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

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ELA 2012 G6:M4:U1

Frightful’s Mountain and DDT

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 1Launching Frightful’s Mountain: Building Background Knowledge and Establishing Reading Routines

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Opening Quote: Human Needs and the Natural World (5 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Launching the Novel: Read-aloud of Chapter 1 of Frightful’s Mountain (20 minutes)

     B.  Notice and Wonders: “Frightful’s Mountain by Jean Craighead George”  Video (8 minutes)

     C.  Introducing Routines for Reading the Novel: Learning from Frightful’s Perspective (5 minutes)

3.  Closing and Assessment

     A.  Exit Ticket:  (5 minutes)

4.  Homework

     A.  Read Chapter 2, “Frightful Goes to Falcon School.” Complete the Learning from Frightful’s Perspective Chapter 2.

  • Learning from Frightful’s  Perspective: Chapter 1
  • Notice and Wonder: Response to Frightful’s  Mountain by Jean Craighead George Video
  • Think-Pair-Share

Lesson 2Close Reading and Gathering Evidence from Frightful’s Mountain and “Welcome Back”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Jigsaw of “Learning from Frightful”: Excerpts from Chapter 2 (15 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  First Read of “Welcome Back”: Read-aloud and Getting the Gist (10 minutes)

     B.  Second Read of “Welcome Back”: Understanding Author’s Focus and Finding Text-based Evidence about Peregrine Falcons and DDT (15 minutes)

3.  Closing and Assessment

     A.  Making Connections between Frightful’s Mountain, “Welcome Back,” and Rachel Carson’s Quote  (3minutes)

4.  Homework

     A.  Read Chapter 3, “The Eyases Get on Wing.” Complete Learning from Frightful’s Perspective Chapter 3.

  • Learning from Frightful’s  Perspective
  • Chapter 2: Frightful Goes to Falcon School, Peregrine Falcon Facts
  • Learning from Frightful’s Perspective: Chapter 2
  • Sticky note: Making Connections between Frightful’s Mountain and “Welcome Back”
  • Jigsaw

Lesson 3Tracing a Speaker’s Argument: John Stossel DDT Video

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Learning from Frightful’s Perspective (10 minutes)

     B.  Unpacking Learning Targets (3 minutes)

2.  Work Time

     A.  Notice and Wonder: First Viewing of “John Stossel – DDT” Video (10 minutes)

     B.  Tracing an Argument: Second Viewing of “John Stossel – DDT” Video (15 minutes)

3. Closing and Assessment

     A.  Exit Ticket: Independently Identifying  a Claim and Evidence  (7minutes)

4.  Homework

     A.  Read Chapter 4, “The Wilderness Tests the Eyases” Complete Learning from Frightful’s Perspective: Chapter 4.

  • Learning from Frightful’s Perspective: Chapter 3 (from homework)
  • Frightful’s Relationships:  Excerpts from Chapter 3
  • Tracing an Argument graphic organizer

Lesson 4Citing Evidence and Building Vocabulary: “The Exterminator”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Learning from Frightful’s Perspective (10 minutes)

     B.  Unpacking Learning Targets (3 minutes)

2.  Work Time

     A.  Exploring the Text: Text Feature Scavenger Hunt and First Read of  “The Exterminator”  (15 minutes)

     B.  Getting the Gist: Second Read of “The Exterminator” (10 minutes)

     C.  Vocabulary: Introduction to Scientific Terminology (5 minutes)

3.  Closing and Assessment

     A.  Exit Ticket: Adding Scientific Terminology to the Scientific Word Wall (3 minutes)

4.  Homework

     A.  Read Chapter 5, “Frightful Peregrinates.” Complete Learning from Frightful’s Perspective: Chapter 5.

  • Learning from Frightful’s Perspective: Chapter 4 (from homework)
  • Text Walk Scavenger Hunt recording form
  • Scientific vocabulary identified in “The Exterminator”

