed in both literary works and nonfiction texts. Expand your knowledge and use of academic and thematic vocabulary. Write an argument to support a claim with clear reasons and relevant evidence. Conduct research projects of various lengths to explore a topic and clarify meaning. Use words, phrases, and clauses to clarify the relationships among claims and reasons. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.
Selections & Media
Launch Text That’s Not Progress! (910L)
Whole-Class Learning Anchor Text, Short Story: Feathered Friend, Arthur C. Clarke (1100L) Anchor Text, Blog Post: Teens and Technology Share a Future, Stefan Etienne (1100L) Anchor Text, Blog Post: The Black Hole of Technology, Leena Khan (980L) Media, Video: The Internet of Things, IBM Social Media
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in
the Unit Resources. myPerspectives Plus also provides more
support and differentiation beyond what is in this Guide.
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myPerspectives Unit Planning Guide | Grade 6
Small-Group Learning Short Story: The Fun They Had, Isaac Asimov (730L) Blog Post: Is Our Gain Also Our Loss?, Cailin Loesch (1180L) Media, Podcast: Bored…And Brilliant? A Challenge To Disconnect From Your Phone, NPR
Independent Learning News Article: 7-Year-Old Girl Gets New Hand From 3-D Printer, John Rogers (860L) News Article: Screen Time Can Mess With the Body’s “Clock”, Andrew Bridges (980L) Poetry: All Watched Over by Machines of Loving Grace: Richard Braurigan (NP) Poetry: Sonnet, without Salmon: Sherman Alexie (NP) News Article: Teen Researchers Defend Media Multitasking: Sumathi Reddy (1370L)
Performance-Based Assessment
Part 1 – Writing to Sources: Argument
Students will write an argument answering the following question:
Do we rely on technology too much?
Part 2 – Speaking & Listening: Oral Presentation
After writing their argument, students will use it as the foundationfor a brief oral presentation
Unit Reflection
Students will reflect on the unit goals, learning strategies, the texts, and the benefits and drawbacks of modern technology.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION
SE pp 184-187
UNIT INTRODUCTION
SE pp 188-191
OVERVIEWWhole-Class Learning
SE pp 192-193
SELECTIONAnchor TextFeathered FriendArthur C. Clarke
SE pp 194-199
SELECTIONAnchor TextFeathered FriendArthur C. Clarke
SE pp 200-201Unit GoalsStudents will deepen their perspective about the impact of modern technology by reading, writing, speaking, listening, and presenting.
Unit Goals Video
Academic Vocabularyconvince; acclaim; concept; declare; various
Home Connection Letter
Spanish Home Connection Letter
Unit 3 Answer Key
STANDARDSL.6.6
Launch TextStudents will read “That’s Not Progress!.” Students will then be able to participate in discussions about modern technology.
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Word Network
SummaryStudents write a summary of the Launch Text.
Launch Activity Students participate in an activity related to the unit theme.
QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Evidence Log
Performance-Based Assessment: Refining Your Thinking
Essential QuestionHow is modern technology helpful and harmful to society?
Whole-Class Learning Strategies Listen actively Clarify by asking
questions Monitor understanding Interact and share ideas
Whole-Class Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
MAKING MEANING
Concept Vocabularypathetically; distressed; mournfully; apologetically; lamented
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Fiction
Read the Selection
Selection Audio
Feathered Friend: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Feathered Friend: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents choose something interesting from the text and formulate a research question.
STANDARDSRL.6.10
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft & Structure: Determine ThemeStudents will identify key details that may contribute to one of the story’s themes.
Analyze Craft and Structure: Determine Theme
Analyze Craft and Structure: Determine Theme (RP)
STANDARDSRL.6.1; RL.6.2; RL.6.5
myPerspectives ELL Support Audio Summary
Personalize for Learning English Language Support: Cognates(TE p 187)
Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 189)
Audio Summary
Feathered Friend: Accessible Leveled Text
Personalize for Learning English Language Support: Idiom (TE p 195)
Analyze Craft and Structure: Determine Theme (RP)(TE p 201)
Personalize for LearningEnglish Language Support:Cognates
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
ELD Companion SupportUnit 3, Lesson 1
Time to Read Read Independently
VocabularyOops: Articles with Proper NounsWord Study: Introduce Prefix un-
Unit 3, Lesson 1
Whole GroupWrite an Opinion Essay
Work Time InstructionReteach: Prefix un-Opinion Essay: Plan
Work Time AssignmentsWord Study: Prefix un-Interactive ReaderOpinion Essay: Plan
Unit 3, Lesson 2
Vocabulary Selection: audience, advertisingAcademic: task, predict
Read Aloud, Think Aloud”“It’s a Mean, Mean, World”
Classroom Conversation Collaborative Conversation
Unit 3, Lesson 3
Time to Read Read Independently
VocabularyOops: Articles with Proper NounsWord Study: Introduce Antonyms
Unit 3, Lesson 3
Work Time InstructionReteach: AntonymsOpinion Essay: Plan
Work Time AssignmentsWord Study: Antonyms Opinion Essay: Plan
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myPerspectives Unit Planning Guide | Grade 6
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextFeathered FriendArthur C. Clarke
SE pp 202-203
SELECTIONAnchor TextFeathered FriendArthur C. Clarke
SE p 204
SELECTIONAnchor TextFeathered FriendArthur C. Clarke
SE p 205
SELECTIONAnchor TextTeens and TechnologyStefan Etienne
SE pp 206-209
SELECTIONAnchor TextTeens and TechnologyStefan Etienne
SE pp 210-211LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words: pathetically; distressed; mournfully; apologetically; lamented Word Study: Greek Root: -path-
Concept Vocabulary and Word Study
Word Study: Greek Root: -path- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Conventions: Compound WordsStudents identify examples of compound words.
Conventions: Compound Words
Conventions: Compound Words (RP)
STANDARDS
EFFECTIVE EXPRESSION
Writing to Sources: ArgumentStudents write an argument taking a position on the story’s theme.
Writing to Sources: Argument
Writing to Sources: Argument (RP)
STANDARDSW.6.1.a-e; L.6.3.b
EFFECTIVE EXPRESSION Speaking and Listening: Multimedia PresentationStudents create a presentation explaining another way in which high-tech and low-tech methods can complement each other and be more effective than either one on its own.
Speaking and Listening: Multimedia Presentation
Speaking and Listening: Multimedia Presentation (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
SELECTION TEST
Selection Test: Feathered Friend
STANDARDSSL.6.4; SL.6.5; L.6.3.b
MAKING MEANING
Concept Vocabularymicrochips; trigonometry; pixels
First Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Teens and Technology: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Teens and Technology: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar detail from the text to research.
Research to ExploreStudents choose something
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft & Structure: Determine Author’s Purpose and Point of ViewStudents will identify details from the blog post that reveal Etienne’s point of view.
Analyze Craft and Structure: Author’s Purpose and Point of View
Analyze Craft and Structure: Author’s Purpose and Point of View (RP)
STANDARDSRI.6.1; RI.6.5; RI.6.6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
L.6.1; L.6.4.b; L.6.5 interesting from the text and formulate a research a question.
STANDARDSRl.6.10
myPerspectives ELL SupportWord Study: Greek Root:
-path- (RP)(TE p 202)
Conventions: Compound Words (RP)(TE p 203)
English Language Support Lesson: Greek root –path (On Realize)
Writing to Sources: Argument (RP)(TE p 204)
Speaking and Listening: Multimedia Presentation (RP)(TE p 205)
Audio Summary
Teens and Technology: Accessible Leveled Text
Personalize for Learning English Language Support: Idioms(TE p 208)
Analyze Craft and Structure: Author’s Purpose and Point of View (RP)(TE p 211)
Personalize for Learning English Language Support: Asking Questions(TE p 210)
ELD Companion SupportUnit 3, Lesson 4
Vocabulary Selection: tragedy, strandedAcademic: pathological, argue
Read Aloud, Think Aloud“Japanese Tsunami: Stories of Survival”
Classroom Conversation Collaborative Conversation
Unit 3, Lesson 5
Time to Read Read Independently
VocabularyWord Study: Prefix un-Word Study: Antonyms
Unit 3, Lesson 5
Whole GroupOrganize Writing
Work Time InstructionWord Study Reader: From Book to MovieOpinion Essay: Draft
Work Time AssignmentsWord Study: Prefix un- and AntonymsOpinion Essay: Draft
Unit 3, Lesson 6
Time to Read Read Independently
VocabularyOops: Forms of To BeWord Study: Introduce Plural Nouns
Unit 3, Lesson 6
Whole GroupConnect Ideas in Sentences
Work Time InstructionReteach: Plural NounsOpinion Essay: Draft Work Time AssignmentsWord Study: Plural Nouns Opinion Essay: Draft
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextTeens and TechnologyStefan Etienne
SE pp 212-213
SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan
SE pp 214-219
SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan
SE pp 220-221
SELECTIONAnchor TextThe Black Hole of TechnologyLeena Khan
SE pp 222-223
SELECTIONThe Internet of ThingsIBM Social Media
SE pp 224-227
LANGUAGE DEVELOPMENT
Technical VocabularyStudents complete activities related to the Concept Vocabulary words:microchips; trigonometry; pixels
Word Study: Greek Root: -gen-Students complete activities related to the Greek Root–gen-
Concept Vocabulary and Word Study
Word Study: Greek Root: -gen- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Conventions: Appositives and Appositive PhrasesStudents identify examples of Appositives and Appositive Phrases.
