ELA 2019 G6:M2:U3

Write to Inform: Problem-Solution Essay

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Analyze a Model Problem-Solution Essay
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – RI.6.2 (5 minutes) 2. Work Time A. Analyze a Model – W.6.4 (25 minutes) 3. Closing and Assessment A. Debrief: Informative Writing Checklist – W.6.2 (15 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can find the gist of a model problem-solution essay. (RI.6.2) I can determine the purpose of a model problem-solution essay. (W.6.4) I can apply my knowledge of the Painted Essay® to analyze the structure of a model problem-solution essay. (W.6.2)	Opening A: Entrance Ticket (RI.6.2) Work Time A: Annotated, color-coded Model Problem-Solution Essay (W.6.2, W.6.4, W.6.5, W.6.9b)

Lesson 2Plan a Collaborative Problem-Solution Essay
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.2 (5 minutes) 2. Work Time A. Guided Practice: Analyze a Model – W.6.5 (15 minutes) B. Group Practice: Plan a Problem-Solution Essay – W.6.2 (20 minutes) 3. Closing and Assessment A. Debrief: Informative Writing Checklist – W.6.2 (5 minutes) 4. Homework A. Plan Collaborative Problem-Solution Essay: Students work to complete their Problem-Solution Writing Planner: William. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can collaboratively plan a problem-solution essay about William. (W.6.2)	Opening A: Entrance Ticket (W.6.2, W.6.10) Work Time B: Problem-Solution Writing Planner: William (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.5, W.6.8, W.6.9b, SL.6.2, L.6.6) Homework A: Problem-Solution Writing Planner: William (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.5, W.6.8, W.6.9b, SL.6.2, L.6.6)

Lesson 3Collaborative Problem-Solution Essay: Draft Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.5 (5 minutes) 2. Work Time A. The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.6.2a (15 minutes) B. Collaborative Writing: Draft an Introduction – W.6.2a (20 minutes) 3. Closing and Assessment A. Reflect on Learning – SL.6.1 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the structure of the model essay introduction. (W.6.2a) I can determine the characteristics of an effective focus statement by analyzing the model. (W.6.2a) I can collaboratively write an introduction with a strong focus statement for a problem-solution essay about William. (W.6.2a)	Work Time A: Introduction Sentence Strips (W.6.2a) Work Time B: Draft Collaborative Introduction (RI.6.1, RI.6.7, W.6.2a, W.6.2c, W.6.2d, W.6.2e, W.6.4, W.6.5, W.6.8, W.6.9b, SL.6.2, L.6.6)

Lesson 4Collaborative Problem-Solution Essay: Draft Proof Paragraph 1
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.6.3a (5 minutes) 2. Work Time A. Analyze a Model: Proof Paragraph 1 – W.6.2b (10 minutes) B. Language Dive: Model Problem-Solution Essay: “Bridges to Prosperity,” Proof Paragraph 1 – W.6.2c (10 minutes) C. Collaborative Writing: Draft Proof Paragraph 1 – W.6.2b (15 minutes) 3. Closing and Assessment A. Debrief Collaborative Writing Process – SL.6.1b (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the structure of the model essay problem paragraph. (W.6.2b) I can collaboratively write the problem paragraph for an essay about William. (W.6.2b)	Opening A: Entrance Ticket (L.6.3a) Work Time B: Language Dive: Model Problem-Solution Essay: "Bridges to Prosperity," Proof Paragraph 1 note-catcher (RI.6.1, W.6.2b, W.6.2c, W.6.8, SL.6.1, L.6.1d, L.6.3a) Work Time C: Problem-Solution Essay Proof Paragraph 1 (RI.6.1, RI.6.7, W.6.2a, W.6.2b, W.6.2c, W.6.2d, W.6.2e, W.6.4, W.6.5, W.6.9b, SL.6.2, L.6.6)

Lesson 5Collaborative Problem-Solution Essay: Draft Proof Paragraph 2
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.6.3a (5 minutes) 2. Work Time A. Analyze a Model: Proof Paragraph 2 – W.6.2b (10 minutes) B. Collaborative Writing: Draft Proof Paragraph 2 – W.6.2b (25 minutes) 3. Closing and Assessment A. Reflect on Learning – SL.6.1 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the structure of the model essay solution paragraph. (W.6.2b) I can collaboratively write the solution paragraph for an essay about William. (W.6.2b)	Opening A: Entrance Ticket (L.6.3a) Work Time B: Problem-Solution Essay Proof Paragraph 2 (RI.6.1, RI.6.7, W.6.2a, W.6.2b, W.6.2c, W.6.2d, W.6.2e, W.6.4, W.6.5, W.6.9b, SL.6.2, L.6.3a, L.6.6)