Lesson 5Annotating the Text and Identifying Argument, Claims, and Evidence: “Double Whammy” Excerpt from “The Exterminator”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Studying Peregrine Falcon Migration Map (15 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Getting the Gist: “Double Whammy” Excerpt from “The Exterminator” (10 minutes)

     B.  Identifying the Argument, Claims, and Evidence in “Double Whammy” Excerpt from “The Exterminator”(15 minutes)

3.  Closing and Assessment

     A.  Exit Ticket: Finding the Claim and Supporting Evidence in an Excerpt from “The Exterminator”(3 minutes)

4.  Homework

     A.  Read Chapter 6, “Frightful Finds the  Enemy.” Complete Learning from Frightful’s Perspective: Chapter 6.

  • Learning from Frightful’s Perspective: Chapter 5 (from homework)
  • Tracing an Argument graphic organizer
  • Exit Ticket: Argument, Claims, and Evidence

Lesson 6Identifying How Text Features Support Arguments: “The Exterminator”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Learning from Frightful’s Perspective (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A.  Jigsaw Groups: How Do Text Features Contribute to an Argument? (15 minutes)

     B.  Vocabulary: Categorizing Words in the Text Features of “The Exterminator” (5 minutes)

     C.  Triad Discussion: Presenting Jigsaw Findings (5 minutes)

3.  Closing and Assessment

     A. Reflecting on Learning Targets: Back-to-Back, Face-to-Face (5 minutes)

4. Homework

     A. Read Chapter 7, “Disaster Leads to Survival.” Complete Learning from Frightful’s Perspective: Chapter 7.

  • Learning from Frightful’s Perspective: Chapter 6 (from homework)
  • Sidebar “Seriously Sick” glossary
  • Sidebar “Seriously Sick” glossary
  • Sidebar task card
  • Back-to-back and Face-to-Face

Lesson 7Getting the Gist and Tracing an Argument: “Public Fear” Excerpt from “The Exterminator”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Thinking about Big Ideas: Frightful’s Mountain and Rachel Carson (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A.  Getting the Gist: “Public Fear” Excerpt from “The Exterminator” (10 minutes)

     B.  Independent Reading: Identifying Argument, Claims, and Evidence: “Public Fear” Excerpt from “The Exterminator” (15 minutes)

3. Closing and Assessment

     A. Tracing an Argument: Mix and Mingle (10 minutes)

4. Homework

     A. Reread “Double Whammy” and “Public Fear” excerpts from “The Exterminator” to review your claim and evidence annotations. Then review the Tracing an Argument graphic organizers for the “Double Whammy” and “Public Fear” excerpts.

     B. Review vocabulary (academic and domain specific).

  • Learning from Frightful’s Perspective: Chapter 7 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Tracing an Argument graphic organizer
  • Learning Target sticky notes

Lesson 8Mid-Unit Assessment: Tracing an Argument in an Article and a Video

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Unpacking Learning Targets and Assessment Prompt (5 minutes)

2. Work Time

     A.  Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: Video about DDT (17 minutes)

     B.  Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: “Rachel Carson: Sounding the Alarm on Pollution” (20 minutes)

3.  Closing and Assessment

     A.  Vocabulary: Adding Words to the Scientific Word Wall (3 minutes).

4. Homework

     A.  Read Chapter 8, “Hunger Is Frightful’s Teacher.” Complete Learning from Frightful’s Perspective: Chapter 8.

  • Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: Video about DDT
  • Mid-Unit 1 Assessment: Tracing and Evaluating an Argument: “Rachel Carson: Sounding the Alarm on Pollution”

Lesson 9Interpreting and Connecting Information: Creating a Cascading Consequence Chart Using Frightful’s Mountain

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engaging the Reader: Learning from Frightful’s Perspective (8 minutes)