Conventions and Style: Appositives and Appositive Phrases
MAKING MEANING
Concept Vocabularysignificance; consumed; enticing; subjected; absorbed
First Review Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
The Black Hole of Technology: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
The Black Hole of Technology: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words: significance; consumed; enticing; subjected; absorbed
Word Study: Multiple-Meaning Words
Concept Vocabulary and Word Study
Word Study: Multiple-Meaning Words (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Conventions: Independent and Dependent ClausesStudents identify subordinate and relative clauses.
Conventions: Independent and Dependent Clauses
Conventions: Independent and Dependent Clauses (RP)
STANDARDS
EFFECTIVE EXPRESSION
Prepare to Compare: Comparing Points of ViewStudents compare points of view of each blogger.
Prepare to Compare: Comparing Points of View
Writing to Compare: Explanatory EssayStudents compare and contrast the two arguments.
Writing to Compare: Explanatory Essay
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: the Black Hole of Technology
STANDARDSRI.6.8; RI.6.9; W.6.2.a
MAKING MEANING
Media Vocabularyimages; animation; audio; voiceover; narrator
First ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.
First-Review Guide Media: Video
Read the Selection
Selection Audio
The Internet of Things
Comprehension CheckStudents complete comprehension questions.
Close ReviewStudents will review the Close Revie Model and complete the close review sections in the selection.
Analyze the MediaStudents will respond to questions about the video, citing evidence.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
Conventions and Style: Appositives and Appositive Phrases (RP)
STANDARDSRI.6.4; L.6.1; L.6.2.a; L.6.4.b
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft and Structure: Author’s Purpose and Point of ViewStudents will locate examples of point of view from the text.
Analyze Craft and Structure: Author’s Purpose and Point of View
Analyze Craft and Structure: Author’s Purpose and Point of View (RP)
STANDARDSRI.6.1; RI.6.4; RI.6.6; RI.6.10; L.6.5.a
RL.6.4; L.6.1; L.6.2.a; L.6.4.a; L.6.4.d Media Vocabulary
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
EFFECTIVE EXPRESSION
Writing to Sources: Objective SummaryStudents write summary of the video.
Writing to Sources: Objective Summary
Speaking and Listening: Oral ReportStudents create and present an oral report.
Speaking and Listening: Oral Report
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSW.6.2; SL.6.2; SL.6.4; SL.6.5
myPerspectives ELL SupportWord Study: Greek Root:
-gen- (RP)(TE p 212)
Conventions and Style: Appositives and Appositive Phrases (RP)(TE p 213)
Audio Summary
The Black Hole of Technology: Accessible Leveled Text
Analyze Craft and Structure: Author’s Purpose and Point of View (RP)
Word Study: Multiple-Meaning Words (RP)(TE p 220)
Conventions: Independent and Dependent Clauses (RP)(TE p 221)
Personalize for Learning English Language Support: Supporting Claim(TE p 223)
English Language Support Lesson: Argumentative Essay (On
Selection Audio
The Internet of Things
Personalize for Learning English Language Support: Reviewing Video(TE p 227)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
English Language Support Lesson: Appositives and Appositive Phrases (On Realize)
(TE p 219)
Personalize for Learning English Language Support: Syntax(TE p 216)
Personalize for Learning English Language Support: Figurative Language(TE p 219)
Realize)
ELD Companion SupportUnit 3, Lesson 7
Vocabulary Selection: magma, lava Academic: myth, settle
Read Aloud, Think Aloud”“Changes on Earth”
Classroom Conversation Collaborative Conversation
Unit 3, Lesson 8
Time to Read Read Independently
VocabularyOops: Forms of To BeWord Study: Introduce r-Controlled Vowels
Unit 3, Lesson 8
Work Time InstructionReteach: r-Controlled Vowels
Work Time AssignmentsWord Study: r-Controlled VowelsOpinion Essay: Draft
Unit 3, Lesson 9
Vocabulary Selection: funnel, moistureAcademic: surprised, grown
Read Aloud, Think Aloud“What are Tornadoes”
Classroom Conversation Collaborative Conversation
Unit 3, Lesson 10
Time to Read Read Independently
VocabularyWord Study: Plural NounsWord Study: r-Controlled Vowels
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE pp 228-230
PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE p 231
PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE pp 232-233
OVERVIEWSmall-Group Learning
SE pp 234-237
SELECTIONThe Fun They HadIsaac Asimov
SE pp 238-242PERFORMANCE TASK
Write an ArgumentStudents write an argument responding to the question: Which blogger made a better case for his or her argument?
PreWriting/PlanningStudents write a claim, plan the argument, gather evidence, and connect across texts.
DraftingStudents organize and write a first draft.
STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.10
LANGUAGE DEVELOPMENT
Create Cohesion: TransitionsStudents use a variety of transitions that accurately show specific relationships among ideas. STANDARDSW.6.1.c
PERFORMANCE TASK
RevisingStudents evaluate and revise draft utilizing peer reviews.
Editing and ProofreadingStudents edit for conventions and proofread for accuracies.
Publishing and PresentingStudents create a final version of their argument and share in small groups.
ReflectingStudents reflect on their arguments.
STANDARDSW.6.1.b-c; W.6.5; W.6.6
Essential Question
How is modern technology helpful and harmful to society?
Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify
Small-Group Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Working as a Team Take a position List your rules Apply the rules Name your group Create a communication
plan
Making a ScheduleStudents make a schedule with group for completing tasks.
Working on Group Projects Students choose specific roles for each member.
MAKING MEANING
Concept Vocabularyscornful; sorrowfully; nonchalantly
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Fiction
Read the Selection
Selection Audio
The Fun They Had: Accessible Leveled Text
STANDARDSRL.6.10; L.6.4.a
myPerspectives ELL Support Audio Summary
The Fun They Had: Accessible Leveled Text
Personalize for Learning English Language Support: Formal vs. Informal English(TE p 241)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 3, Lesson 10
Whole GroupRevise Writing
Work Time InstructionWord Study Reader: Wearable ArtOpinion Essay: Revise
Work Time AssignmentsWord Study: : Plural Nouns and r-Controlled VowelsOpinion Essay: Revise
Unit 3, Lesson 11
Time to Read Read Independently
VocabularyOops: Past Tense VerbsWord Study: Introduce Final Syllable Consonant + -le
Unit 3, Lesson 11
Work Time InstructionReteach: Final Syllable Consonant + -leOpinion Essay: Edit
Work Time AssignmentsWord Study: Final Syllable Consonant + -leInteractive ReaderOpinion Essay: Edit
Unit 3, Lesson 12
Vocabulary Selection: massive, surroundedAcademic: substantial, engage, current
Read Aloud, Think Aloud”“Teenage Girl Found Alive 15 Days After Haiti Earthquake”
Classroom Conversation Collaborative Conversation
Unit 3, Lesson 13
Time to Read Read Independently
VocabularyOops: Past Tense VerbsWord Study: Introduce Syllable Pattern V/CV
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTIONThe Fun They HadIsaac Asimov
SE p 243
SELECTION The Fun They HadIsaac Asimov
SE p 244
SELECTION The Fun They HadIsaac Asimov
SE p 245
SELECTION The Fun They HadIsaac Asimov
SE p 246
SELECTION The Fun They HadIsaac Asimov
SE p 247MAKING MEANING
Comprehension CheckStudents complete comprehension questions.
The Fun They Had: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents choose something interesting from the text and formulate a research question.
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:scornful; sorrowfully; nonchalantly
Word Study: Latin Prefix: non-
Concept Vocabulary and Word Study
Word Study: Latin Prefix: non- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSRL.6.2; L.6.b
MAKING MEANING
Analyze Craft & Structure:Analyze Science Fiction WritingStudents will identify how elements develop the theme, setting or plot.
Analyze Craft and Structure: Analyze Science Fiction Writing
Analyze Craft and Structure: Analyze Science Fiction Writing (RP)
STANDARDSRL.6.5
LANGUAGE DEVELOPMENT
Author’s Style: Word ChoiceStudents consider a word’s denotation and connotation.