Lesson 6Collaborative Problem-Solution Essay: Draft Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – L.6.3a (5 minutes) 2. Work Time A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.6.2f (10 minutes) B. Language Dive: Model Problem-Solution Essay: "Bridges to Prosperity," Conclusion – W.6.2f (10 minutes) C. Collaborative Writing: Draft Conclusion – W.6.2f (15 minutes) 3. Closing and Assessment A. Peer Review – SL.6.2 (5 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can analyze the structure of the model essay conclusion. (W.6.2f) I can determine the characteristics of a strong reflection by analyzing the model. (W.6.2f) I can collaboratively write a conclusion with a strong reflection for a problem-solution essay about William. (W.6.2f)	Opening A: Entrance Ticket (L.6.3a) Work Time A: Conclusion Paragraph strips (W.6.2f) Work Time C: Draft Conclusion of Problem-Solution Essay (RI.6.1, RI.6.7, W.6.2a, W.6.2b, W.6.2c, W.6.2d, W.6.2e, W.6.4, W.6.5, W.6.9b, SL.6.2, L.6.3a, L.6.6)

Lesson 7Plan a Problem-Solution Essay: Research
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.2 (5 minutes) 2. Work Time A. Independent Practice: Plan a Problem-Solution Essay – W.6.2 (30 minutes) 3. Closing and Assessment A. Peer Critique: Problem-Solution Writing Planner – SL.6.1 (10 minutes) 4. Homework A. Plan Independent Problem-Solution Essay: Students work to complete their Problem-Solution Writing Planner: Research. B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can plan a problem-solution essay about my research. (W.6.2) I can give kind, helpful, and specific feedback to my partner. (SL.6.1)	Work Time A: Problem-Solution Writing Planner: Research (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.5, W.6.8, W.6.9b, SL.6.2, L.6.6)

Lesson 8Mid-Unit 3 Assessment: Write a Problem-Solution Essay (Lessons 8-9)
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Return End of Unit 2 Assessments (10 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Write a Problem-Solution Essay (65 minutes) 3. Closing and Assessment A. Track Progress – W.6.2 (15 minutes) 4. Homework A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.	I can draft a problem and solution essay about my research. (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.8, W.6.9b, SL.6.2, L.6.6)	Opening A: Entrance Ticket Work Time A: Mid-Unit 3 Assessment (RI.6.1, RI.6.7, RI.6.10, W.6.2, W.6.4, W.6.6, W.6.8, W.6.9b, W.6.10, SL.6.2, L.6.6) Closing and Assessment A: Track Progress (W.6.2)

Lesson 10Problem-Solution Essay: Peer Critique and Revision
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.2 (5 minutes) 2. Work Time A. Peer Critique: Problem-Solution Essay – W.6.5 (20 minutes) B. Revise Problem-Solution Essay – W.6.2 (15 minutes) 3. Closing and Assessment A. Review Performance Task (5 minutes) 4. Homework A. Review Independent Research Reading Journal: Students review their journal entries in preparation for the Independent Reading Research Share in the next lesson.	I can provide kind, specific, and helpful feedback to peers. (SL.6.1) I can use feedback to revise my problem-solution essay. (W.6.2)	Opening A: Entrance Ticket (W.6.2, W.6.10) Work Time A: Peer Critique (W.6.2, W.6.5, SL.6.1) Work Time B: Revise Problem-Solution Essay (RI.6.1, RI.6.7, W.6.2, W.6.4, W.6.5, W.6.8, W.6.9b, SL.6.2, L.6.6)

Lesson 11Prepare for Performance Task: Analyze a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.10 (5 minutes) 2. Work Time A. Analyze Model Performance Task – SL.6.2 (15 minutes) B. Prepare Performance Task Visual – SL.6.5 (15 minutes) 3. Closing and Assessment A. Independent Research Reading Share – RI.6.10 (10 minutes) 4. Homework A. Solution Symposium Preparation: Students continue to prepare the graphics for their performance task visual.	I can analyze a model for characteristics of an effective performance task presentation. (SL.6.2) I can create an effective performance task presentation using visuals. (SL.6.5)	Opening A: Entrance Ticket (W.6.10) Work Time B: Performance Task Visual (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6) Closing and Assessment A: QuickWrite (W.6.10, SL.6.2) Homework A: Performance Task Visual (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6)

