Timeframe: 11 weeks Grade: 6th


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(POSSIBLE ANSWERS)




Resolution

Climax




A tornado hits and destroys everything Brian has built.



Brian is attacked by the moose.

Rising Action

Falling Action



Brian activates the transmitter; a pilot lands and finds Brian.

Brian accepts his fate and creates a life for himself by the lake.


Exposition

Brian, whose parents are divorced, is flying to see his father in the Canadian oilfields.

Brian is rescued but is never quite the same person.

Brian uses the hatchet to make fire.

Brian encounters the bear.

Triggering Action

Brian crashes in the Canadian wilderness.


Appendix C
Rubrics






4

(Above Grade Level)

3

(At Grade Level)

2

(Approaching Grade Level)

1

(Below Grade Level)

Focus/

Opinion

CCSS*:


  • W – 1a

  • W – 1b

  • W - 4

  • Responds skillfully to all parts of the prompt

  • States an argument/claim that demonstrates an insightful understanding of topic/text

  • Responds to all parts of the prompt

  • States an argument/claim that demonstrates an understanding of topic/text

  • Responds to most parts of the prompt

  • States an argument/claim that demonstrates limited understanding of topic/text

  • Responds to some or no parts of the prompt

  • Does not state a claim and/or demonstrates little to no understanding of topic


Organization

CCSS:


  • W – 1a

  • W – 1c

  • W – 1d

  • W – 4

  • Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion

  • Uses a variety of linking words, phrases, and clauses skillfully to connect reasons to argument/ claim




  • Organizes ideas and information into logical introductory, body, and concluding paragraphs

  • Uses linking words, phrases, and clauses appropriately to connect reasons to argument/ claim

  • Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion

  • Uses some linking words, phrases, or clauses to connect reasons to argument/ claim but simplistically

  • Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion

  • Uses no linking words, phrases, or clauses




Support/ Evidence

CCSS:


  • RIT – 1

  • W – 1b

  • W – 9b

  • Supports argument skillfully with substantial and relevant evidence




  • Provides insightful explanation/analysis of how evidence supports claim(s)

  • Supports argument with sufficient and relevant evidence

  • Provides clear explanation/analysis of how evidence supports claim(s)




  • Supports argument with limited and/or superficial evidence



  • Provides some explanation/analysis of how evidence supports claim(s)

  • Does not support argument with evidence and/or evidence is irrelevant or inaccurate

  • Provides no or inaccurate explanation/analysis of how evidence supports claim(s)


Language
CCSS:

  • L – 1

  • L – 2




  • Uses purposeful and varied sentence structures

  • Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance meaning

  • Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose

  • Uses correct and varied sentence structures

  • Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning

  • Uses academic and domain-specific vocabulary appropriate for the audience and purpose

  • Uses some repetitive yet correct sentence structure

  • Demonstrates some grade level appropriate conventions, but errors obscure meaning

  • Uses limited academic and/or domain-specific vocabulary for the audience and purpose

  • Does not demonstrate sentence mastery

  • Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning

  • Uses no academic or domain-specific vocabulary


Appendix D
Resources

Point of View- Informational Text

Additional Support

“Building Green” is one way to conserve natural resources and protect the environment, but it is expensive and requires dedication to change. There are other ways you can conserve energy that will result in reduced pollution, and you don’t have to move! Paying attention to the heating and cooling in your home will help conserve energy. If you turn the thermostat down in the winter and up in the summer, the result is a significant decrease in the use of electricity or gas. Even changing the temperature a few degrees will save a bundle of energy. Putting away the car keys will help conserve natural resources. Cars use gasoline, which comes from a nonrenewable resource. If you can, take a bus or train, ride a bike, or walk. Doing so will help you save money on gasoline, reduce the amount of fossil fuels you use, and help the environment by not burning those fuels. Going green is easier than you think!


Using the above text, answer the four guiding questions:

1. What main idea is the author trying to convince readers to agree with?

2. How does the author’s choice of words influence how readers think about the topic?

3. How does the author’s choice of facts or examples influence how readers think about the topic?

4. What does the author want to accomplish in this text?
Gorillas in Crisis

By Kathleen Donovan-Snavely
What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to know that these “gentle creatures of the jungle” regularly appear as the featured entrée at many a meal served near the African rainforest. That isn’t the only problem that haunts gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at risk.
1.

Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of central and West Africa. Some Africans prefer bush meat, such as gorilla, because it provides an economical source of daily protein. Poor families without the means to purchase food at the market travel a short distance to the rainforest to get bush meat. Their only expense is the cost of ammunition and the fee to rent a gun. Some of these same families raise chickens and goats, but do not eat them. Instead, they sell the animals for the cash they need for buying supplies. Africa’s population is increasing rapidly, along with its demand for bush meat. If nothing changes, primatologists fear that gorillas may become extinct in the next thirty years.


2.

Moving away from one’s childhood home sometimes leaves us longing for familiar places and traditions. Naturally, the African families who move away from their original rainforest homes struggle with these feelings of sadness and displacement. Now living in villages and cities, they eat bush meat to feel closer to the past and to their old way of life. For them, gorilla feeds the body and the soul as well. This custom brings little comfort to endangered gorillas, whose females produce only one offspring every five to seven years. It is easy to see why gorillas are being killed faster than they can reproduce.