Author’s Style: Word Choice
Author’s Style: Word Choice (RP)
STANDARDSL.6.5.c
EFFECTIVE EXPRESSION
Writing to Sources: FlashbackStudents write a flashback from the point of view of Margie’s great-grandfather as a young boy.
Writing to Sources: Flashback
Writing to Sources: Flashback (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: The Fun They Had
STANDARDSW.6.3.a; W.6.3.b; W.6.3.d
myPerspectives ELL SupportWord Study: Latin Prefix:
non- (RP)(TE p 244)
Analyze Craft and Structure: Analyze Science Fiction Writing (RP)(TE p 245)
Author’s Style: Word Choice (RP)(TE p 246)
Personalize for Learning English Language Support: Greek and Latin Affixes(TE p 246)
English Language Support Lesson: Action Verbs
Writing to Sources: Flashback (RP)(TE p 247)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 3, Lesson 13
Work Time InstructionReteach: Syllable Pattern V/CVOpinion Essay: Present and Publish
Work Time AssignmentsWord Study: Syllable Pattern V/CVOpinion Essay: Present
Unit 3, Lesson 14
Vocabulary Selection: consequences, bullyAcademic: occasional, avoid, threatening, approach
Read Aloud, Think Aloud“What Would You Do”
Classroom Conversation Small-Group Discussion
Unit 3, Lesson 15
Time to Read Read Independently
VocabularyWord Study: Final Syllable Consonant + -leWord Study: Syllable Pattern V/CV
Unit 3, Lesson 15
Work Time InstructionWord Study Reader: Water
Work Time AssignmentsWord Study: Final Syllable Consonant + -le and Syllable Pattern V/CVOpinion Essay: Present
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Is Our Gain Also Our Loss?Cailin Loesch
SE pp 248-251
SELECTION Is Our Gain Also Our Loss?Cailin Loesch
SE pp 252-253
SELECTION Is Our Gain Also Our Loss?Cailin Loesch
SE pp 254-255
SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your Phone
SE pp 256-258
SELECTION Bored…And Brilliant? A Challenge to Disconnect From Your Phone
SE p 259MAKING MEANING
Concept Vocabularygradually; nostalgic; continuation
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Is Our Gain Also Our Loss?: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Is Our Gain Also Our Loss?: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
STANDARDSRl.6.10; L.6.4
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:gradually; nostalgic; continuation
Word Study: Latin Suffix: -ation
Concept Vocabulary and Word Study
Word Study: Latin Suffix: -ation (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:Development of Ideas: Reflective WritingStudents will analyze how the author introduces and develops ideas.
Analyze Craft and Structure: Reflective Writing
Analyze Craft and Structure: Reflective Writing (RP)
STANDARDSL.6.1.a; L.6.2; PI.2
LANGUAGE DEVELOPMENT
Conventions: Comparative Adjectives and AdverbsStudents identify comparative words.
Conventions: Comparative Adjectives and Adverbs
Conventions: Comparative Adjectives and Adverbs (RP)
EFFECTIVE EXPRESSION
Speaking and Listening: Multimedia PresentationStudents make a presentation evaluating the effectiveness of a commercial.
Speaking and Listening: Multimedia Presentation
Speaking and Listening: Multimedia Presentation(RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Is Our Gain Also Our Loss?
STANDARDSSL.6.1; W.6.2; SL.6.2; SL.6.3; SL.6.4; SL.6.5
MAKING MEANING
Media Vocabularypodcast; host; interview
First ReviewStudents Listen, Note, Connect, and Respond as they review the media the first time.
First-Review Guide: Media-Audio
Read the Selection
Selection Audio
Bored…And Brilliant?
Comprehension CheckStudents complete comprehension questions.
Close ReviewStudents will listen to the podcast again and record any new observations.
Analyze the MediaStudents will respond to questions about the text, citing textual evidence.
STANDARDSL.6.6
EFFECTIVE EXPRESSION
Research: Multimedia Slideshow, BrochureStudents research and create a slideshow or a brochure.
Research: Multimedia Slideshow, Brochure
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSW.6.2; W.6.5; SL.6.1; SL.6.a-c; SL.6.5
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument
SE pp 260-261
PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument
SE p 261
INTRODUCE INDEPENDENT LEARNING
SE pp 262-263
INDEPENDENT LEARNING
SE pp 264-266
PERFORMANCE-BASED ASSESSMENT
SE pp 267-269PERFORMANCE TASK
Present an ArgumentAs a group, students develop a presentation about the benefits of technology and if they outweigh the disadvantage.
Plan with Your GroupStudents analyze the text, gather details and media, and organize your ideas.
Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve their use of media, and brush up on presentation techniques.
STANDARDSW.6.1.a-b; W.6.7
PERFORMANCE TASK
Present and EvaluateStudents present as a group and use checklist items to evaluate.
STANDARDSSL.6.1.a; SL.6.1.c-d; SL.6.2; SL.6.4; SL.6.5
Essential QuestionHow is modern technology helpful and harmful to society?
Independent Learning Strategies Create a Schedule Practice what you have
learned Take Notes
Independent Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Contents
Accessible Leveled Texts available for Independent Learning Selections (On Realize)
MAKING MEANING
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide
Close-Read Guide
Close-Read Guide
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Quick WriteStudents write about a paragraph that grabbed their interest.
Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.10; RI.6.10
PERFORMANCE-BASED ASSESSMENT PREP
Review Evidence for an ArgumentStudents evaluate the strength of their evidence
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Writing to Sources: ArgumentStudents will write an argument to answer the following: Do we rely on technology too much?
Argument RubricStudents use the rubric to guide their revisions.
STANDARDSW.6.1.a; W.6.9.b; W.6.10
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myPerspectives Unit Planning Guide | Grade 6
myPerspectives ELL SupportAccessible Leveled Texts for
Independent Learning Selections (On Realize)
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 36PERFORMANCE-BASED ASSESSMENT
SE pp 270-271PERFORMANCE-BASED ASSESSMENT
Speaking and Listening: Oral PresentationStudents will use their argument as the foundation for an oral presentation.
Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.
Reflect on the Unit
Unit Test
STANDARDSSL.6.4; SL.6.5
ELD Companion SupportTime to ReadRead IndependentlyBook Club
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myPerspectives Unit Planning Guide | Grade 6
GRADE 6 | UNIT 4: Imagination INSTRUCTIONAL MODELESSENTIAL QUESTION: Where can imagination lead?
WHOLE-CLASS LEARNING
ASSESSMENTS
SMALL-GROUP LEARNING
INDEPENDENT LEARNING
PERFORMANCE BASED ASSESSMENT: Fictional NarrativeNOTES:
Unit 4 Overview
In this unit, students will read texts and watch a video about the power of imagination.
Unit Goals
Students will be able to: Read and analyze character and plot development. Expand your knowledge and use of academic and thematic vocabulary. Write a fictional narrative as you develop imagined experiences or events using effective technique. Conduct research projects of various lengths to explore a topic and clarify meaning. Combine sentences for variety. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.
Selections & Media
Launch Text The Great Universal Undo, (670L)
Whole-Class Learning Anchor Text, Drama: The Phantom Tollbooth, Act I, Susan Nanus (NP) Anchor Text, Drama: The Phantom Tollbooth, Act II, Susan Nanus (NP) Media, Video: The Phantom Tollbooth
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in
the Unit Resources. myPerspectives Plus also provides more
support and differentiation beyond what is in this Guide.
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Small-Group Learning Novel Excerpt: from Alice’s Adventures in Wonderland, Lewis Carroll (1080L) Poetry Collection: Jabberwocky, from Through the Looking Glass, Lewis Carroll (NP) Reflective Essay: The Importance of Imagination, Esha Chhabra (890L)
Independent Learning Novel Excerpt: fromThe Wonderful Wizard of Oz, L. Frank Baum, (1030L) Poetry: Our Wreath of Rosebuds, Corrine (NP) Poetry: Fantasy, Gwendolyn Bennett (NP) Novel Excerpt: The Shah of Blah from Haroun and the Sea of Stories, Salman Rushdie, (1060L) Interview: Magic, Mystery, and Mayhem: An Interview with J.K. Rowling, (1000)
Performance-Based Assessment Part 1 – Writing to Sources: Fictional Narrative
Students will write a answering the following question:
How can imagination lead you to somewhere unexpected?
Part 2 – Speaking & Listening: Oral Presentation Students will use their journal entries to present a three- to five-minute oral presentation.
Unit ReflectionStudents will reflect on the unit goals, learning strategies, the texts, and where imagination can lead.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION
SE pp 272-275
UNIT INTRODUCTION
SE pp 276-279
OVERVIEWWhole-Class Learning
SE pp 280-281
SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus
SE pp 282-293
SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus
SE pp 294-307
Unit GoalsStudents will deepen their perspective about imagination by reading, writing, speaking, listening, and presenting.
