SSA Sixth Grade Author/Illustrator Unit of Study: Brian Pinkney
Inquiry Unit of Study/Essential Question:
-How does an author and/or illustrator reveal parts of their own story through their words and/or art? -What information does the author want us to know? -How does the author help the reader learn the information? Created by:
Date originated: May 2014
Class:
Summer School
Grade: 6
Time Frame: June-July
What do I expect students to know and do?
Standards addressed in this unit. Bold priority benchmarks that will be assessed for mastery. Literature Benchmarks: 6.4.1.1. Cite textual evidence including inferences 6.4.5.5. Analyze how text structure (sentence, chapter, scene or stanza) contributes to development of theme. 6.4.3.3. Analyze how plot unfolds and characters respond or change. 6.4.6.6./6.5.6.6 Explain how author develops point of view. 6.4.10.10 a. Self-select texts for personal enjoyment, interest, and academic tasks. Informational Benchmarks: 6.5.1.1. Cite textual evidence including inferences 6.5.2.2. Determine main idea and details that convey it; summarize objectively 6.5.3.3. Analyze how individual, event or idea is introduced, illustrated and elaborated on. Writing Benchmarks:
Learning Targets (student-friendly language):
Limit to 3-4 targets which will be assessed on benchmarks
I can explain my thinking and connect it
back to the text. I can explain how the writers choice of text structure helps me understand the content/theme. I can sustain reading zone (manage my own distractions and self-select texts at a just-right level).
I can explain my thinking and connect it
back to the text.
I can clearly communicate my thinking
6.7.4.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience. Speaking, Viewing, Listening and Media Literacy 6.9.1.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, buliding on others ideas and expressing their own clearly. Language: 6.11.5.5 Demonstrating the understanding of figurative language, word relationships and nuances in word meanings to extend word consciousness.
Concepts/Vocabulary/Enduring Understandings: Story structure
through writing.
I can clearly express my ideas.
I can actively listen to the ideas of others. I can build on the ideas of others.
Reading Zone language
Stacking your thinking Illustrator (how paired with authors, visual literacy)
How will I know they are learning it?
Formative Assessments: Independent Reading Zone chart (teacher updates in SS folder) Writing About Reading in Readers Notebook Individual Conferences Reading Zone Fluency Check Interactive Read Aloud participation Writers Talk Share out at the end of class
What will I do when they have mastered learning?
How will I know they have learned it?
Summative Assessment: Favorite book Book Talk Book Trailer (multimedia)--collaborative Scratch art/illustration--(paper from Michaels or Ginas retro idea) Skype each others classes Multiple Timeline--authors life and books/ changes in art style Author brochure Photobooth recordings of students answering a prompt
What will I do when they havent learned?
Differentiation: Providing options for students to go deeper
Strategies for Scaffolding:
Community anchor charts
Enrichments/Extensions:
Intervention:
Instructional Activities (day to day/week to week lesson planning):
*Interactive Read-aloud *Writing About Reading *Managed Independent Learning (Guided Practice, Independent Reading and Writing)