Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G6:M3B:U3

What You Need to Know When Buying Fish

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing a Model Informative Consumer Guide

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

B.  Partner Discussion: The Purpose of an Informative Consumer Guide (6 minutes)

2.  Work Time

A.  Unpacking the Prompt and Introducing the Rubric (12 minutes)

B.  Reading the Model Informative Consumer Guide (15 minutes)

3.  Closing and Assessment

A.  Analyzing Content of the Model Informative Consumer Guide (10 minutes)

4.  Homework

A.  Read up to page 97 of Chapter 7 of World without Fish. Remember to record new words on your word-catcher. Use evidence flags to gather evidence as you read to answer the focus question on your structured notes:

  • According to Mark Kurlansky, what are some solutions to the issue of fish depletion? According to Kurlansky, why won’t they work?

B.  Continue reading your independent reading book.

  • Annotations on Model informative consumer guide

Lesson 2Researching Information About Overfishing

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 7 of World without Fish (5 minutes)

B.  Unpacking the Learning Target (3 minutes)

2.  Work Time

A.  Modeling how to Fill In the Researching Graphic Organizer for a Video (15 minutes)

B.  Researching Facts: Part 1 of the Jigsaw (15 minutes)

3.  Closing and Assessment

A.  Triad Share: Part 2 of the Jigsaw (7 minutes)

4.  Homework

A.  Read the rest of Chapter 7 of World without Fish. Remember to record new words on your word-catcher. Use evidence flags to gather evidence as you read to answer the focus question on your structured notes:

  • According to Mark Kurlansky, what are some other solutions to the issue of fish depletion? According to Kurlansky, why won’t they work?

B.  Continue reading your independent reading book.

  • Structured notes: First part of Chapter 7 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 2

Lesson 3Researching Case Studies of a Depleted Fish Species

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: The Rest of Chapter 7 of World without Fish (5 minutes)

B.  Unpacking the Learning Target (3 minutes)

2.  Work Time

A.  Researching Facts: Part 1 of the Jigsaw (27 minutes)

3.  Closing and Assessment

A.  Triad Share: Part 2 of the Jigsaw (10 minutes)

4.  Homework

A.  Read Chapter 8 of World without Fish. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

  • What are the sustainable fishing methods Mark Kurlansky suggests? What makes them sustainable?

B.  Continue reading your independent reading book.

  • Structured notes: The rest of Chapter 7 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 3

Lesson 4Researching Information About Sustainable Fishing

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 8 of World without Fish (5 minutes)

B.  Unpacking the Learning Target (3 minutes)

2.  Work Time

A.  Researching Facts: Part 1 of the Jigsaw (27 minutes)

3.  Closing and Assessment

A.  Triad Share: Part 2 of the Jigsaw (10 minutes)

4.  Homework

A.  Read Chapter 11 of World without Fish to the end of page 153. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

  • According to Mark Kurlansky, what are some things that we can do to help solve the problem of fish depletion?

B.  Continue reading your independent reading book.

  • Structured notes: Chapter 8 of World without Fish (from homework)
  • Researching graphic organizer: Lesson 4

Lesson 5Mid-Unit 3 Assessment Part 1: Researching Information about Buying Fish Caught Using Sustainable Methods

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (4 minutes)

2.  Work Time

A.  Mid-Unit Assessment Part 1: Interpreting Resources (38 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Read Chapter 9 of World without Fish to the end of page 127. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

  • According to Mark Kurlansky, what is pollution doing to fish? How?

B.  Continue reading your independent reading book.

  • Mid-Unit 3 Assessment, Part 1: Researching Information about Buying Fish Caught Using Sustainable Fishing Methods

Lesson 6Mid-Unit 3 Assessment Part 2: Explaining How New Information Connects to the Topic

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking the Learning Target (2 minutes)

2.  Work Time

A.  Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to a Topic (40 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Read to the end of Chapter 9 of World without Fish. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you continue to answer the focus question on your structured notes:

  • According to Mark Kurlansky, what is pollution doing to fish? How?

B.  Continue to read your independent reading book.

  • Structured notes
  • Mid-Unit 3 Assessment, Part 2: Explaining How New Information Connects to the Topic (oral)

Lesson 7Evaluating Research

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 9 of World without Fish (10 minutes)

B.  Unpacking the Learning Target (3 minutes)

2.  Work Time

A.  Identifying Relevant and Compelling Factual Information and Quotes (22 minutes)

3.  Closing and Assessment

A.  Pair Share (10 minutes)

4.  Homework

A.  Read Chapter 10 of World without Fish. Remember to record new words on your word-catcher. As you read, mark the text with evidence flags to help you answer the focus question on your structured notes:

  • According to Mark Kurlansky, what is global warming doing to fish? How?

