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ELA 2012 G6:M3A:U2

Comparing Varying Points of View of the Same Topic or Event

Lesson 1Launching the Performance Task: The 1906 San Francisco Earthquake and Fire

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Launching the Research Topic: Mystery Photographs (10 minutes)

B. Reviewing Learning Target (2 minutes)

2. Work Time

A. Gathering Data from a Video (12 minutes)

B. Gathering Data from a Text (10 minutes)

C. Summing Up the Data: Explaining the Mystery Event (5 minutes)

3. Closing and Assessment

A. Introducing the Performance Task (6 minutes)

4. Homework

A. Finish reading Chapter 7 of Dragonwings, starting on page 156 with, “It was about two demon weeks after the water-pump incident.” Use evidence flags to identify three text details from the rest of Chapter 7, then answer the focus question in your structured notes using text evidence

  • KWL anchor chart

Lesson 2Introducing “Comprehending the Calamity"

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Pages 156–170 of Dragonwings (5 minutes)

B. Unpacking Learning Targets (4 minutes)

2. Work Time

A. Introducing the Earthquake Excerpt of “Comprehending the Calamity” (5 minutes)

B. Finding the Gist and Identifying Vocabulary: The Earthquake Excerpt of “Comprehending the Calamity (14 minutes)

C. Determining the Meaning of Unfamiliar Words and Phrases (7 minutes)

3. Closing and Assessment

A. Analyzing How Emma Burke Introduces, Illustrates, and Elaborates on the 1906 San Francisco Earthquake (10 minutes)

4. Homework

A. Read Dragonwings, Chapter 8:  “Earth, Wind, and Water.” Use evidence flags to identify three text details from Chapter 8, then answer the focus question in your structured notes using textual evidence

  • Structured notes
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 3Analyzing Author’s Point of View: Earthquake Excerpt of “Comprehending the Calamity”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 8 of Dragonwings (8 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Analyzing the Author’s Point of View of the Earthquake (20 minutes)

3. Closing and Assessment

A. Analyzing How the Author Conveys Her Point of View (15 minutes)

4. Homework

A. Read Dragonwings, Chapter 9: “The Dragon Wakes,” pages 189–206, stopping at, “… while Father picked up his hats, dusted them off, and set them on his head one by one.” Use evidence flags to identify three text details from Chapter 9, then answer the focus question in your structured notes using text evidence.

 

 

  • Author’s Point of View Graphic Organizer: Earthquake Excerpt

Lesson 4Finding the Gist of the Immediate Aftermath Excerpt of “Comprehending the Calamity”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: First Part of Chapter 9 of Dragonwings (7 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Finding the Gist and Identifying Vocabulary: Immediate Aftermath Excerpt of “Comprehending the Calamity” (16 minutes)

B. Determining the Meaning of Unfamiliar Words and Phrases (10 minutes)

3. Closing and Assessment

A. Analyzing How Emma Burke Introduces, Illustrates, and Elaborates on the Immediate Aftermath of the 1906 San Francisco Earthquake (10 minutes)

4. Homework

A. Read the rest of Chapter 9 (pages 207–222). Use evidence flags to identify three text details from the rest of Chapter 9, then answer the focus question in your structured notes using text evidence.

 

  • Structured notes

Lesson 5Analyzing Author’s Point of View: Immediate Aftermath Excerpt of “Comprehending the Calamity”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Second Half of Chapter 9 of Dragonwings (8 minutes)

B. Reviewing Learning Targets (2 minutes)

2. Work Time

A. Analyzing the Author’s Point of View of the Immediate Aftermath (20 minutes)

3. Closing and Assessment

A. Analyzing How the Author Conveys Her Point of View (15 minutes)

4. Homework

A. Continue Reading Dragonwings and Answer Focus Questions, using structured notes. Read pages 223–236 of Chapter 10 of Dragonwings, stopping at, “All in all, it was a fine evening and we were sorry it had to come to an end.” Use evidence flags to identify text details, then answer the focus question in your structured notes using text evidence.

 

  • Author’s Point of View Graphic Organizer: Immediate Aftermath Excerpt

Lesson 6Mid-Unit 2 Assessment: Analyzing the Author’s Point of View: Relief Camps

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: First Half of Chapter 10 of Dragonwings (8 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mid-Unit 2 Assessment Part A: Determining Word Meaning and How Ideas Are Developed (15 minutes)

B. Mid-Unit 2 Assessment Part B: Determining the Author’s Point of View and How it Is Conveyed (15 minutes)

3. Closing and Assessment

A. Self-Assessment of Learning Targets: Vote with Your Feet (5 minutes)

4. Homework

A. Read Dragonwings, Chapter 10: “Aroused,” pages 236–256, starting with, “Three days later, on a Saturday morning …” There is no new focus question for this reading.

 

  • Mid-Unit 2 Assessment Part A: Determining Word Meaning and How Ideas Are Developed
  • Mid-Unit 2 Assessment Part B: Determining the Author’s Point of View and How it Is Conveyed

Lesson 7Qualities of a Strong Literary Analysis Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: The Second Half of Chapter 10 of Dragonwings (5 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Unpacking the Prompt and Introducing the Rubric (13 minutes)

B. Reading the Model Literary Analysis for Gist (15 minutes)

C. Analyzing Content of Model Essay (5 minutes)

3. Closing and Assessment

A. Mix and Mingle: Next Steps? (5 minutes)

4. Homework

A. Read Chapter 11 of Dragonwings. Use evidence flags to identify three text details, then answer the focus question in your structured notes, using text evidence.