Lesson 12Prepare for Performance Task: Create Materials
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – SL.6.5 (5 minutes) 2. Work Time A. Prepare Performance Task Visual – SL.6.5 (30 minutes) 3. Closing and Assessment A. Peer Share: Performance Task Visual – SL.6.1c (10 minutes) 4. Homework A. Prepare Solution Symposium: Students continue to prepare the graphics and text for their performance task visual.	I can create an effective performance task presentation using visuals. (SL.6.5)	Opening A: Entrance Ticket (W.6.10, SL.6.2, SL.6.5) Work Time A: Performance Task Flip-Down Visual (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.1c, SL.6.2, SL.6.4, SL.6.5, SL.6.6) Homework A: Performance Task: Flip-Down Visual (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6)

Lesson 13Prepare for Performance Task: Rehearse and Refine
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner – W.6.10 (5 minutes) 2. Work Time A. Prepare Performance Task: Presentation Prompts – SL.6.1 (15 minutes) B. Rehearse Performance Task – SL.6.4 (20 minutes) 3. Closing and Assessment A. Share Stars – SL.6.1 (5 minutes) 4. Homework A. Prepare Solution Symposium: Students continue to prepare for and rehearse their performance task presentation.	I can respond to symposium guests' presentation prompts. (SL.6.1c) I can give kind, helpful, and specific feedback to my peers. (SL.6.1)	Opening A: Entrance Ticket (W.6.10) Work Time A: Performance Task (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6) Work Time B: Peer Critique (SL.6.1, SL.6.4, SL.6.5, SL.6.6, L.6.6) Homework A: Performance Task (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6)

Lesson 14Performance Task: Solution Symposium
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. Performance Task: Solution Symposium – SL.6.4 (30 minutes) 3. Closing and Assessment A. Prepare for End of Unit 3 Assessment – SL.6.1 (10 minutes) 4. Homework A. Prepare for End of Unit 3 Assessment: Students review their Solution Symposium note-catcher in preparation for the End of Unit 3 Assessment discussion.	I can effectively present my performance task and interact with my audience during the Solution Symposium. (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6) I can interpret information presented in diverse formats by my peers during the Solution Symposium. (SL.6.2)	Work Time A: Performance Task (RI.6.7, RI.6.10, W.6.7, W.6.8, SL.6.1, SL.6.2, SL.6.4, SL.6.5, SL.6.6) Work Time A: Solution Symposium note-catcher (RI.6.7, SL.6.1, SL.6.2)

Lesson 15End of Unit 3 Assessment: Fishbowl Discussion: Habits of Character to Solve Critical Problems
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Return Mid-Unit 3 Assessments (5 minutes) 2. Work Time A. End of Unit 3 Assessment, Part I: QuickWrite – W.6.10 (5 minutes) B. End of Unit 3 Assessment, Part II: Fishbowl Discussion – SL.6.1, SL.6.2, SL.6.6 (25 minutes) 3. Closing and Assessment A. Track Progress: Collaborative Discussion – SL.6.1 (10 minutes) 4. Homework A. None for this lesson.	I can use evidence to support my ideas during a discussion. (SL.6.1a, SL.6.2) I can follow discussion norms to have an effective text-based discussion. (SL.6.1b) I ask questions to better understand what others are saying and to explore the topic. (SL.6.1c)	Work Time A: End of Unit 3 Assessment: Fishbowl Discussion: Habits of Character to Solve Critical Problems (W.6.10, SL.6.1a, SL.6.1b, SL.6.1c, SL.6.2, SL.6.6) Closing and Assessment A: Track Progress: Collaborative Discussion (SL.6.1)

EL Education Curriculum

ELA 2019 G6:M2:U3

Write to Inform: Problem-Solution Essay

Lesson 1Analyze a Model Problem-Solution Essay

Lesson 2Plan a Collaborative Problem-Solution Essay

Lesson 3Collaborative Problem-Solution Essay: Draft Introduction

Lesson 4Collaborative Problem-Solution Essay: Draft Proof Paragraph 1

Lesson 5Collaborative Problem-Solution Essay: Draft Proof Paragraph 2

Lesson 6Collaborative Problem-Solution Essay: Draft Conclusion

Lesson 7Plan a Problem-Solution Essay: Research

Lesson 8Mid-Unit 3 Assessment: Write a Problem-Solution Essay (Lessons 8-9)

Lesson 10Problem-Solution Essay: Peer Critique and Revision

Lesson 11Prepare for Performance Task: Analyze a Model

Lesson 12Prepare for Performance Task: Create Materials

Lesson 13Prepare for Performance Task: Rehearse and Refine

Lesson 14Performance Task: Solution Symposium

Lesson 15End of Unit 3 Assessment: Fishbowl Discussion: Habits of Character to Solve Critical Problems

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