Unit Goals Video
Academic Vocabularyaspect; transform; novelty; analogy; resolution
Home Connection Letter
Spanish Home Connection Letter
Unit 4 Answer Key
STANDARDSL.6.6
Launch TextStudents will read “The Great Universal Undo.” Students will then be able to engage in discussions about imagination.
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Word Network
SummaryStudents write a summary of the Launch Text.
Launch Activity Students participate in an activity related to the unit theme.
QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Evidence Log
Performance-Based Assessment: Refining Your Thinking
Essential QuestionWhere can imagination lead?
Whole-Class Learning Strategies Listen actively Clarify by asking
questions Monitor understanding Interact and share ideas
Whole-Class Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
MAKING MEANING
Concept Vocabularyordinance; unethical; mismanaged; ferocious; hospitality; empire
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Drama
Read the Selection
Selection Audio
The Phantom Tollbooth, Act I: Accessible Text
STANDARDSRL.6.10
MAKING MEANING
Read the Selection
Comprehension CheckStudents complete comprehension questions.
The Phantom Tollbooth, Act I: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text to research.
Research to ExploreStudents choose something interesting from the text and formulate a research industry.
STANDARDSRL.6.10
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
myPerspectives ELL Support Audio Summary
Personalize for Learning English Language Support: Cognates(TE p 275)
Audio Summary
The Phantom Tollbooth, Act I: Accessible Text
Personalize for Learning English Language Support: Syntax (TE p 286)
Personalize for LearningEnglish Language Support:Multiple-Meaning Words(TE p 295)
Personalize for LearningEnglish Language Support:Domain-Specific Vocabulary(TE p 300)
ELD Companion SupportUnit 4, Lesson 1
Time to Read Read Independently
VocabularyOops: Progressive Tense VerbsWord Study: Introduce Greek and Latin Roots
Unit 4, Lesson 1
Work Time InstructionReteach: Greek and Latin Roots
Work Time AssignmentsWord Study: Greek and Latin RootsInteractive Reader
Unit 4, Lesson 2
Vocabulary Selection: jubilant, refinedAcademic: environment, limited, source, local
Read Aloud, Think Aloud”“Suppose”
Classroom Conversation Small-Group Discussion
Unit 4, Lesson 3
Time to Read Read Independently
VocabularyOops: Progressive Tense VerbsWord Study: Introduce Inflected Endings
Unit 4, Lesson 3
Work Time InstructionReteach: Inflected Endings
Work Time AssignmentsWord Study: Inflected Endings Interactive Reader
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DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus
SE pp 308-309
SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus
SE pp 310
SELECTIONAnchor TextThe Phantom Tollbooth, Act ISusan Nanus
SE p 311
SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE pp 312-327
SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE pp 328-339MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft & Structure:Dialogue in DramaStudents explain what passages of dialogue reveal about a character, the setting, and an action.
Analyze Craft and Structure: Dialogue in Drama
Analyze Craft and Structure: Dialogue in Drama (RP)
STANDARDSRL.6.3; RL.6.5; RL.6.6
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:ordinance; unethical; mismanaged; ferocious; hospitality; empire
Word Study: Prefix: mis-
Concept Vocabulary and Word Study
Word Study: Prefix: mis- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.4
LANGUAGE DEVELOPMENT Conventions: Sentence Parts and TypesStudents identify examples of complete subjects and complete predicates in sentences.
Conventions: Sentence Parts and Types
Conventions: Sentence Parts and Types (RP)
STANDARDSL.6.1
MAKING MEANING
Concept Vocabularysuspiciously; obstacle; pessimistic; malicious; insincerity; compromise
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Drama
Read the Selection
Selection Audio
The Phantom Tollbooth, Act II: Accessible Text
STANDARDSRL.6.10
MAKING MEANING
Comprehension CheckStudents complete comprehension questions.
The Phantom Tollbooth, Act II: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text to research.
Research to ExploreStudents choose something interesting from the text and formulate a research industry.
STANDARDSRL.6.10
myPerspectives ELL SupportAnalyze Craft and
Structure: Dialogue in Drama (RP)(TE p 309)
Word Study: Prefix: mis- (RP)(TE p 310)
Conventions: Sentence Parts and Types (RP)(TE p 311)
Audio Summary
The Phantom Tollbooth, Act II: Accessible Text
Personalize for Learning English Language Support: Formal English(TE p 336)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
Personalize for Learning English Language Support: Asking Questions(TE p 308)
Personalize for Learning English Language Support: Latin Prefix mis-(TE p 311)
Personalize for Learning English Language Support: Figurative Language(TE p 316)
Personalize for Learning English Language Support: Nursery Rhymes(TE p 320)
Personalize for Learning English Language Support: Syntax(TE p 326)
English Language Support Lesson: Denotation and Nuance (On Realize)
ELD Companion SupportUnit 4, Lesson 4
Vocabulary Selection: extraterrestrial, soaringAcademic: consuming, sequence, privilege
Read Aloud, Think Aloud“Give Me Books, Give Me Wings”
Classroom Conversation Small-Group Discussion
Unit 4, Lesson 5
Time to Read Read Independently
VocabularyWord Study: Inflected EndingsWord Study: Greek and Latin Roots
Unit 4, Lesson 5
Work Time InstructionReteach: Word Study Reader, How the News Gets to You
Work Time AssignmentsWord Study: Greek and Latin Roots and Inflected Endings
Unit 4, Lesson 6
Time to Read Read Independently
VocabularyOops: Subject-Verb AgreementWord Study: Introduce Vowel Patterns for Long a and Long o Sounds
Unit 4, Lesson 6
Work Time InstructionReteach: Introduce Vowel Patterns for Long a and Long o Sounds Work Time AssignmentsWord Study: Introduce Vowel Patterns for Long a and Long o SoundsInteractive Reader
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE pp 340-341
SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE pp 342-343
SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE p 344
SELECTIONAnchor TextThe Phantom Tollbooth, Act IISusan Nanus
SE p 345
SELECTIONMediaThe Phantom Tollbooth
SE pp 346-351MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze Craft & Structure:Stage DirectionsStudents explain the information stage directions provide.
Analyze Craft and Structure: Stage Directions
Analyze Craft and Structure: Stage Directions (RP)
STANDARDSRL.6.5
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:suspiciously; obstacle; pessimistic; malicious; insincerity; compromise
Word Study: Latin Suffix: -ity
Concept Vocabulary and Word Study
Word Study: Latin Suffix: -ity (RP)
Conventions: Simple, Compound, and Complex SentencesStudents mark independent and dependent clauses.
Conventions: Simple, Compound, and Complex Sentences
Conventions: Simple, Compound, and Complex Sentences (RP)
STANDARDSL.6.1; L.6.3.a; L.6.4.b
EFFECTIVE EXPRESSION
Writing to Sources: Narrative RetellingStudents write a narrative retelling from Tock’s Point of View.
Writing to Sources: Narrative Retelling
Writing to Sources: Narrative Retelling (RP)
STANDARDSW.6.3.a; W.6.3.b; W.6.3.c
EFFECTIVE EXPRESSION
Speaking and Listening: Dramatic ReadingStudents conduct a dramatic reading of a scene from Act I or Act II
Speaking and Listening: Dramatic Reading
Speaking and Listening: Dramatic Reading (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: The Phantom Tollbooth, Act II
STANDARDSSL.6.1.a-b; SL.6.4; SL.6.6
MAKING MEANING
Media VocabularyStop motion animation; timing; solid drawing
First ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.
First-Review Guide: Media-Video
Read the Selection
Selection Audio
The Phantom Tollbooth
Comprehension CheckStudents complete comprehension questions.
Close ReviewStudents will review the video and record any new observations.
Close Review
Analyze the MediaStudents will respond to questions about the video,
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
citing textual evidence.
Media VocabularyStudents complete activities related to the Concept Vocabulary words:Stop motion animation; timing; solid drawing; emissions; efficiently
Media Vocabulary
EFFECTIVE EXPRESSION
Prepare to Compare: Comparing Media With Text Students record similarities and differences in characters, settings, and events.
Prepare to Compare: Comparing Media with Text
Writing to Compare: Compare-and-Contrast EssayStudents compare and contrast the ways in which what you “see” and “hear” when reading the drama and watching the video.
