Grade 6 Unit 2 Belonging Page 1 of 18

Grade 6 Unit 2 Belonging

Common Core/Essential Standards

RL6.1 RL6.2 RL6.3

RL6.4 RL6.5 RL6.7

RL6.9 RI6.1 RI6.2

RI6.3 RI6.4 RI6.5

W6.2 W6.9 SL6.4

Overarching Standards

RL6.10 RI6.10 W6.10 W6.4-6 SL6.1a-d SL6.6 L6.4a-d L6.5 L6.6

Learner Objective(s) Language Objective(s)

How is a theme or central idea developed through details of a text?

How does text structure impact the development of ideas and meaning?

What is effective textual analysis for literary and informational text?

How is credible information collected and effectively used to examine, explain and inform?

Essential Questions

What does it mean to belong?

What is the impact of fitting in?

What do our differences teach us? How are differences regarded today? in the past?

How are we changed by the changes around us?

Evidence of Student Learning/Assessments Students will engage in the writing process to produce an informative/explanatory piece of writing guided

by a rubric. Students will develop their writing with strategic formatting and graphics and utilize technology by publishing their writing via Glogster, Voicethread, or other application. The teacher will determine the topic(s) based on classroom instruction and content.

Students will write literary analyses and reflections with textual evidence relating the unit theme and guiding questions to the featured text and content.

Students will engage in small group discussion and/or Paideia/Socratic seminar to apply the unit theme and guiding questions to featured text.

Students will create a product based on text for independent reading.

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FOCUS CCSS Standards Grade 6 Unit 2

RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RI6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

W6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,

comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

W6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres

[e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

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

SL6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

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Grade 6 Unit 2: Belonging

Plan with the end in mind. Consider what students will do to demonstrate their mastery of these standards by the end of the

unit, and make an incremental plan to get them there. Be strategic about instruction and pacing.

Part Suggested Instructional Sequence How does this help prepare students for the culminating task(s)?

1

Introduction Introduce theme about belonging and fitting in through word study and/or

Socratic discussion;

Poetry analysis: “Ode to Family Photographs”, “The World is Not a Pleasant Place to Be”, and “Alphabet.”

Introduce weekly book discussion

Modeling and writing poetry analyses Figurative Language Literary Elements

2 Historical perspective of belonging “Langston Terrace” and “Jeremiah’s Song” Main idea and details, author’s

influence, flashback, foreshadowing, conflict, characterization

Book Discussion 1

Literary elements and analysis Text structure Reader Response

3 Historical perspective of belonging “Jackie Robinson: Justice at Last” and “Backwoods Boy” Questioning the

Author and text structure

Book Discussion 2

Plot Analysis Focus on word choice Generating questions Comparing and Contrast

4 Natural perspective of belonging “The Old Woman Who Lived with Wolves” Conflict, predict and infer

Book Discussion 3

Inference Text structure Gleaning biographical details Modeling and practicing analyzing informational text and non-print text

5 Research and inquiry on people who made a difference

Book Discussion 4

Research Evaluating sources Avoiding plagiarism Informative/Explanatory text structure

6 Informative/Explanatory writing and writing process Students will write, revise, and edit informative/explanatory product(s).

Closure with Socratic discussion.

Development and Universality of Theme Informative/Explanatory Writing Writing Process

Culminating Tasks: Students will engage in the writing process to produce an informative/explanatory piece of writing guided by a

rubric. Students will develop their writing with strategic formatting and graphics and utilize technology by publishing their writing via Glogster, Voicethread, or other application. The teacher will determine the topic(s) based on classroom instruction and content.

Students will write literary analyses and reflections with textual evidence relating the unit theme and guiding questions to the featured text and content.

Students will engage in small group discussion and/or Paideia/Socratic seminar to apply the unit theme and guiding questions to featured text.

Students will create a product based on text for independent reading.

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Grade 6 Unit 2: Belonging Part 1 Introduction

Learning Targets: Students will be able to answer the following questions with textual evidence:

As a reader, how does textual evidence determine and clarify meaning?

How is theme developed through details of a text?

How are context clues used to determine meaning?

How does word choice affect tone, meaning and mood?

How is writing impacted by task, purpose, and audience? How do effective collaborative discussions empower readers?

Introduction/Anticipatory Activities

Suggestions for Warm-Ups or activating tasks

Quotations for periodic reflections on the unit theme to be written in the Learner Notebook. Students will capture the quotation and the speaker as well as their own thoughts on what they think the quotation means and how it relates to the featured theme. Students may refer back to their notebook entry later when asked to write literary analyses.