3.

While Africans plunder the gorilla population, they are not the only ones. Over the years, their European neighbors have developed a taste for exotic bush meat as a status symbol. Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters persist in the decades-long practice of trapping young gorillas to sell to zoos and private citizens across the world. When mature members of the gorilla troop try to defend an infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this way. The international gorilla trade continues even though it is illegal, since the laws are nearly impossible to enforce. Gorilla populations continue to decline.


4.

You have heard the slogan, “Save the rainforest,” with good reason. Conservationists know that if the forest is cut down, the habitat needed to sustain countless tropical plants and animals will no longer exist. Already the loggers who harvest tropical trees have eliminated some of the bush where gorillas live, causing crowding that leads to the spread of disease. Furthermore, logging has depleted the vegetation on which gorillas depend for their daily food. Up to 70 pounds of plants and leaves are required daily for a mature gorilla’s diet. Finally, the logging roads that facilitate removal of harvested trees also enable poachers efficiently to remove freshly killed gorillas from the bush to the market for sale. Loggers are endangering the rainforest, along with its inhabitants.


5.

Most recently, a disease called Ebola fever has joined forces with hunters and loggers to further threaten the existence of gorillas. Biologists suspect that the virus was first spread across species with the help of tropical insects. Whatever its origins, we do know that the virus is now carried from gorillas to humans in a deadly cycle. Hunters contract the headache and fever when they kill and eat infected bush meat. As the disease runs its course, internal bleeding leads to death. Meanwhile, an unsuspecting hunter who seems only a bit “under the weather” may return to the bush, effectively sickening an entire troop of gorillas. Ninety percent of all gorillas that get Ebola fever die. Healthy gorillas that come into contact with diseased bodies in the bush get the disease as well. Scientists are currently researching treatments for Ebola. Since human and gorilla DNA are so similar, it is possible that a vaccine for humans will eventually help gorillas as well. Meanwhile, Ebola continues to thrive.


People once thought that gorillas were fierce, threatening animals. Today, scientists know that gorillas live peacefully in family groups. Their only enemies in the bush are people. Watch these “gentle giants of the jungle” now, while you can. Unless we work together to make sure that gorillas survive, they may disappear forever.

Cooperative Group Role Cards



Leader
Makes sure that every voice is heard
Focuses work around the learning task
Sounds bites:

Let’s hear from ________ next.

That’s interesting, but let’s get back to our task.


Recorder
Compiles group members’ ideas on collaborative graphic organizer
Writes on board for the whole class to see during presentation
Sound bites:

I think I heard you say _______; is that right?

How would you like me to write this?



Time Keeper
Encourages the group to stay on task
Announces when time is halfway through and when time is nearly up
Sound bites:

We only have five minutes left. Let’s see if we can wrap up by then.



Presenter
Presents the group’s finished work to the class
Sound bites:

How would you like this to sound?


Errand Monitor
Briefly leaves the group to get supplies or to request help from the teacher when group members agree that they do not have the resources to solve the problem.
Sound bites:

Do you think it’s time to ask the teacher for help?

I’ll get an extra graphic organizer from the shelf.





Reflective Journal Write
Time frame: (10 minutes)

Using first a person point of view (the student becomes Brian), students are to write a reflection finishing the following questions:



  1. In one sentence, write what happened in this chapter.

  2. What I experienced….

  3. What I felt….

  4. Information about my surroundings….

  5. Wildlife and/or nature I encountered….

  6. Things I’ve learned….

  7. Problems I’ve solved….

  8. The most important things I will remember….

  9. How I’ve changed….

Water Picture”

In the pond in the park
all things are doubled:
Long buildings hang and
wriggle gently. Chimneys
are bent legs bouncing
on clouds below. A flag
wags like a fishhook
down there in the sky.

The arched stone bridge


is an eye, with underlid
in the water. In its lens
dip crinkled heads with hats
that don't fall off. Dogs go by,
barking on their backs.
A baby, taken to feed the
ducks, dangles upside-down,
a pink balloon for a buoy.

Treetops deploy a haze of


cherry bloom for roots,
where birds coast belly-up
in the glass bowl of a hill;
from its bottom a bunch
of peanut-munching children
is suspended by their
sneakers, waveringly.

A swan, with twin necks


forming the figure 3,
steers between two dimpled
towers doubled. Fondly
hissing, she kisses herself,
and all the scene is troubled:
water-windows splinter,
tree-limbs tangle, the bridge
folds like a fan.

May Swenson

Retrieved from: http://www.poemhunter.com/poem/water-picture/

Desert Places”

Snow falling and night falling fast, oh, fast
In a field I looked into going past,
And the ground almost covered smooth in snow,
But a few weeds and stubble showing last.

The woods around it have it - it is theirs.


All animals are smothered in their lairs.
I am too absent-spirited to count;
The loneliness includes me unawares.

And lonely as it is, that loneliness


Will be more lonely ere it will be less -
A blanker whiteness of benighted snow
With no expression, nothing to express.

They cannot scare me with their empty spaces


Between stars - on stars where no human race is.
I have it in me so much nearer home
To scare myself with my own desert places.

Robert Frost



Retrieved from: http://www.poemhunter.com/poem/desert-places/


adapted from CCGPS 3/7/13




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