Writing to Compare: Compare-and-Contrast Essay
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.7; W.6.2.a; W.6.2.b; W.6.2.d; W.6.2.e; SL.6.1.a;
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SL.6.1.d; SL.6.2; L.6.1; L.6.10 myPerspectives ELL Support
Analyze Craft and Structure: Stage Directions (RP)(TE p 341)
Personalize for Learning English Language Support: Paraphrase(TE p 340)
Word Study: Latin Suffix: -ity (RP)(TE p 342)
Conventions: Simple, Compound, and Complex Sentences (RP)(TE p 343)
Writing to Sources: Narrative Retelling (RP)(TE p 344)
Personalize for Learning English Language Support: Narrative Retelling(TE p 344)
English Language Support Lesson: Narrative Retelling (On Realize)
Speaking and Listening: Dramatic Reading (RP)(TE p 345)
Personalize for Learning English Language Support: Taking Notes (TE p 346)
Personalize for Learning English Language Support: Sentence Starters(TE p 350)
ELD Companion SupportUnit 4, Lesson 7
Vocabulary Selection: request, discouraged Academic: control, stem, nest
Read Aloud, Think Aloud”“Olympic Champions”
Classroom Conversation Whole Class Discussion
Unit 4, Lesson 8
Time to Read Read Independently
VocabularyOops: Subject-Verb AgreementWord Study: Introduce Patterns y and igh
Unit 4, Lesson 8
Work Time InstructionReteach: Long i vowel pattern Work Time AssignmentsWord Study: Long i vowel pattern
Unit 4, Lesson 9
Vocabulary Selection: amputated, setbacksAcademic: contain, define, interaction
Read Aloud, Think Aloud“Try It!”
Classroom Conversation Small-Group Discussion
Unit 4, Lesson 10
Time to Read Read Independently
VocabularyWord Study: Vowel Patterns for Long a and long o SoundsWord Study: Vowel Patterns y and igh
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative
SE pp 352-354
PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative
SE p 355
PERFORMANCE TASK: WRITING FOCUS Write a Fictional Narrative
SE pp 356-357
OVERVIEWSmall-Group Learning
SE pp 358-361
SELECTIONfrom Alice’s Adventures in WonderlandLewis Carroll
SE pp 362-367PERFORMANCE TASK
Write a Fictional NarrativeStudents write a fictional narrative responding to the following question: What happens on a particular day to characters that inhabit an imaginary place similar to the places described in The Phantom Tollbooth?
PreWriting/PlanningStudents create a story map, gather evidence, and connect across texts.
DraftingStudents organize and write a first draft.
STANDARDSW.6.3.a; W.6.3.b; W.6.3.d; W.6.3.e; W.6.10
LANGUAGE DEVELOPMENT
Conventions: Combining Sentences for VarietyStudents use a variety of sentences in their writing. STANDARDSL.6.1; L.6.3.a; PII.6
PERFORMANCE TASK
RevisingStudents evaluate and revise draft utilizing peer reviews.
Editing and ProofreadingStudents edit for conventions and proofread for accuracies.
Publishing and PresentingStudents create a final version of their narrative and share in small groups.
ReflectingStudents reflect on their narrative.
STANDARDSW.6.3.a; W.6.3.c; W.6.3.d; W.6.3.e; W.6.5
Essential Question
Where can imagination lead?
Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify
Small-Group Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Working as a Team Take a position List your rules Apply the rules Name your group Create a communication
plan
Making a ScheduleStudents make a schedule with group for completing tasks.
Working on Group Projects Students choose specific roles for each member.
MAKING MEANING
Concept Vocabularylatitude; longitude; downward
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Fiction
Read the Selection
Selection Audio
from Alice’s Adventures in Wonderland: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
from Alice’s Adventures in Wonderland: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar detail from the text to research.
Research to ExploreStudents research on unfamiliar detail from the text and formulate a research question.
STANDARDSRL.6.10; L.6.4.a
myPerspectives ELL Support Personalize for Learning
English Language Support: Syntax(TE p 355)
Audio Summary
from Alice’s Adventures in Wonderland: Accessible Leveled Text
Personalize for Learning
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ELD Companion SupportUnit 4, Lesson 10
Work Time InstructionWord Study Reader: Dance
Work Time AssignmentsWord Study: Vowel Patterns for Long a and Long i Vowel Patterns
Unit 4, Lesson 11
Time to Read Read Independently
VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce r- Controlled Vowels
Unit 4, Lesson 11
Work Time InstructionReteach: r- Controlled Vowels
Work Time AssignmentsWord Study: r- Controlled VowelsInteractive Reader
Unit 4, Lesson 12
Vocabulary Selection: culture, hereditaryAcademic: group, common, depend, cycle
Read Aloud, Think Aloud”“The Chumash People of California”
Classroom Conversation Collaborative Conversation
Unit 4, Lesson 13
Time to Read Read Independently
VocabularyOops: Time, Money, Distance, and WeightWord Study: Introduce Suffixes –ful and -ly
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION from Alice’s Adventures in WonderlandLewis Carroll
SE p 368
SELECTION from Alice’s Adventures in WonderlandLewis Carroll
SE p 369
SELECTION from Alice’s Adventures in WonderlandLewis Carroll
SE p 370
SELECTION from Alice’s Adventures in WonderlandLewis Carroll
SE p 371
SELECTION Jabberwocky from Through the Looking GlassLewis Carroll
SE pp 372-376MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:latitude; longitude; downward
Word Study: Latin Root: -lat-
Concept Vocabulary and Word Study
Word Study: Latin Root: -lat- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.4.b; L.6.5.a
MAKING MEANING
Analyze Craft & Structure:Characterization and PersonificationStudents analyze examples of direct characterization, indirect characterization, and personification.
Analyze Craft and Structure: Characterization and Personification
Analyze Craft and Structure: Characterization and Personification (RP)
STANDARDSRL.6.3; RL.6.4
LANGUAGE DEVELOPMENT
Conventions: Conjunctions and InterjectionsStudents identify conjunctions and interjections.
Conventions: Conjunctions and Interjections
Conventions: Conjunctions and Interjections (RP)
STANDARDSL.6.1
EFFECTIVE EXPRESSION
Research: ReportStudents research and write a historical report or an explanatory report.
Research: Report
Research: Report (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: from Alice’s Adventures in Wonderland
STANDARDSW.6.2.a; W.6.7; W.6.8
MAKING MEANING
Concept Vocabularyslain; beamish; chortled
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Poetry
Read the Selection
Selection Audio
Jabberwocky from Through the Looking Glass: Accessible Text
Comprehension CheckStudents complete comprehension questions.
Jabberwocky from Through the Looking Glass: First Read Extension Questions
Research to ClarifyStudents choose one unfamiliar detail from the text to research.
Research to ExploreStudents choose something interesting from the text and formulate a research question.
STANDARDSRL.6.10; L.6.4.a
myPerspectives ELL SupportWord Study: Latin Root:
-lat- (RP)(TE p 368)
Analyze Craft and Structure: Characterization and Personification (RP)(TE p 369)
Conventions: Conjunctions and Interjections (RP)(TE p 370)
Personalize for Learning
Research: Report (RP)(TE p 371)
Audio Summary
Jabberwocky: Accessible Text
Personalize for Learning
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 4, Lesson 13
Work Time InstructionReteach: Suffixes –ful, and -ly
Work Time AssignmentsWord Study: Suffixes –ful, and -ly
Unit 4, Lesson 14
Vocabulary Selection: mission, missionaries Academic: feature, trait, develop
Read Aloud, Think Aloud“The Chumash People of California”
Classroom Conversation Collaborative Conversation
Unit 4, Lesson 15
Time to Read Read Independently
VocabularyWord Study: r-Controlled VowelsWord Study: Suffixes –ful, -ly
Unit 4, Lesson 15
Work Time InstructionWord Study Reader: Popular Foods in the U.S.
Work Time AssignmentsWord Study: r-Controlled Vowels and Suffix -ly
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION Jabberwocky from Through the Looking GlassLewis Carroll
SE pp 376- 377
SELECTION Jabberwocky from Through the Looking GlassLewis Carroll
SE pp 378-379
SELECTION The Importance of ImaginationEsha Chhabra
SE pp 380-383
SELECTION The Importance of ImaginationEsha Chhabra
SE pp 384-385
SELECTION The Importance of ImaginationEsha Chhabra
SE pp 386-387MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:slain; beamish; chortled
Word Study: Old English Suffix: -ish
Concept Vocabulary and Word Study
Word Study: Old English Suffix: -ish (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:Analyze Meaning and Tome: Sound DevicesStudents analyze how Lewis Carroll uses sound devices in “Jabberwocky”.
Analyze Craft and Structure: Sound Devices
Analyze Craft and Structure: Sound Devices (RP)
STANDARDSRL.6.4; L.6.6
LANGUAGE DEVELOPMENT
Conventions: Standard English, Invented Language, and SyntaxStudents identify invented words in the stanza.
Conventions: Standard English, Invented Language, and Syntax
Conventions: Standard English, Invented Language, and Syntax (RP)
EFFECTIVE EXPRESSION
Speaking and Listening: Dramatic Reading, Multimedia PresentationStudents present a reading or presentation of Jabberwocky.