“Why are you trying so hard to fit in when you were born to stand out?” ― Ian Wallace

“I don't fit into any stereotypes. And I like myself that way.” ― C. JoyBell C.

“Human tragedies: We all want to be extraordinary and we all just want to fit in. Unfortunately, extraordinary people rarely fit in.” ― Sebastyne Young

“I think fitting in is highly overrated. I’d rather just fit out... Fitting out means being who you are, even when people insist that you have to change. Fitting out means taking up space, not apologizing for yourself, and not agreeing with those who seek to label you with stereotypes.” ― Golda Poretsky

“We're so quick to cut away pieces of ourselves to suit a particular relationship, a job, a circle of friends, incessantly editing who we are until we fit in.” ― Charles de Lint, Happily Ever After

“The best way to find yourself is to lose yourself in the service of others.” ― Mahatma Gandhi

“Every clique is a refuge for incompetence. It fosters corruption and disloyalty, it begets cowardice, and consequently is a burden upon and a drawback to the progress of the country. Its instincts and actions are those of the pack.” ~Madame Chiang Kai-Shek

Overview of the Unit Theme Be sure to write the unit theme “Belonging" on the board for easy reference. The activities in this unit will spiral back to this fundamental question. The guiding questions include:

What is the impact of “fitting in”?

What do our differences teach us? How are differences regarded today? in the past?

How are we changed by the changes around us? What shapes my identity?

These questions may be written somewhere in the room and students answer them based on the text with textual references, or these questions may be recorded in their Learner Notebook with a page dedicated to each question with space to record examples from the featured text. Continually return to the unit questions about belonging and allow students to relate what they have read to the guiding questions. For example: What have we learned from the characters of the featured short stories about fitting in, differences, changes, and the sense of belonging?

What does it mean to belong? to feel a part of something; feeling like you are in the right place or comfortable with the people with whom you share your life.

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Grade 6 Unit 2: Belonging Part 1 Introduction Article of the Week: Continue with the routine for Article of the Week as students are given (or choose for

themselves) rich informational text to read, annotate, and reflect by the end of the week. You will want to facilitate sharing student annotations and reflections on Fridays such as small group sharing focusing on text-based questions from the text.

***NOTE: TEACHERS SHOULD ARRANGE TO VISIT THE MEDIA CENTER EARLY IN THIS WEEK FOR STUDENTS TO CHECK OUT FICTION NOVELS. IF POSSIBLE, ARRANGE WITH

YOUR MEDIA SPECIALIST TO HAVE THESE BOOKS PULLED TO FACILITATE STUDENT SELECTION. ***

Introduce the Unit Theme To launch the unit and begin to understand what it means to belong, students will engage in word study and/or a group discussion (Socratic seminar). These activities provide a framework for students to define and explore the theme in order to make textual connections throughout the unit.

Word Study: Students will work in pairs and/or groups to create a word wall based on synonyms words related to the theme of belonging. Students will research their assigned word and create a representation of the word to share and display in class. Options for representations of the word may include Verbal-Visual Association, Frayer Model, Concept Questioning, etc.

Socratic Discussion Seminar: Provide students with questions, compelling statements, and/or quotes about belonging and fitting in. Their task will be to engage in a discussion in order to address parts of CCSS SL6.1: Engage effectively in collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Skills embedded in this standard include learning to follow rules for collegial discussions, review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. It is ideal to have students capture their learning in their Learner Notebook.

Foldable or Graphic Organizer: It may be helpful to explore the concept of belonging by considering social categories. In the Learner Notebook, students can begin to brainstorm and record explanations and examples of these categories from their own lives as well as the lives of characters and people from the text featured in this unit.

Social identities in which most people frequently anchor their sense of belonging:

Family

Friendship

Lifestyle choices

Nationality

Professional identity

Team spirit and shared interests For more information, read http://www.sirc.org/publik/Belonging.pdf

Informational Text (blogs) To further explore the unit theme, students will read informational text in the form of blogs (weblogs). See Inquire page 393 for more information about blogs. Students will read the blog post(s) guided by a Close Reading Task which includes small group discussion. (You may choose to have half the class to read one text and the other half read the second text; then compare what the two posts say about the same topic.) The purpose of this task is for students to broaden their understanding of the unit theme and begin to compare the treatment of the theme across various texts. The teacher may want to model how to compare two texts by creating a chart, and as students present their main ideas from their text (such as benefits of connection, things that hinder “fitting in”, etc.) the teacher can document how the text addresses that category of main ideas.

