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

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ELA 2012 G6:M4:U2

Do the Benefits of DDT Outweigh Its Harmful Consequences?

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 1Getting the Gist and Paraphrasing: “Rachel Carson: Environmentalist and Writer”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Learning from Frightful’s Perspective: Chapter 12 (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Introducing the Researcher’s Notebook (10 minutes)

     B.  Read-aloud and Getting the Gist of an Excerpt from  “Rachel Carson: Environmentalist and Writer” article (10 minutes)

     C.  Using Paraphrasing to Respond to Text-Dependent Questions about “Rachel Carson: Environmentalist and Writer” (10 minutes)

3. Closing and Assessment

     A.  Exit Ticket: Paraphrasing Information from “Rachel Carson: Environmentalist and Writer” (5 minutes)

4.  Homework

     A. Read Chapter 13, “Sam Takes Charge” and complete Learning from Frightful’s Perspective: Chapter 13.

  • Learning from Frightful’s Perspective: Chapter 12 (from homework)
  • Researcher’s notebook
  • Exit Ticket: Paraphrasing Information from “Rachel Carson: Environmentalist and Writer”

Lesson 2Applying Research Skills: “Rachel Carson: Environmentalist and Writer”

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.  Citing Our Sources (20 minutes)

    B.  Authors’ Presentation of Ideas and Information: “Rachel Carson: Environmentalist and Writer” (10 minutes)

3.  Closing and Assessment

     A.  Revisiting the “Big Idea” of the Module (5 minutes)

4.  Homework

     A.  Read Chapter 14, “Sam Battles Bird Instincts” and complete Learning from Frightful’s Perspective: Chapter 14.

  • Learning from Frightful’s Perspective: Chapter 13 (from homework)
  • Researcher’s notebook
  • Comparing and Contrasting Authors’ Presentation graphic organizer

Lesson 3Comparing an Author’s Presentation of Ideas: “Rachel Carson: Sounding the Alarm on Pollution”

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. Author’s Presentation of an Idea: “Sounding the Alarm on Pollution” (20 minutes)

     B.  Comparing and Contrasting Authors’ Presentations of an Idea: “Banning DDT” (10 minutes)

3.  Closing and Assessment

     A.  Reflecting on Learning: Group Discussion (5 minutes)

4.  Homework

     A.  Read Chapter 15, “A Pal Finds a Pal” and complete Learning from Frightful’s Perspective: Chapter 15.

  • Learning from Frightful’s Perspective: Chapter 14 (from homework)
  • Comparing and Contrasting Authors’ Presentation graphic organizer

Lesson 4Research Tasks: New Words, Relevant Information, Revision

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. Affixes: Using Prefixes and Suffixes to Determine Word Meaning (10 minutes)

     B. Reading Second Research Text (20 minutes)

3.  Closing and Assessment

     A. Refocusing Our Research Question: How Might a Text Change the Direction of Our Research? (5 minutes)

4.  Homework

     A. Read Chapter 16, “Frightful and Oksi Run the Show” and complete Learning From Frightful’s Perspective: Chapter 16.

  • Learning from Frightful’s Perspective: Chapter 15 (from homework)
  • Research vocabulary
  • Researcher’s notebook, Source 2

Lesson 5Resource Materials and Gathering Information: Reading Another “Choice” Text from the Research Folder

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.  Resources: Using Dictionaries and Thesauruses to Determine Word Meaning (10 minutes)

     B. Reading Third Research Text (20 minutes)

3.  Closing and Assessment

     A.  Debrief: Revising the Big Idea (5 minutes)

4.  Homework

    A.  Read Chapter 17: “Frightful Feels the Call of the Sky” and complete Learning from Frightful’s Perspective: Chapter 17.

  • Learning from Frightful’s Perspective: Chapter 16 (from homework)
  • Researcher’s notebook

Lesson 6Presentation of Events: Comparing Two Authors

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.  Context Clues: Reviewing Using Context Clues to Determine Word Meaning (10 minutes)

     B.  Comparing Two Authors’ Presentation of Events (20 minutes)

3.  Closing and Assessment

     A. Last Words: Any New/Interesting Ideas on Benefits and/or Consequences of Using DDT (5 minutes)

4.  Homework

     A. Read Chapter 18: “The Earth Calls Frightful” and complete Learning from Frightful’s Perspective: Chapter 18.

  • Learning from Frightful’s Perspective: Chapter 17 (from homework)
  • Research Vocabulary using context clues
  • Comparing and Contrasting Authors’ Presentation

Lesson 7Researching Digital Sources, Part 1: Guided WebQuest

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.  Researching Digital Texts: Mini Lesson (10 minutes)

    B.  Researching Digital Texts: WebQuest (20 minutes)

3.  Closing and Assessment

    A.  Exit Ticket: Using Digital Resources(5 minutes)

4.  Homework

     A.  Read Chapter 19, “Destiny is On Wing” and complete Learning From Frightful’s Perspective: Chapter 19. 

  • Learning from Frightful’s Perspective: Chapter 18 (from homework)
  • Researcher’s notebooks
  • Exit Ticket: Using Digital Resources

Lesson 8Researching Digital Sources, Part 2: Guided WebQuest

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Researching Digital Texts: WebQuest (30 minutes)

     B.  Mix and Mingle: Sharing Our Digital Learning (8 minutes)

3.  Closing and Assessment

    A. Preparing for the Mid-Unit 2 Assessment (5 minutes)

4.  Homework

    A. Review your researcher’s notebook and the Comparing and Contrasting Authors’ Presentation graphic organizer to prepare for the tasks of the Mid-Unit 2 Assessment. 