Speaking and Listening: Dramatic Reading, Multimedia Presentation
Speaking and Listening: Dramatic Reading, Multimedia Presentation (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Jabberwocky
STANDARDSRL.6.4; L.6.1.e; L.6.5.b
MAKING MEANING
Concept Vocabularyparameters; assumption; boundaries
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
The Importance of Imagination: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
The Importance of Imagination: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents choose something interesting from the text and formulate a research question.
STANDARDSRI.6.10; L.6.4.a; L.6.4.d
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:parameters; assumption; boundaries
Word Study: Connotations and Denotations
Concept Vocabulary and Word Study
Word Study: Connotations and Denotations (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:Author’s InfluencesStudents cite examples of author’s influences and how each affected the central idea of the text.
Analyze Craft and Structure: Author’s Influences
Analyze Craft and Structure: Author’s Influences (RP)
STANDARDSRL.6.1; RL.6.2; RL.6.3;
LANGUAGE DEVELOPMENT
Conventions: Pronoun-Antecedent AgreementStudents identify examples of pronouns and antecedents.
Conventions: Pronoun-Antecedent Agreement
Conventions: Pronoun-Antecedent Agreement (RP)
EFFECTIVE EXPRESSION
Writing to Sources: Essay Students write a comparison-and-contrast or a cause-and-effect essay.
Writing to Sources: Essay
Writing to Sources: Essay (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: The Importance of Imagination
STANDARDSW.6.2.a; W.6.2.b; W.6.2.c; W.6.2.e; L.6.1.c; L.6.1.d
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ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional Narrative
SE pp 388-389
PERFORMANCE TASK: Speaking and Listening FocusPresent a Fictional Narrative
SE p 390
INTRODUCE INDEPENDENT LEARNING
SE pp 390-391
INDEPENDENT LEARNING
SE pp 392-394
PERFORMANCE-BASED ASSESSMENT
SE pp 395-397PERFORMANCE TASK
Present a Fictional NarrativeAs a group, students present a presentation answering this question: What might Alice and the Jabberwock discuss if they had met and had a conversation?
Plan with Your GroupStudents analyze the text, gather evidence, and organize ideas.
Rehearse with Your GroupStudents practice the presentation, fine-tune the content, improve use of media, and brush-up on presentation techniques. STANDARDSW.6.3.a; W.6.3.b
PERFORMANCE TASK
Present and EvaluateStudents present as a group and use checklist items to evaluate.
STANDARDSW.6.3.e; SL.6.1.a; SL.6.1.b; SL.6.4; SL.6.5
Essential QuestionWhere can imagination lead?
Independent Learning Strategies Create a Schedule Practice what you have
learned Take Notes
Independent Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Contents
MAKING MEANING
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide
Close-Read Guide
Close-Read Guide
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Quick WriteStudents write about a paragraph that grabbed their interest.
Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.10; RI.6.10
PERFORMANCE-BASED ASSESSMENT PREP
Review Evidence for a Fictional NarrativeStudents evaluate the strength of their evidence
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Writing to Sources: Fictional NarrativeStudents will write a narrative to answer the following: How can imagination lead you to somewhere unexpected?
Fictional Narrative RubricStudents use the rubric to guide their revisions.
STANDARDSW.6.3; W.6.3.d; W.6.10
myPerspectives ELL Support Accessible Leveled Texts
for Independent Learning Selections (On Realize)
Personalize for Learning English Language Support: Sequence and Pacing(TE p 397)
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 36PERFORMANCE-BASED ASSESSMENT
SE pp 398-399PERFORMANCE-BASED ASSESSMENT
Speaking and Listening: Oral PresentationStudents will use their narratives as the foundation for an oral presentation.
Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.
Reflect on the Unit
Unit Test
STANDARDSSL.6.4; SL.6.5; SL.6.6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
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myPerspectives Unit Planning Guide | Grade 6
GRADE 6 | UNIT 5: Exploration INSTRUCTIONAL MODELESSENTIAL QUESTION: What drives people to explore?
WHOLE-CLASS LEARNING
ASSESSMENTS
SMALL-GROUP LEARNING
INDEPENDENT LEARNING
PERFORMANCE BASED ASSESSMENT: ArgumentNOTES:
Unit 5 Overview
In this unit, students will read many examples about exploration.
Unit Goals
Students will be able to:
Evaluate written arguments by analyzing how authors state and support their claims. Expand knowledge and use of academic and thematic vocabulary. Write an argument in which you effectively incorporate the key elements of an argument. Conduct research projects of various lengths to explore a topic and clarify meaning. Correct errors with verbs. Collaborate with your team to build on the ideas of others, develop consensus, and communicate. Integrate audio, visuals, and text in presentations.
Selections & Media
Launch Text What On Earth is Left to Explore (950L)
Whole-Class Learning Anchor Text, Memoir: from A Long Way Home, Saroo Brierly (1130L) Media, Video: Animation All About Exploration
Small-Group Learning News Article: Mission Twin Possible, Time for Kids (980L) Epic Retelling: from Tales from the Odyssey, Mary Pope Osborne (710L) Blog: To the Top of Everest, Samantha Larson (1040L) Media, Graphic Novel: from Lewis & Clark, Nick Bertozzi
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
IMPORTANT NOTES ELD Companion is an additional resource. Don’t forget Accessible Leveled Texts are in
the Unit Resources. myPerspectives Plus also provides more
support and differentiation beyond what is in this Guide.
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myPerspectives Unit Planning Guide | Grade 6
Independent Learning Opinion Piece: Mars Can Wait. Oceans Can’t, Amitai Etzioni (1400L) Nonfiction Narrative: from Shipwreck at the Bottom of the World, Jennifer Armstrong (1110L) Historical Fiction: from Sacajewea, Joseph Bruchac (790L) Expository Nonfiction: The Legacy of Arctic Explorer Matthew Henson, James Mills (1240L) Informative Article: Should NASA Pay Companies to Fly Astronauts to the International Space Station?, Time for Kids (1120L) Informative Article: Should Polar Tourism Be Allowed?, Emily Goldberg (1210L)
Performance-Based Assessment
Part 1 – Writing to Sources: Argument
Students will write an argument addressing the following question:
What fuels people’s desire to explore?
Part 2 – Speaking & Listening: Oral Presentation
Students use their argument as the foundation for a brief oral presentation.
Unit Reflection
Students will reflect on the unit goals, learning strategies, the texts, and the driving forces behinds people’s desire to explore.
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5UNIT INTRODUCTION
SE pp 400-403
UNIT INTRODUCTION
SE pp 404-407
OVERVIEWWhole-Class Learning
SE pp 408-409
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE pp 410-416
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE pp 417-422Unit GoalsStudents will deepen their perspective about exploration by reading, writing, speaking, listening, and presenting.
Unit Goals Video
Academic Vocabularycritical; restrict; propel; stable; coherent
Home Connection Letter
Spanish Home Connection Letter
Unit 5 Answer Key
STANDARDSL.6.6
Launch TextStudents will read “What On Earth is Left to Explore.” Students will then be able to engage in discussions about exploration.
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Word Network
SummaryStudents write a summary of the Launch Text.
Launch Activity Students participate in an activity related to the unit theme.
QuickWriteStudents write a response to the QuickWrite prompt: What are the most effective tools for establishing and preserving freedom?
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Evidence Log
Performance-Based Assessment: Refining Your Thinking
Essential QuestionWhat drives people to explore?
Whole-Class Learning Strategies Listen actively Clarify by asking
questions Monitor understanding Interact and share ideas
Whole-Class Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
MAKING MEANING
Concept Vocabularydeliberate; quest; thorough; obsessive; intensity; relentlessly
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
from A Long Way Home: Accessible Leveled Text
STANDARDSRI.6.10
MAKING MEANING
Read the Selection
Selection Audio
from A Long Way Home: Accessible Leveled Text
STANDARDSRI.6.10
myPerspectives ELL Support Audio Summary
Personalize for Learning English Language Support: Cognates(TE p 403)
Personalize for Learning English Language Support: Context(TE p 407)
Audio Summary
from A Long Way Home: Accessible Leveled Text
Personalize for Learning English Language Support: Idioms(TE p 413)
Personalize for Learning English Language Support: Idioms(TE p 417)
Personalize for Learning English Language Support: Domain-Specific Vocabulary(TE p 419)
ELD Companion Support
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 423
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 424
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 425
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 426
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 427MAKING MEANING
Comprehension CheckStudents complete comprehension questions.
from A Long Way Home: First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents choose something that interests them from the text and formulate a research question.
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
STANDARDSRI.6.1
MAKING MEANING
Analyze Craft & Structure:Analyze Word Choice: Figurative and Technical MeaningsStudents will identify examples of figurative and technical language.