“Belonging vs. Fitting In” by Jenny Lind Schmitt from Psychology Today. This blog post explores the

Acceptance Acquaintance Affiliation Association Belonging Connection Fitting In Follower Friend Include Leader Member Outcast Relationship Shun

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Grade 6 Unit 2: Belonging Part 1 Introduction difference between belonging and fitting in using examples from her own experience. http://www.psychologytoday.com/blog/lifestyle-design/201012/belonging-vs-fitting-in

“Connect to Thrive” by Emma M. Seppala, Ph.D from Psychology Today. This blog post explores the research suggesting that social connection improves physical health and psychological well-being. http://www.psychologytoday.com/blog/feeling-it/201208/connect-thrive

TED video This entertaining video explores leadership and the importance of followers. It loosely connects to the theme of belonging because it explores the idea of mob mentality and joining a group. Students will view the video once and discuss the main ideas. They will view the video again to capture any connections it may have related to what has been learned about the unit theme thus far.

Derek Sivers: How to start a movement (3 min) http://www.ted.com/talks/derek_sivers_how_to_start_a_movement.html

With help from some surprising footage, Derek Sivers explains how movements really get started.

Poetry: Some people feel they belong to a place. Others feel at home in groups. Students will read poems that pertain to change and growth and think about their own sense of belonging.

“Ode to Family Photographs” by Gary Soto PH p 513

“The World is not a Pleasant Place to Be” by Nikki Giovanni PH p552

“Alphabet” by Naomi Shihab Nye PH p 613 There are three suggested poems, which may lend themselves to an instructional sequence of I do, we do, you do (teacher models the learning task, pairs engage in the learning task, then students demonstrate their skills independently.)

Additional suggestion: “Acquainted with the Night” by Robert Frost Instructional Frameworks and resources for teaching poetry according to Common Core:

How to Analyze a Poem

Georgia Heard suggests these questions to guide the reading and analysis of poetry: o What makes this a poem? o What is this poem about? o What is the poet's message? o What tools did the poet use to help show his/her meaning?

http://readingyear.blogspot.com/2011/06/georgia-heard-poetry-and-common-core.html

This instructional resource provides insight into instructional strategies for teaching poetry based on the premise that Every poem written is a metaphor for life experience. http://writingishardwork.com/2012/10/03/teaching-common-core-poetry-a-moment-of-clarity/

This poetry resource introduces an effective protocol to guide teaching poetry including multiple readings with various purposes. http://www.heinemann.com/shared/onlineresources/E02710/Introduction.pdf

Music and Lyrics:

Lyrics to “Somewhere I belong” by Linkin Park in relation to the idea of a lone wolf. http://www.youtube.com/watch?v=F4ZdAu3DUfY

Bryan Adams “This Where I Belong” from Spirit: Stallion of the Cimarron Soundtrack. http://www.youtube.com/watch?v=JcO3rS0aIko

Introduction to Weekly Book Discussions

Introduce the book discussion expectations for this unit. The unit theme of belonging will be the unifying

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Grade 6 Unit 2: Belonging Part 1 Introduction featured of the book discussions. Also review the culminating writing assignment which is a literary analysis.

There will be 4 Book Discussion Days over the course of the next five weeks. Each discussion day has questions that students will need to answer and bring to the discussion in order to be prepared to meet with their groups.

The book discussion guide contains a guide to help students figure out how many pages they need to read per night in order to complete their books on time.

It is recommended that students read at least one novel, but it is ideal for students to read two novels over the course of this unit so that they can compare author’s writing styles. Teachers can modify this requirement as needed.

Teacher should give the actual dates they have set aside for their Book Discussion Days and students should write in these dates on their handout. (It is suggested that the first Book Discussion Day should be at the end of Week 2 (Friday) and that all future discussion days are one week apart in order to give students time to complete the reading and prepare for the discussions. )

Differentiation

Anchor Activities are ongoing assignments that students can work on independently throughout a unit.

They provide curriculum-based differentiation based on choice.

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Grade 6 Unit 2: Part 2: Historical perspective of belonging

Learning Targets: Students will be able to answer the following questions with textual evidence:

How does text structure help a reader understand an author’s intent?

How is theme developed through details of a text?

How are context clues used to determine meaning?

How does word choice affect tone, meaning and mood?

How is writing impacted by task, purpose, and audience? How are characters changed as a plot moves towards resolution?

“Langston Terrace” by Eloise Greenfield PH p 434 (a biographical narrative)

Again, sometimes it is a place or location that fosters a sense of belonging. This autobiographical narrative describes growing up and experiencing a real sense of community.