  • Learning from Frightful’s Perspective: Chapter 19 (from homework)
  • Researcher’s notebook

Lesson 9Mid-Unit Assessment Comparing and Contrasting Two Texts: Simulated Research

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 2 Assessment: Simulated Research Task: “DDT Spray Scares Mosquitoes Away, Study Finds” (15 minutes)

     B.  Mid-Unit 2 Assessment: Comparing and Contrasting Authors’ Presentation (15 minutes)

     C.  Research Vocabulary: Using Multiple Strategies to Determine the Meaning of Words (5 minutes)

3.   Closing and Assessment

     A.  Reflecting on Learning Targets (5 minutes)

4.   Homework

  • Mid-Unit 2 Assessment: Comparing and Contrasting Two Texts: Simulated Research 

Lesson 10Forming a Research-Based Claim: Cascading Consequences Chart

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Book Frenzy: Launching an Independent Reading Book (8 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Reflecting on Research: Synthesizing My Learning (12 minutes)

     B.  Cascading Consequences (18 minutes)

3.  Closing and Assessment

     A.  Exit Ticket: Share a Persuasive Piece of Evidence You Found (5 minutes)

4.  Homework

     A.  Begin your independent reading book at home. Read for 30 minutes.

  • Researcher’s notebook 
  • Harmful Consequences Cascading Consequences chart
  • Benefits of DDT Cascading Consequences chart
  • Exit Ticket: Reflecting on My Beliefs about DDT

Lesson 11Forming a Research-Based Claim: Creating Stakeholders Charts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Independent Reading (6 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2. Work Time

     A.  Where Are We Going? (5 minutes)

     B.  Mini Lesson: Who Are Stakeholders? (10 minutes)

     C. Creating a Stakeholders Impacts Chart: Who’s Affected by DDT? (15 minutes)

3.  Closing and Assessment

     A.  Where Do You Stand? Four Corners Activity (5 minutes)

     B.  Exit Ticket: Four Corners Notecard (2 minutes)

4.  Homework

     A.  Read to achieve your reading goal and complete the Reading Tracker and Reviewer’s Notes.

  • Goldilocks Rule for Choosing Books
  • Who Are Stakeholders?
  • Stakeholders Impacts chart
  • Exit Ticket: Four Corners notecard

Lesson 12Forming a Research-Based Claim: Cascading Consequences Chart

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

     A.  Independent Reading (5 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Mini Lesson: Writing a Claim and Findings (10 minutes)

     B.  Drafting a Claim and Findings (20 minutes)

3.  Closing and Assessment

     A.  Sharing and Revising Your Claim (8 minutes)

4.  Homework

     A.  Read your independent book for 30 minutes. Complete the Reading Tracker and Reviewer’s Notes.

  • Forming Evidence-Based Claims graphic organizer

Lesson 13Presenting a Research-Based Claim: Effective Speaking Techniques

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Unpacking Learning Targets (5 minutes)

     B.  Choosing a Visual: What Part of My Cascading Consequences Charts or Stakeholders Impacts Chart Best Represents My Claims? (10 minutes)

2.  Work Time

     A.  Revising the Claim and Findings (15 minutes)

     B.  Effective Speaking Techniques: Video Presentation and Critique (10 minutes)

3.  Closing and Assessment

     A.  Exit Ticket: Share Listener Feedback Back-to-Back, Face-to-Face (5 minutes)

4.  Homework

    A.  Read your independent book for 30 minutes. Add to the Reading Tracker and Reviewer’s Notes.

  • Visual Aid selected to support personal claim
  • Claim and Findings revision
  • Video Critique

Lesson 14Presenting a Research-Based Claim Visual Aid and Peer Critique

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Creating a Visual (20 minutes)  

     B.  Good Speaking Techniques: Partner Practice (20 minutes)

3.  Closing and Assessment

     A.  Exit Ticket: Preparing for My Presentation (3 minutes)

4.  Homework

     A.  Prepare for the End of Unit 2 Assessment. Finish the visual and practice the presentation.

  • Visual aid for presentation
  • Presentation notecards
  • Presenting a Claim and Findings Peer Critique form

Lesson 15End of Unit 2 Assessment: A Hosted Gallery Walk

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Prepare for the Unit 2 Assessment (5 minutes)

2.  Work Time

     A. End of Unit 2 Assessment: Hosted Gallery Walk (37 minutes)

3.  Closing and Assessment

     A.  Self-Assessing Using the Criteria List (3 minutes)

4.  Homework

     A. Read your independent reading book for 30 minutes. Complete the Reading Tracker and Reviewer’s Notes.

  • Presentation Checklist for the Gallery Walk
  • End of Unit 2 Assessment: Presenting a Claim and Findings

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