Analyze Craft and Structure: Figurative and Technical Meanings
Analyze Craft and Structure: Figurative and Technical Meanings (RP)
STANDARDSRI.6.4; L.6.5.a
LANGUAGE DEVELOPMENT Concept VocabularyStudents complete activities related to the Concept Vocabulary words:deliberate; quest; thorough; obsessive; intensity
Word Study: Latin Suffix: -ive
Concept Vocabulary and Word Study
Word Study: Latin Suffix: -ive (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.4.b
LANGUAGE DEVELOPMENT
Author’s Style: AnalogiesStudents recognize analogies.
Author’s Style: Analogies
Author’s Style: Analogies (RP)
STANDARDSL.6.5.b
myPerspectives ELL SupportPersonalize for Learning English Language Support: Academic Vocabulary(TE p 424)
Analyze Craft and Structure: Figurative and Technical Meanings (RP)(TE p 425)
Word Study: Latin Suffix: -ive (RP)(TE p 426)
Author’s Style: Analogies (RP)(TE p 427)
Personalize for Learning English Language Support: Using Analogies(TE p 427)
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 5, Lesson 4
Vocabulary Selection: paleontology, migrateAcademic: mention, authentic, demonstrate, fulfillment
Read Aloud, Think Aloud“Fossil Seekers”
Classroom Conversation Whole Class Discussion
Unit 5, Lesson 5
Time to Read Read Independently
VocabularyWord Study: Consonant DigraphsWord Study: Vowel Sounds in Moon and foot
Unit 5, Lesson 5
Work Time InstructionWord Study Reader: Ocean
Work Time AssignmentsWord Study: Consonant Digraphs and Vowel Sounds in Moon and foot
Unit 5, Lesson 6
Time to Read Read Independently
VocabularyOops: Prepositions with LocationWord Study: Introduce Inflected Endings –s, -ed, -ing
Unit 5, Lesson 6
Work Time InstructionReteach: Inflected Endings Work Time AssignmentsWord Study: Inflected Endings
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
DAY 11 DAY 12 DAY 13 DAY 14 DAY 15SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE pp 428
SELECTIONAnchor Textfrom A Long Way Home Saroo Brierley
SE p 429
SELECTIONAnimation All About ExplorationDara O Briain
SE pp 430-432
SELECTIONAnimation All About ExplorationDara O Briain
SE p 433
SELECTIONAnimation All About ExplorationDara O Briain
SE p 433EFFECTIVE EXPRESSION
Writing to Sources: ArgumentStudents write an argument in response to the following question: Is Saroo Brierly an explorer? Why, or why not?
Writing to Sources: Argument
Writing to Sources: Argument (RP)
STANDARDSW.6.1.a-e
EFFECTIVE EXPRESSION
Speaking and Listening: Annotated MapStudents will create and discuss an annotated map of Saroo Brierley’s hometown and the area around it.
Speaking and Listening: Annotated Map
Speaking and Listening: Annotated Map (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
SELECTION TEST
Selection Test: A Long Way Home
STANDARDSSL.6.1.a-d; SL.6.2; SL.6.5
MAKING MEANING
Media Vocabularycut-out animation; object animation; real-time animation; character design
First ReviewStudents Watch, Note, Connect, Respond as they review the media the first time.
First-Review Guide: Media-Video
Watch the Selection
Selection Audio
Animation All About Exploration
Comprehension CheckStudents complete comprehension questions.
Close ReviewStudents watch the video again and record any new observations.
Analyze the MediaStudents will respond to questions about the video, citing textual evidence.
EFFECTIVE EXPRESSION
Writing to Sources: Explanatory EssayStudents write a short essay drawing conclusions about the role of humor in the video.
Writing to Sources: Explanatory Essay
STANDARDSW.6.2.b; W.6.2.d
EFFECTIVE EXPRESSION
Speaking and Listening: Group DiscussionStudents identify serious facts and ideas presented in the video.
Speaking and Listening: Group Discussion
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
SELECTION TEST
Selection Test: Animation All About Exploration
STANDARDSSL.6.1.a; SL.6.2
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
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myPerspectives Unit Planning Guide | Grade 6
STANDARDSL.6.10
myPerspectives ELL SupportWriting to Sources:
Argument (RP)(TE p 428)
Personalize for Learning English Language SupportDefine Key Terms(TE p 428)
English Language Support Lesson: Mood (On Realize)
Speaking and Listening: Annotated Map (RP)(TE p 429)
Audio Summary
Personalize for Learning English Language SupportHumor(TE p 430)
Personalize for Learning English Language SupportDrawing Conclusions(TE p 432)
ELD Companion SupportUnit 5, Lesson 7
Vocabulary Selection: sundown, originAcademic: identify, consider, relative, exchange
Read Aloud, Think Aloud“Robots at Work”
Classroom Conversation Collaborative Discussion
Unit 5, Lesson 8
Time to Read Read Independently
VocabularyWord Study: Prepositions with LocationWord Study: Introduce Consonant Sound /j/: g, j, dge
Unit 5, Lesson 8
Work Time InstructionReteach: Consonant Sound /j/
Work Time AssignmentsWord Study: Consonant Sound /j/
Unit 5, Lesson 9
Vocabulary Selection: lot, wakeAcademic: suckered, slick, wheelie, flunk
Read Aloud, Think Aloud“Wayfarer: There is No Path” and “In This Short Life”
Classroom Conversation Small-Group Discussion
Unit 5, Lesson 10
Time to Read Read Independently
VocabularyWord Study: Inflected EndingsWord Study: Consonant Sound /j/: g, j, dge
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 16 DAY 17 DAY 18 DAY 19 DAY 20PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE pp 434-436
PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE p 437
PERFORMANCE TASK: WRITING FOCUS Write an Argument
SE pp 438-439
OVERVIEWSmall-Group Learning
SE pp 440-443
SELECTIONMission TwinpossibleTime for Kids
SE pp 444-447PERFORMANCE TASK
Write an ArgumentStudents write an argument stating and supporting a position on this question: Is exploration a courageous act that requires a unique sense of adventure? Or, is exploration so natural to human beings that anyone can be an explorer?
PreWriting/PlanningStudents write a claim, consider possible counterarguments, gather evidence and connect across texts.
DraftingStudents organize and write a first draft.
STANDARDSRI.6.8; W.6.1.a; W.6.1.b; W.6.1.e; W.6.9.b; W.6.10
LANGUAGE DEVELOPMENT
Conventions: Correcting Errors With VerbsStudents identify incorrect forms of troublesome verbs. STANDARDSL.6.1.e; L.6.4.c
PERFORMANCE TASK
RevisingStudents evaluate and revise draft utilizing peer reviews.
Editing and ProofreadingStudents edit for conventions and proofread for accuracies.
Publishing and PresentingStudents create a final version of their argument and share in small groups.
ReflectingStudents reflect on their argument.
STANDARDSW.6.1.a; W.6.1.c; W.6.1.d; W.6.5; W.6.6; L.6.1.e; L.6.3.b
Essential Question
What drives people to explore?
Small-Group Learning Strategies Prepare Participate Fully Support Others Clarify
Small-Group Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Working as a Team Take a position List your rules Apply the rules Name your group Create a communication
plan
Making a ScheduleStudents make a schedule with group for completing tasks.
Working on Group Projects Students choose specific roles for each member.
MAKING MEANING
Technical Vocabularyprogram manager; sample group; endurance test
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
Mission Twinpossible : Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
Mission Twinpossible : First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents research something that interests them from the text.
STANDARDSRI.6.10; L.6.4
myPerspectives ELL SupportPersonalize for Learning English Language Support: Irregular Verbs(TE p 437)
Audio Summary
Mission Twinpossible : Accessible Leveled Text
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 5, Lesson 10
Work Time InstructionWord Study Reader: Our National Government
Work Time AssignmentsWord Study: Inflected Endings and Consonant Sound /j/
Unit 5, Lesson 11
Time to Read Read Independently
VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Vowel Patterns augh, ough
Unit 5, Lesson 11
Work Time InstructionReteach: Vowel Patterns augh, ough
Work Time AssignmentsWord Study: Vowel Patterns augh, ough
Unit 5, Lesson 12
Vocabulary Selection: environment, ecosystemAcademic: suggest, defense, thoughts, question
Read Aloud, Think Aloud”“Earth’s Ecosystems”
Classroom Conversation Collaborative Conversation
Unit 5, Lesson 13
Time to Read Read Independently
VocabularyOops: Pronouns in Prepositional PhrasesWord Study: Introduce Multisyllabic Words
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 21 DAY 22 DAY 23 DAY 24 DAY 25SELECTION Mission TwinpossibleTime for Kids
SE pp 448-449
SELECTION Mission TwinpossibleTime for Kids
SE pp 450-451
SELECTION from Tales from the OdysseySE pp 452-454
SELECTION from Tales from the OdysseySE p 455
SELECTION from Tales from the OdysseySE pp 456-457
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
LANGUAGE DEVELOPMENT
Concept VocabularyStudents complete activities related to the Technical Vocabulary words:program manager; sample group; endurance test
Word Study: Latin Root: -dur
Concept Vocabulary and Word Study
Word Study: Latin Root: -dur (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
Analyze Craft & Structure:Determine the Central Idea: Make Inferences Students make inferences about the main idea of a paragraph.