B.  Continue to read your independent reading book.

  • Structured notes: Chapter 9 of World without Fish (from homework)
  • Circled information and quotes on Researching graphic organizer from Lesson 2
  • Back-to-back and Face-to-Face

Lesson 8Planning Content of Informative Consumer Guide: The Issue of Overfishing and Fish Depletion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Engaging the Reader: Chapter 10 of World without Fish (5 minutes)

B.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Modeling the Quote Sandwich (8 minutes)

B.  Working on a Quote Sandwich (12 minutes)

C.  Identifying Relevant and Compelling Factual Information and Quotes (10 minutes)

3.  Closing and Assessment

A.  Pair Share (7 minutes)

 4.  Homework

A.  Using the information and quotes you have circled about a depleted fish species on your Researching graphic organizer from Lesson 3, complete the Quote Sandwich graphic organizer to plan the paragraph for your informative consumer guide. Remember that you may not be able to use all of the information and quotes you have circled, in which case you may need to reevaluate which ones you use.

B.  Continue reading your independent reading book.

  • Structured notes: Chapter 10 of World without Fish (from homework)
  • Quote Sandwich for the issue of overfishing and fish depletion
  • Circled information and quotes on Researching graphic organizer from Lesson 3

Lesson 9Planning Content of Informative Consumer Guide: Sustainable Fishing Methods

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Receiving Feedback from the Mid-Unit 3 Assessment (5 minutes)

B.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Identifying Relevant and Compelling Factual Information and Quotes (10 minutes)

B.  Working on the Quote Sandwich (10 minutes)

C.  Identifying More Relevant and Compelling Factual Information and Quotes (10 minutes)

3.  Closing and Assessment

A.  Whole Group Share (7 minutes)

 4.  Homework

A.  Review and revise (where necessary, if at all) all of your completed Quote Sandwich graphic organizers. Look at the subheadings on the model informative consumer guide and notice how they are very short and guide the consumer to understand what will follow. Think of a short subheading for each of your Quote Sandwiches that accurately represents the information you are presenting.

B.  Continue reading your independent reading book.

  • Circled information and quotes on Researching graphic organizer from Lesson 4
  • Quote Sandwich for sustainable fishing methods
  • Circled information and quotes on the graphic organizer from the Mid-Unit 3 Assessment (from Lesson 5)

Lesson 10End of Unit Assessment: Drafting the Informative Consumer Guide

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Partner Feedback: Subheadings (3 minutes)

B.  Unpacking Learning Targets (4 minutes)

2.  Work Time

A.  Language Mini Lesson: Formal Style (10 minutes)

B.  Drafting the Informative Consumer Guide (25 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  If you haven’t already done so, finish writing the content of your informative consumer guide.

B.  Continue reading your independent reading book.

  • End of Unit 3 Assessment: Draft of Written Content of Informative Consumer Guide

Lesson 11Analyzing the Features of an Informative Consumer Guide

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (3 minutes)

2.  Work Time

A.  Identifying the Features of an Informative Consumer Guide (15 minutes)

B.  Selecting Visuals for the Informative Consumer Guide (20 minutes)

3.  Closing and Assessment

A.  Pair Share (7 minutes)

4.  Homework

A.  Look at the layout of the model and consider the layout of the informative consumer guides you have studied today. Sketch out on your blank paper where you are going to record each of your paragraphs of information, subheadings, and visuals. You don’t need to actually write the paragraphs or draw the images; just draw boxes relative in size to the writing or feature to mark how everything will fit on the page.

B.  Continue reading your independent reading book.

  • Annotated informative consumer guides

Lesson 12Revising the Informative Consumer Guide: Sentence Structure, Transitions, and Works Cited

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Mini Lesson: Sentence Structure (16 minutes)

B.  Mini Lesson: Transitions (7 minutes)

C.  Writing a Works Cited List (12 minutes)

3.  Closing and Assessment

A.  Self-Assessment against the Rubric (8 minutes)

4.  Homework

A.  Continue reading your independent reading book.

  • Revised Draft of Written Content of Informative Consumer Guide
  • Self-assessment on Row 3 of the New York State Grades 6–8 Expository Writing Evaluation Rubric

Lesson 13Performance Task: Final Informative Consumer Guide

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

A.  Reviewing Formative Feedback (5 minutes)

B.  Peer Critique: Stars and Steps (10 minutes)

C.  Creating the Final Copy (25 minutes)

3.  Closing and Assessment

A.  Debrief (3 minutes)

4.  Homework

A.  Continue reading your independent reading book.

  • Performance Task: Final draft of informative consumer guide

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