Before Reading

Many images available on Google Images (search Langston Terrace). The teacher can introduce the lesson with photos of Langston Terrace and talk about how communities can—and can’t—foster a sense of belonging.

Architectural perspective of Langston Terrace, Washington, D.C. http://www.paulrwilliamsproject.org/gallery/langston-terrace-washington-dc/

During Reading

Reading Skills: Main Idea and details, author’s influence

Elicit student input for strategies on how to find the main idea of a reading selection. Have them suggest ways to capture main ideas and details and encourage them to create a note-taking tool for this short passage in their Learner Notebook. Encourage students to read and/or compare their notes in pairs or small groups.

Encourage students to note words that they do not know or are unfamiliar to them. Take time to circulate and help students use context clues or each other to clarify their understanding of these words.

After Reading Once students have an understanding of the main ideas and supporting details of the narrative, engage them in an analysis of the text. Be sure students are referencing the text in their answers. Text-Dependent Questions for “Langston Terrace”

1. What specific words convey a sense of belonging for Greenfield? 2. What words and phrases convey a sense that Langston was intended to be a temporary residence? 3. Trace the explanation beginning in paragraph 3 “I didn’t want to move…” to the end of paragraph 6

“…moved while we were at school.” How is this particular section of text different from the rest of the narrative? Why is this section important?

4. How and why does Greenfield choose to begin and end the text the way she does? 5. How do the author’s childhood experiences influence her attitude about the importance of family and

friends? 6. What questions might a reader still have?

Read the final page of text, specifically the third to the last paragraph beginning with “For us…”

What details does the author leave out regarding other feelings she had about Langston? Writing Extensions: Reader Response or connect the featured text to the unit theme and guiding questions.

How did Langston Terrace foster a sense of belonging?

How did this experience impact the author? How was she changed by this experience?

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Grade 6 Unit 2: Part 2: Historical perspective of belonging “Jeremiah’s Song” by Walter Dean Myers PH p901

Again, sometimes it is a person or group of people that fosters a sense of belonging. This story gives a historical perspective of how people influence others through their words, actions, and interests (music).

Before Reading

Many images available on Google Images (search Delta Blues). The teacher can introduce the lesson with photos of and talk about how music can—and can’t—foster a sense of belonging.

Delta Blues Museum with pictures and informational text: http://www.deltabluesmuseum.org/

During Reading

Reading Skills: This instructional sequence can be used to reinforce main Idea and details as well as teach foreshadowing, flashback, dialect, plot, and characterization.

Review/introduce the literary elements of foreshadowing, flashback, and dialect. Discuss the purpose of these tools in text.

Elicit student input for strategies on how to trace plot development of a longer work. Have them suggest ways to capture main ideas and details and encourage them to create a note-taking tool for this longer passage in their Learner Notebook. Encourage students to read and/or compare their notes in pairs or small groups.

Characterization can be traced by having students create note-taking tool to gather evidence on Ellie, the narrator, Grandpa Jeremiah, and Macon. Information collected could include: Details about the character (description and actions), what the character says and what it reveals about themselves, and what other characters say about them and what that reveals.

Encourage students to note words that they do not know or are unfamiliar to them. Take time to circulate and help students use context clues or each other to clarify their understanding of these words.

After Reading Once students have an understanding of the main ideas and supporting details of the narrative, engage them in an analysis of the text. Be sure students are referencing the text in their answers. Text-Dependent Questions for “Jeremiah’s Song”

1. What language and description is used to hint at the relationship developing between Macon and Grandpa Jeremiah?

2. What evidence is there of dialect in this reading selection and what is the purpose of it? 3. Grandpa uses the metaphor of a bridge on page 908. What is he trying to say? Why do you think he

chose the image of a bridge? 4. How does the end of the reading selection change in tone from other parts of the story?

RL6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Compare the featured text with informational text from the same time period:

PBS Blues Road Trip http://www.pbs.org/theblues/roadtrip/deltastyle.html

Biography of blues legend Muddy Waters http://www.youtube.com/watch?v=c0_eRVroLqs Writing Extensions: Reader Response or connect the featured text to the unit theme and guiding questions.

How did music foster a sense of belonging?

How did this experience impact the narrator? How is he changed by this experience?

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Grade 6 Unit 2: Part 2: Historical perspective of belonging Book Discussion #1 Book Discussion overview with Discussion Questions

Students will be directed to their discussion groups (teacher should set up each book group (5 - 7 students per group works well); students do not have to be reading the same book to be in the same group. Students will need their novel, their notes, and their Learner Notebook.