Analyze Craft and Structure: Determine the Central Idea: Make Inferences
LANGUAGE DEVELOPMENT
Conventions: Prepositions and Prepositional PhrasesStudents locate prepositions and prepositional phrases.
Conventions: Prepositions and Prepositional Phrases
Conventions: Prepositions and Prepositional Phrases (RP)
EFFECTIVE EXPRESSION
Research: How-To-EssayStudents write a how-to essay explaining the steps in a process.
Research: How-To-Essay
Research: How-To-Essay (RP)
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
Selection Test: Mission Twinpossible
STANDARDSW.6.2.a-c; W.6.7; W.6.8
MAKING MEANING
Concept Vocabularyinvaded, violent, offended, wrath
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
from Tales From the Odyssey: Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
from Tales From the Odyssey First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the text.
Research to ExploreStudents research something that interests them from the text.
STANDARDSRL.2, RL.5, RL.10, L.4
MAKING MEANING
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities related to the Concept Vocabulary words:invaded, violent, offended, wrath
Word Study: Latin Root: vad-
Concept Vocabulary and Word Study
Word Study: Latin Root: -vad- (RP)
Word NetworkStudents add new words to their Word Network as they read texts in the unit.
STANDARDSL.6.4.b; L.6.4.d
MAKING MEANING
Analyze Craft & Structure:Comparison-and-Contrast OrganizationStudents analyze examples of comparisons and contrasts in the text.
Analyze Craft and Structure: Universal Theme
Analyze Craft and Structure: Universal Theme (RP)
LANGUAGE DEVELOPMENT
Conventions: Participles and GerundsStudents identify and label participles, gerunds, gerund phrases, and participial phrases in sentences.
Analyze Craft: Comparison-and-Contrast Organization (RP)(TE p 456)
Conventions: Participles and Gerunds (RP)(TE p 457)
STANDARDSRL.4, L.1, L.4, L.4.b, L.4.c
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportUnit 5, Lesson 13
Work Time InstructionReteach: Multisyllabic Words
Work Time AssignmentsWord Study: Multisyllabic Words
Unit 5, Lesson 14
Vocabulary Selection: tundra, wetland Academic: generally, doubled, recovered, position
Read Aloud, Think Aloud“Earth’s Ecosystems”
Classroom Conversation Collaborative Conversation
Unit 5, Lesson 15
Time to Read Read Independently
VocabularyWord Study: Vowel Patterns augh, oughWord Study: Multisyllabic Words
Unit 5, Lesson 15
Work Time InstructionWord Study Reader: Many Ways to Communicate
Work Time AssignmentsWord Study: Vowel Patterns augh, ough and Multisyllabic Words
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 26 DAY 27 DAY 28 DAY 29 DAY 30SELECTION To the Top of Everest Samantha Larson
SE pp 462-471
SELECTION To the Top of Everest Samantha Larson
SE pp 472-475
SELECTION from Lewis & ClarkNick Bertozzi
SE pp 476-482
SELECTION from Lewis & ClarkNick Bertozzi
SE p 483
SELECTION from Lewis & ClarkNick Bertozzi
SE p 483MAKING MEANING
Concept Vocabularyexpedition, trek, journeys, destination
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide: Nonfiction
Read the Selection
Selection Audio
To the Top of Everest Accessible Leveled Text
Comprehension CheckStudents complete comprehension questions.
To the Top of Everest First Read Extension Questions
Research to ClarifyStudents research one unfamiliar detail from the excerpt.
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Close Read the Text
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Analyze the Text
Concept VocabularyStudents complete activities
MAKING MEANING
Analyze Craft & Structure:Central IdeaStudents will identify a central idea.
Analyze Craft and Structure: Central Idea
Analyze Craft and Structure: Central Idea (RP)
LANGUAGE DEVELOPMENT
Conventions: Subject ComplementsStudents identify subject complements in phrases and sentences.
Conventions: Subject Complements
Conventions: Subject Complements (RP)
Selection Test: To the Top of Everest
EFFECTIVE EXPRESSION
Prepare to Compare: Comparing ArgumentsStudents compare arguments and notes.
Prepare to Compare: Comparing Arguments
Writing to Compare: Opinion EssayStudents use their notes to write an opinion essay.
Writing to Compare: Opinion Essay
STANDARDSRL.9, RI.2, RI.3, RI.10, L.1, L.4, L.4.b, L.4.c, L.4.d, W.2, W.2.b, W.9, W.9.a
MAKING MEANING
Media Vocabularypenciller; inker; letterer
Media Vocabulary
First Review Students Look, Note, Connect, Respond as they study the images.
First Review Guide: Media: Art/Photography
View the Selection
Selection Audio
from Lewis & Clark:Accessible Text
Comprehension CheckStudents complete comprehension questions.
from Lewis & Clark:First Read Extension Questions
Close ReviewStudents will revisit the graphic novel and record any new observations.
Analyze the MediaStudents will respond to questions about the graphic novel.
Media Vocabulary
STANDARDSRL.10; L.7.6
EFFECTIVE EXPRESSION
ResearchStudents write a timeline that shows the important events that happened during the Lewis and Clark expedition.
Research:Annotated Timeline
STANDARDSRI.7, W.7, W.8
EFFECTIVE EXPRESSION
Assemble and PresentAssign group members to explain the information about each event during the presentation.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSSL.2; SL.5
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myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 31 DAY 32 DAY 33 DAY 34 DAY 35PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument
SE pp 474-475
PERFORMANCE TASK: Speaking and Listening FocusPresent an Argument
SE p 475
INTRODUCE INDEPENDENT LEARNING
SE pp 476-477
INDEPENDENT LEARNING
SE pp 478-480
PERFORMANCE-BASED ASSESSMENT
SE pp 481-438PERFORMANCE TASK
Present an Argument: Students write and present an argument in the form of an advertisement that answers the question: Why should we explore new frontiers?
Plan with Your GroupStudents analyze the text, gather details and media, and organize their ideas.
Rehearse with Your GroupStudents practice the presentation, fine-tune the content, and improve their use of media.
STANDARDSW.6.1.b; W.6.4
PERFORMANCE TASK
Present and EvaluateStudents present as a group and use checklist items to evaluate.
STANDARDSSL.6.2; SL.6.4; SL.6.5; L.6.3.b
Essential QuestionWhat drives people to explore?
Independent Learning Strategies Create a Schedule Practice what you have
learned Take Notes
Independent Learning Strategies
Table of Contents PreviewPreview the selections in the unit and discuss how they relate to the EQ and unit topic.
Contents
MAKING MEANING
First Read Students Notice, Annotate, Connect, Respond as they read the selection the first time.
First-Read Guide
Close-Read Guide
Close-Read Guide
Close Read the TextStudents will review the Close Read Model and complete the close read sections in the selection.
Analyze the TextStudents will respond to questions about the text, citing textual evidence.
Quick WriteStudents write about a paragraph that grabbed their interest.
Share Your Independent LearningStudents share what they learned from independent learning with a group and reflect on how it adds to their understanding of Individualism.
Evidence LogStudents add notes and evidence that will be used to inform the Performance-Based Assessment.
STANDARDSRL.6.10; RI.6.10; SL.6.6
PERFORMANCE-BASED ASSESSMENT PREP
Review Evidence for an ArgumentStudents evaluate the strength of their evidence
Evidence Log Students add notes and evidence that will be used to inform the Performance-Based Assessment.
Writing to Sources: ArgumentStudents will write an argument to answer the following: What fuels people’s desire to explore?
Argument RubricStudents use the rubric to guide their revisions.
STANDARDSW.6.1.b; W.6.10; L.6.3.b
myPerspectives ELL Support Accessible Leveled Texts
for Independent Learning Selections (On Realize)
Personalize for Learning English Language Support: Sentence Starters(TE p 483)
Page 64 of 64
myPerspectives Unit Planning Guide | Grade 6
ELD Companion SupportTime to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
Read Aloud, Think AloudSupplemental
Time to ReadRead IndependentlyBook Club
SE: Student Edition | TE: Teacher Edition | RP: Reteach and Practice
Audio | Video| Downloadable / Printable Document | Online Assessment | EL Highlights
DAY 36PERFORMANCE-BASED ASSESSMENT
SE pp 484-485PERFORMANCE-BASED ASSESSMENT
Speaking and Listening: Oral PresentationStudents will use their essay as the foundation for a brief oral presentation.
Reflect on the UnitStudents reflect on Unit goals, learning strategies, and the text.
Reflect on the Unit
Unit Test
STANDARDSSL.6.4; SL.6.6
ELD Companion SupportTime to ReadRead IndependentlyBook Club