Emily Meyer Unit One: Value & Beliefs

Essential Question Instructional Focus Learning Objectives

Three Weeks: Blue: Week 1 Green: Week 2 Pink: Week 3

Student-Centered Learning Targets Assessment

Where do our values and beliefs come from?

Skill: Engaged discussion Skill: Use textual evidence Skill: Inferencing Skill: Determining Importance Concept: Opinion/Personal judgments Concept: Theme/Central Idea

Students will draw inferences to understand a text. Students will understand the importance of using textual evidence to support an inference. Students will determine the main idea in a text. Students will use textual evidence to support the main ideas from a text. Students will write summary of a text. Student will determine the main idea of a text without opinion or judgment.

I can draw inferences to understand a text. I can understand the importance of using textual evidence support an inference. I can determine the main idea in a text. I can use textual evidence to support the main idea from a text. I can write a summary of a text. I can determine the main idea of a text without opinion or personal judgment. I can work collaboratively within group discussion settings. I can come to class prepared for class discussion activities.

Students will be assessed a number of ways through this unit. During the first two weeks, I will use the gradual release model to assess students understanding of inferencing and determining importance. I will have checkpoints in class and also techniques (such as double entry journals, RAFT activity, KWL) to assess their understanding. During the last week I will assess their engagement and success in discussion through cooperative based learning strategies (such as jigsaw, fishbowl, and four numbered heads).

Students will work collaboratively within Concept: Cultural group discussion settings. Perspectives/differences Students will come to class having prepared for class discussion activities.

Cornerstone Concepts and Skills

Iowa Core Standards

Concept: Fact and Opinion Concept: Authorial Intent Concept: Theme/Main Ideas Concept: What Good Readers Do Skill: Seven Comprehension strategies Skill: Monitoring understanding Skill: Summarizing Skill: Inferencing Skill: Visualizing Skill: Questioning the text Skill: Activating prior knowledge Skill: Synthesizing

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. 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. SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. o 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. o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.