Each group will need a Discussion Leader and a Recorder. It is recommended that these roles rotate each time the group meets to give everyone an opportunity to lead. Review and even model the expectations for these roles—you can facilitate a mock discussion using one of the previous texts from this unit.

The Discussion Leader will be in charge of facilitating the discussion and the Recorder will write down the summary of the group’s discussion (there are questions for the group to answer regarding the overall theme of the discussion as well as a place for them to jot down questions or other observations/comments).

Note: Among other things, the discussion leader will be expected to ensure that members come prepared to the discussion with books and notations, make sure that every member gets opportunities to contribute by calling them by name, ask for clarification if a contribution is confusing or seemingly off topic, provide time for participants to gather their thoughts and express them, keep the discussion moving forward by reviewing the featured questions, conclude the conversation by being sure that all points have been addressed and summarized at the end.

It is suggested that students be allotted 20 minutes for group discussion.

Provide closure by 1) Celebrating the literature—ask the class to share nuggets of brilliance or a-ha’s from their discussions and 2) Celebrating the process—ask students to share what went well and what did not with the discussion process today (it is important to know how to move forward for next week’s discussion!)

Remind students of the date of the next Book Discussion Day (end of next week), and the required reading expectations for that meeting.

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Grade 6 Unit 2: Part 3: Historical perspective of belonging Learning Targets: Students will be able to answer the following questions with textual evidence:

As a reader, how does textual evidence determine and clarify meaning?

How is theme developed through details of a text?

How are context clues used to determine meaning?

How does word choice affect tone, meaning and mood?

How do words differ in literal and connotative meaning? How is writing impacted by task, purpose, and audience?

“Jackie Robinson: Justice at Last” by Geoffrey C. Ward PH p395.

Historically, people and people groups have struggled to achieve a sense of belonging in a world that was not welcoming nor accepting. The featured text focuses on civil rights in America.

Before Reading Students will want to understand the life and times of Jackie Robinson. A biography graphic organizer may help students capture information.

Jackie Robinson: A Life Story 4 min. http://www.youtube.com/watch?v=KLnP3fWh1tE Jackie Robinson: Mini Bio 3 min http://www.youtube.com/watch?v=ILIA20AqA5I

During Reading

Questioning the Author Question the Author (QtA) is a comprehension strategy that asks students to pose queries while reading a given text, helping to solidify their knowledge and challenge their understanding, rather than after reading. QtA, which is primarily used with nonfiction texts (but can be used with fiction, as well), engages students with the text to create deeper meaning by allowing students to critique the authors’ writing.

This short essay may be ideal for teaching text structure of an expository essay.

Encourage students to note words that they do not know or are unfamiliar to them. Take time to circulate and help students use context clues or each other to clarify their understanding of these words.

After Reading Review students’ questions posed to the author and then analyze the text for author’s purpose. What words and structures in the text help the authors address their purpose?

RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Compare the featured text with other genres about the same topic: o Poetry: http://www.cornerpoetry.com/poetry/cooper/jackierobinson.html o Music: http://www.baseball-almanac.com/poetry/po_jackier.shtml o Photo and poetry: http://www.betterlivingthroughbeowulf.com/?p=3640

Writing Extensions:

Reader Response or connect the featured text to the unit theme and guiding questions. o Based on Jackie Robinson’s experience, how were differences regarded in the past? How are they

regarded today? o How was Jackie Robinson changed by the world around him?

“A Leads to B” cause/effect essay on Jackie Robinson’s impact on civil rights.

Comparison/contrast essay on reading the essay and viewing similar information.

Drawing on the Strengths of a Hero—character analysis tool

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Grade 6 Unit 2: Part 3: Historical perspective of belonging “A Backwoods Boy” by Russell Freedman PH p410.

Historically, people and people groups have struggled to achieve a sense of belonging in a world that was not welcoming nor accepting. The featured text focuses on the early life of Abraham Lincoln, who challenged America’s perception of belonging.

Before Reading

Explore the meaning and connotations of “backwoods.” The word refers to a remote and sparsely populated place, but it also carries the connotation of being uncouth, rustic, without polish. Throughout the study of Abraham Lincoln, revisit how this word applies to Lincoln and how it does not—ultimately examining why the author chose this as the title of this piece. (Be sure students use textual evidence to argue whether the use of “backwoods” is an appropriate adjective for Lincoln or not.)

Students will want to understand the life and times of Abraham Lincoln. A biography graphic organizer may help students capture information.

Abraham Lincoln video from 2008 Republican National Convention. 3 min. http://www.youtube.com/watch?v=2B73vkTeL_g

During Reading

Students will capture details from the text about the life of Lincoln. They can use a biography graphic organizer or capture details in a way that makes sense to them.