     B.  Unpacking Learning Targets (2 minutes

2. Work Time

     A.  Introducing Cascading Consequences Chart: Should Sam Interact with Frightful? (20 minutes)

     B.  Preparing for a Fishbowl Discussion: Understanding Expectations and Practicing (12 minutes)       

3.  Closing and Assessment

     A.  Exit Ticket: Reflection on Learning Targets (3 minutes

4. Homework

     A.  Finish reading Chapter 9, “Frightful Finds Sam.” Complete Learning from Frightful’s Perspective: Chapter 9.

  • Learning from Frightful’s Perspective: Chapter 8 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Cascading Consequence chart for Frightful’s Mountain
  • Fishbowl

Lesson 10Using Multiple Resources of Information: Creating a Cascading Consequences Chart about DDT and Practicing a Fishbowl Discussion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Engaging the Reader: Learning From Frightful’s Perspective (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A.  Creating Cascading Consequences Charts: Using Multiple Resources about DDT (20 minutes

     B.  Fishbowl Discussion: Cascading Consequences Chart about DDT (10 minutes )

3.  Closing and Assessment

     A.  Exit Ticket (5 minutes)

4. Homework

     A.  Read Chapter 10: “There Are Eggs and Trouble.

     B.  Complete Learning from Frightful’s Perspective: Chapter 10.

  • Learning from Frightful’s Perspective: Chapter 9 (from homework)
  • Peregrine Falcon Facts anchor chart
  • Benefits of DDT and Harmful Consequences Cascading Consequences charts
  • Fishbowl Feedback checklist
  • Exit Ticket: Fishbowl Successes and Fishbowl Goals

Lesson 11Interpreting, Integrating, and Sharing Information: Using Charts and Graphs about DDT

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Engaging the Reader: Learning From Frightful’s Perspective (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A.  Interpreting Charts and Graphs to Grow Understanding: Mini Lesson (10 minutes)

     B.  Jigsaw: Interpreting Charts and Graphs to Grow

3. Closing and Assessment

     A.  Debrief: How Did the Graphic Organizer Help You Understand and Share the Information on the Charts, Graphs, Tables, and Maps? (3 minutes)

4. Homework

     A. Read Chapter 11, “The Kids Are Heard.” Complete Learning from Frightful’s  Perspective: Chapter 11

  • Learning from Frightful’s Perspective: Chapter 10 (from homework)
  • Interpreting Charts and Graphs graphic organizer
  • Benefits of DDT Cascading Consequences chart (from Lesson 10)
  • Harmful Consequences of DDT Cascading Consequences chart(from Lesson 10)

Lesson 12Interpreting, Integrating, and Sharing Information about DDT: Using Cascading Consequences and Fishbowl Protocol

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Engaging the Reader: Learning from Frightful’s Perspective (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A. Interpreting Cascading Consequences Charts (15 minutes)

     B.  Preparing for a Fishbowl Discussion (15 minutes))

3.  Closing and Assessment

     A.  Organizing Materials (5 minutes)

4. Homework

     A.   Review materials and prepare for tomorrow’s Fishbowl discussion.

     B. Make-up opportunity: Read Frightful’s Mountain through Chapter 11.

  • Learning from Frightful’s Perspective: Chapter 11 (from homework)
  • Interpretation of Benefits of DDT and Harmful Effects of DDT Cascading Consequences charts
  • Fishbowl note-catcher
  • Fishbowl

Lesson 13End of Unit Assessment: Fishbowl Discussion

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Unpacking Learning Targets (2 minutes)

     B.  Preparing for the Assessment: Select Inner and Outer Circle Students for Round 1(2 minutes)

2. Work Time

     A.  End of Unit 1 Assessment: Fishbowl Discussion: Do the Benefits of DDT Outweigh the Consequences? (36 minutes: 10 minutes for each inner-circle discussion, 2 minutes for each transition)

3.Closing and Assessment

     A. Exit Ticket: Two Stars and One Step (5 minutes)

4. Homework

     A.  Read Chapter 12: “There are Three.” Complete Learning from Frightful’s Perspective: Chapter 12.

  • End of Unit 1 Assessment: Fishbowl discussion: DDT: Do the Benefits Outweigh the Consequences?
  • Fishbowl Discussion Partner Scoring Log
  • Exit Ticket: Two Stars and One Step
  • Fishbowl

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