  • Model literary analysis annotations
  • Mix and Mingle class discussion

Lesson 8Reading for Gist and Analyzing Point of View: Moon Shadow

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: Chapter 11 of Dragonwings (6 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Analyzing the Structure of the Model Literary Analysis (10 minutes)

B. Analyzing Moon Shadow’s Point of View of the Immediate Aftermath (19 minutes)

3. Closing and Assessment

A. Triad Discussion: Similarities and Differences between the Points of View of Emma Burke and Moon Shadow (8 minutes)

4. Homework

A. Read Chapter 12 of Dragonwings and the afterword. Use evidence flags to identify three text details, then answer the focus question in your structured notes, using text evidence.

  • Structured notes
  • Qualities of a Strong Literary Analysis Essay anchor chart
  • Analyzing Moon Shadow’s Point of View of the Immediate Aftermath graphic organizer

Lesson 9Making a Claim: Emma Burke’s Point of View of the Immediate Aftermath of the Earthquake

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Receiving Feedback from Mid-Unit 2 Assessment (4 minutes)

B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Comparing Body Paragraph 1 of the Model Literary Analysis against the Rubric (6 minutes)

B.  Modeling Making an Evidence-Based Claim (8 minutes)

C.  Making an Evidence-Based Claim: Emma Burke’s Point of View of the Immediate Aftermath (16 minutes)

3.  Closing and Assessment

A.  Begin Drafting Body Paragraph 1 (9 minutes)

4.  Homework

A.  Use the resources from today’s lesson to support you in completing this draft of body paragraph 1 about Emma Burke’s point of view of the immediate aftermath of the earthquake.

  • Making a Claim Graphic Organizer: Emma Burke’s Point of View of the Immediate Aftermath
  • Draft of body paragraph 1 of literary analysis essay

Lesson 10Making a Claim: Moon Shadow’s Point of View of the Immediate Aftermath

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Comparing Body Paragraph 2 of the Model Literary Analysis against the Rubric (6 minutes)

B.  Modeling Making an Evidence-Based Claim (8 minutes)

C.  Making an Evidence-Based Claim: Moon Shadow’s Point of View of the Immediate Aftermath (20 minutes)

3.  Closing and Assessment

A.  Begin Drafting Body Paragraph 2 (9 minutes)

4.  Homework

A.  Finish drafting body paragraph 2.

B.  Use the resources from today’s lesson to support you in completing this body paragraph about Moon Shadow’s point of view of the immediate aftermath of the earthquake.

 

  • I can make a claim about Moon Shadow’s point of view of the immediate aftermath.
  • I can develop my claim using concrete details and quotations.
  • I can draft the second body paragraph of my literary analysis essay.

Lesson 11Planning for Writing: Introduction and Conclusion of a Literary Analysis Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.   Work Time

A.   Studying the Model and Drafting an Introductory Paragraph (15 minutes)

B.   Studying the Model and Drafting a Concluding Paragraph (22 minutes)

3.  Closing and Assessment

A.  Self-Assessment against the Grade 6 New York State Expository Writing Evaluation Rubric (6 minutes)

4.  Homework

A.  If you haven’t finished your draft literary analysis (introductory paragraph, two body paragraphs, and a conclusion), finish it for homework. Be prepared to hand it in at the beginning of Lesson 12.

  • First draft of literary analysis essay
  • Self-assessment against Rows 1 and 3 of Grade 6 New York State Expository Writing Rubric

 

Lesson 12Analyzing the Purpose of a Newspaper Article

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (3 minutes)

B.  Reviewing the Performance Task Prompt and Introducing the Rubric (10 minutes)

2.  Work Time

A.  Reading the Model Newspaper Article for Gist 
(14 minutes)

B.  Chalk Talk: The Purpose of a Newspaper Article 
(12 minutes)

3.  Closing and Assessment

A.  Whole Group Share (6 minutes)

4.  Homework

A.  Read your independent reading book.

  • Model newspaper article annotations
  • Team Chalk Talk chart

Lesson 13Researching Facts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Unpacking the Learning Target (3 minutes)

2. Work Time

A. Analyzing the Factual Information in the Model Newspaper Article (10 minutes)

B. Researching Facts: Part 1 of the Jigsaw (20 minutes)

3. Closing and Assessment

A. Triad Share: Part 2 of the Jigsaw (12 minutes)

4. Homework

A. Continue reading your independent reading book.

  • Researching Factual Information graphic organizer

Lesson 14End of Unit 2 Assessment: Final Literary Analysis

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Language Mini Lesson: Capitalization and Punctuation (10 minutes)

B.  Peer Critique of Draft Literary Analysis Essays (10 minutes)

3.  Closing and Assessment

A.  Writing Final Literary Analysis (23 minutes)

4.  Homework

A.  If you didn’t finish writing your final literary analysis, do so for homework. Be prepared to return it at the beginning of the next lesson.

  • End of Unit 2 Assessment: Final Draft of Literary Analysis Essay

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