Questioning the Author Question the Author (QtA) is a comprehension strategy that asks students to pose queries while reading a given text, helping to solidify their knowledge and challenge their understanding, rather than after reading. QtA, which is primarily used with nonfiction texts (but can be used with fiction, as well), engages students with the text to create deeper meaning by allowing students to critique the authors’ writing.

Take time to revisit the concept of text structure so that students can discern how the author wrote this piece and compare it to the other historical text previously read. teaching text structure .

Encourage students to note words that they do not know or are unfamiliar to them. Take time to circulate and help students use context clues or each other to clarify their understanding of these words.

After Reading

Revisit the use of the adjective “backwoods” and facilitate an analysis of its use (using textual evidence to support claims.)

Compare the featured text with other genres about the same topic: o Photos of Abraham Lincoln http://www.biography.com/people/abraham-lincoln-9382540/photos o Famous “Letter to Mrs. Bixby” reveals the character of Abraham Lincoln.

http://showcase.netins.net/web/creative/lincoln/speeches/bixby.htm o Poetry written by Abraham Lincoln about his childhood

http://showcase.netins.net/web/creative/lincoln/speeches/poetry.htm o Lincoln’s Letter to his Son’s Teacher (begs the question of how did Lincoln himself learn these character

traits.) http://www.wanderings.net/notebook/Main/AbrahamLincolnLetterSonsTeacher

Writing Extensions:

Reader Response or connect the featured text to the unit theme and guiding questions. o Based on Lincoln’s experience, how were differences regarded in the past? How are they regarded

today? o How was Abraham Lincoln changed by the world around him?

“You Should Know” writing exercise

Drawing on the Strengths of a Hero—character analysis tool

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Grade 6 Unit 2: Part 3: Historical perspective of belonging Book Discussion #2 Book Discussion overview with Discussion Questions

Students will be directed to their discussion groups (teacher should set up each book group (5 - 7 students per group works well); students do not have to be reading the same book to be in the same group. Students will need their novel, their notes, and their Learner Notebook.

Each group will need a Discussion Leader and a Recorder. It is recommended that these roles rotate each time the group meets to give everyone an opportunity to lead. Review and even model the expectations for these roles—you can facilitate a mock discussion using one of the previous texts from this unit.

The Discussion Leader will be in charge of facilitating the discussion and the Recorder will write down the summary of the group’s discussion (there are questions for the group to answer regarding the overall theme of the discussion as well as a place for them to jot down questions or other observations/comments).

Note: Among other things, the discussion leader will be expected to ensure that members come prepared to the discussion with books and notations, make sure that every member gets opportunities to contribute by calling them by name, ask for clarification if a contribution is confusing or seemingly off topic, provide time for participants to gather their thoughts and express them, keep the discussion moving forward by reviewing the featured questions, conclude the conversation by being sure that all points have been addressed and summarized at the end.

It is suggested that students be allotted 20 minutes for group discussion.

Provide closure by 1) Celebrating the literature—ask the class to share nuggets of brilliance or a-ha’s from their discussions and 2) Celebrating the process—ask students to share what went well and what did not with the discussion process today (it is important to know how to move forward for next week’s discussion!)

Remind students of the date of the next Book Discussion Day (end of next week), and the required reading expectations for that meeting.

Grade 6 Unit 2 Belonging Page 14 of 18

Grade 6 Unit 2: Part 4: Natural perspective of belonging

Learning Targets: Students will be able to answer the following questions with textual evidence:

How is theme developed through details of a text?

How are context clues used to determine meaning?

How does word choice affect tone, meaning and mood?

How is writing impacted by task, purpose, and audience? How does the structure of a story (narrative) engage the reader?

***NOTE: TEACHERS SHOULD ARRANGE TO VISIT THE MEDIA CENTER FOR NEXT WEEK FOR STUDENTS TO ENGAGE IN RESEARCH ON PEOPLE WHO MADE A DIFFERENCE. IF POSSIBLE, ARRANGE WITH

YOUR MEDIA SPECIALIST TO HAVE THESE BOOKS PULLED TO FACILITATE STUDENT SELECTION. ***

“The Old Woman Who Lived With the Wolves” by Chief Luther Standing Bear PH p217.

People sometimes experience a sense of belonging where it is most unexpected, and sometimes a sense of belonging comes from nature.

Before Reading Students will need to understand the context of this story by knowing more about the Sioux people and the nature of wolf packs. These resources may be delivered through learning centers and students capture what they learn about wolves and Native Americans in order to compare their findings with information gleaned from the featured story.

National Geographic: Information on wolves: http://animals.nationalgeographic.com/animals/mammals/wolf/

Animal Planet information on Wolf Pack mentality http://animals.howstuffworks.com/mammals/wolf-pack-mentality1.htm

Body Language of Dogs: example of mentor text with graphics http://www.hssv.org/docs/behavior/dog_body_language.pdf

Wolf Safety in Alaska: a guide to living safely in wolf country http://www.adfg.alaska.gov/static/species/livingwithwildlife/pdfs/living_in_wolf_country.pdf

The Sioux People in pictures 3 min http://www.youtube.com/watch?v=SahuxxnN-2M

During Reading

Review the reading skill of inferring and provide a context for students to record inferences they make during the reading of the featured text. Predict and Infer

This text is also suited to teach the concept of conflict as the main character struggles against nature.

Encourage students to note words that they do not know or are unfamiliar to them. Take time to circulate and help students use context clues or each other to clarify their understanding of these words.

After Reading RL6.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Students will review the featured text and compare it to the informational text about wolves introduced in the beginning. How do the details in the story compare and align with the facts about wolves?

Compare the featured text with other genres about the same topic:

Wolves and Native American culture: http://www.indians.org/articles/timber-wolves.html

Writing Extensions:

Reader Response or connect the featured text to the unit theme and guiding questions. o What is the impact of Marpiyawin “fitting in” with the wolves? o What do our differences teach us? What was learned in the featured story? o How are we changed by the changes around us?

Grade 6 Unit 2 Belonging Page 15 of 18

Grade 6 Unit 2: Part 4: Natural perspective of belonging “Would You Rather” comparison/contrast essay.

Construct an argument for helping wolves using textual evidence.

Movie Trailer.

Book Discussion #3 Book Discussion overview with Discussion Questions

Students will be directed to their discussion groups (teacher should set up each book group (5 - 7 students per group works well); students do not have to be reading the same book to be in the same group. Students will need their novel, their notes, and their Learner Notebook.

Each group will need a Discussion Leader and a Recorder. It is recommended that these roles rotate each time the group meets to give everyone an opportunity to lead. Review and even model the expectations for these roles—you can facilitate a mock discussion using one of the previous texts from this unit.

The Discussion Leader will be in charge of facilitating the discussion and the Recorder will write down the summary of the group’s discussion (there are questions for the group to answer regarding the overall theme of the discussion as well as a place for them to jot down questions or other observations/comments).

Note: Among other things, the discussion leader will be expected to ensure that members come prepared to the discussion with books and notations, make sure that every member gets opportunities to contribute by calling them by name, ask for clarification if a contribution is confusing or seemingly off topic, provide time for participants to gather their thoughts and express them, keep the discussion moving forward by reviewing the featured questions, conclude the conversation by being sure that all points have been addressed and summarized at the end.

It is suggested that students be allotted 20 minutes for group discussion.

Provide closure by 1) Celebrating the literature—ask the class to share nuggets of brilliance or a-ha’s from their discussions and 2) Celebrating the process—ask students to share what went well and what did not with the discussion process today (it is important to know how to move forward for next week’s discussion!)

Remind students of the date of the next Book Discussion Day (end of next week), and the required reading expectations for that meeting.

Grade 6 Unit 2 Belonging Page 16 of 18

Grade 6 Unit 2 Part 5: Research and Inquiry

Learning Targets: Students will be able to answer the following questions with textual evidence:

How do we know if a source is credible?

How do I avoid plagiarism when writing about research?

How is theme developed through details of a text?

How does word choice affect tone, meaning and mood? How is writing impacted by task, purpose, and audience?

Research on People who made a Difference Throughout history, people have made great strides towards helping create a sense of belonging. But, these people have not always been met without controversy. They had to endure conflict—some even risked their own lives—to help ensure the rights of others.

W6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Students will engage in short research to learn more about people who have made a difference in history. There are many resources for finding names and information on individuals of impact. To help students engage in inquiry and research as well as help them to write a short essay on their findings, see “Inquiry and Research.” This site also provides resources for avoiding plagiarism and evaluating resources.

People who made a difference:

http://www.biographyonline.net/people/people-who-made-a-difference.html

http://pinterest.com/kbsvisions/people-who-have-made-a-difference-in-the-world/

Book Discussion #4 Book Discussion overview with Discussion Questions

Students will be directed to their discussion groups (teacher should set up each book group (5 - 7 students per group works well); students do not have to be reading the same book to be in the same group. Students will need their novel, their notes, and their Learner Notebook.

Each group will need a Discussion Leader and a Recorder. It is recommended that these roles rotate each time the group meets to give everyone an opportunity to lead. Review and even model the expectations for these roles—you can facilitate a mock discussion using one of the previous texts from this unit.

The Discussion Leader will be in charge of facilitating the discussion and the Recorder will write down the summary of the group’s discussion (there are questions for the group to answer regarding the overall theme of the discussion as well as a place for them to jot down questions or other observations/comments).

Note: Among other things, the discussion leader will be expected to ensure that members come prepared to the discussion with books and notations, make sure that every member gets opportunities to contribute by calling them by name, ask for clarification if a contribution is confusing or seemingly off topic, provide time for participants to gather their thoughts and express them, keep the discussion moving forward by reviewing the featured questions, conclude the conversation by being sure that all points have been addressed and summarized at the end.

It is suggested that students be allotted 20 minutes for group discussion.

Provide closure by 1) Celebrating the literature—ask the class to share nuggets of brilliance or a-ha’s from their discussions and 2) Celebrating the process—ask students to share what went well and what did not with the discussion process today (it is important to know how to move forward for next week’s discussion!)

This is the last scheduled book discussion day. Students will use their notes from the discussion for upcoming writing tasks.

Grade 6 Unit 2 Belonging Page 17 of 18

Grade 6 Unit 2 Part 6: Writing and the Writing Process

Learning Targets: Students will be able to answer the following questions with textual evidence:

How does the writing process help me become a better writer?

How is theme developed through details of a text?

How is writing impacted by task, purpose, and audience? How do effective collaborative discussions empower readers?

Informative/Explanatory Writing Students will use one of the writing extensions from this unit to develop a finished product using the writing process that reflects informative/explanatory writing. They will be assessed using a rubric (or parts of the rubric.) Writing tasks from this unit that are informative/explanatory include: (See the Writing Overview for explanations of these tasks).

Week 1: Analysis of quotation(s)

Week 3: Jackie Robinson: “A Leads to B” cause/effect essay o Comparison/contrast essay o “You Should Know” essay

Week 4: “Would you Rather?”

Week 5: People who made a Difference

Editing and Revision: Guide students through the process of engaging in meaningful peer editing and actual revision. You will want to model this process using the resources provided and an essay from a student who is willing to go through the process with the teacher in front of the class.

Literary Analysis Paper Overview of Assignment Students should bring copies of their fiction novels to class with them all week; they will also need their book discussion notes to use when writing this assignment.

Students who have completed one novel should follow the assignment/rubric for Tier 1.

Students who have completed two novels should follow the assignment/rubric for Tier 2.

Teacher will go over the requirements of the analysis paper and answer any questions that students may have.

If teacher has arranged for computer lab use, students can word-process the papers or enter their text into other technology applications.

“Belonging” Writer’s Reflection on the unit theme This lesson is a wrap-up of the unit theme “belonging” and students will reflect upon what they’ve learned

over the past few weeks.

Students will review their Learner Notebook entries for Unit 2 and choose the quote that they believe best captures the theme of “belonging.”

Direct students to write down the quote on a separate sheet of paper and to cite evidence to support their response. Give examples from any of the material covered in this unit to support your answer. They may use evidence from either of their novels as well.

Students can use the same rubric from the previous paper or the one that is used for their Reader Response journals.

An alternative task involves students writing diamante poems for protagonists and antagonists. See example.

Grade 6 Unit 2 Belonging Page 18 of 18

Grade 6 Unit 2 Part 6: Writing and the Writing Process End of Unit Socratic Discussion Seminar:

Students will revisit the discussion seminar that introduced the unit. Students will be given time to reflect on the questions, compelling statements, and/or quotes about belonging and fitting in. They will come to the discussion prepared with textual evidence from the featured readings. Their task will be to engage in a discussion in order to address additional parts of CCSS SL6.1:

Engage effectively in collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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

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

Skills embedded in this standard include learning to follow rules for collegial discussions, review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. It is ideal to have students capture their learning in their Learner Notebook.

Films or film clips other than those from the school library media center must have prior approval from the principal or designee before broadcast for student viewing. Use the Film Request for Prior Approval form.

WCPSS believes that students should read from a variety of texts and encourages strong instructional decisions at the school level. Texts other than those from the district reading lists must have prior approval from the principal or designee before assigning. WCPSS defines assigned reading as any text used by the student or by the teacher in a whole class, a group within the class, a literature circle, and/or an assigned summer reading experience. Use the Text Request for Prior Approval form.