Language Arts Unit: Surviving the Elements Timeframe: 11 weeks Grade: 6th
Reading Literature Core Text: Hatchet by Gary Paulsen
Informational Core Text:
California Science, Harcourt, 6th Grade, Unit 5;
“But It’s Just a Bottle of Water…” by Lindsey May, Jessica Kotke & Charles R. Bomar from http://sciencecases.lib.buffalo.edu/cs/files/bottled_water.pdf
“Gorillas in Crisis”by Kathleen Donovan-Snavely
“It Takes All Kinds of People” from www.facingthefuture.org
Primary Reading Focus: Literary
Universal Theme: Survival
Primary Writing Focus: Argumentative
Supporting Texts:
“The View From Saturday” by E.L. Konigsburg (6th grade HM anthology)
“Battling Everest” by Michael Burgan (6th grade HM anthology)
• spiral notebooks/composition books/stapled paper to make booklets
• markers for charting
• post-it notes (to mark evidence in the text)
• manila folder (optional-to collect work during the unit)
Reading Literature Standards:
RL.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Reading Informational Text Standards:
RI.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.3: Analyze in detail how a key individual, event or idea is introduced, illustrated, and elaborated in a text.
RI.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Writing Standards:
W.1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
Supporting Standards:
RL 4,5,7,9
RI 4,5,6,7,8,9
W 3,4,5,6,8
Essential Questions
RL 1 and RI 1
In citing, what is the difference between quoting and paraphrasing?
What is an inference?
How do I make an accurate inference based on evidence in the text?
RL 2
How can I identify the central idea(s) of a text?
RL 3
How is literature explained through plot?
How is comprehension influenced by plot?
How do the characters in the story and the plot work together?
RL.6 and RI.6
How does an author develop the point of view of the narrator or speaker in a text?
RI 2
How does the author’s use of details enhance the central idea(s) in informational text?
RI 3
How are authors’ ideas developed by particular sentences, paragraphs, or larger portions of informational text?
How does the structure of informational text contribute to the development of ideas?
W 1
What makes a strong argument?
How do I determine the evidence that supports my point of view in a persuasive essay?
How do I organize my writing to best express my point of view?
Why do writers include counterarguments for their persuasive essays?
The Canadian government stopped looking for Brian and the plane two months before he was found. You think they should have kept searching. You have organized a group of Brian’s friends and relatives who feel as you do. They have asked you to present their request for an extended search to the government. You are now preparing that request and will present it at the next government meeting. State your request in the form of a claim (example: Brian’s intelligence, knowledge of basic survival skills and the rich resources in the Canadian forest all support the possibility that Brian is alive in the Canadian wilderness.)
Independently Read: “The View From Saturday” by E.L. Konigsburg (HM 6th grade anthology)
Complete a Story Map (appendix A) for the story.
Complete a Plot Map (appendix A) for the story.
Additional Teacher Resources Thematically Connected Short Text (not provided)
1. Brian’s Winter by Gary Paulsen
2. Finding Your Way Without a Map or Compass by Harold Gatty
3. “Peterson Field Guide to Animal Tracks” (online, google search)
9. http://library.thinkquest.org/J0110060 (information/activities in connection with Hatchet)
Argumentative Writing Process (W 1)
Specific instruction will need to be planned within the weeks of this unit to allow for students to learn each part of the structure of argumentative writing. Activities and CFAs have been specifically chosen to support students in identifying supporting details in a text to use while forming an argument.
Students will need plenty of opportunity to practice argumentative writing in the weeks prior to the summative writing assignment. It is highly suggested that each week you allow students to turn a discussion question into an argumentative paragraph/quick write. Students should have practice making a claim about what they have read and supporting the claim with relevant and specific details from the text. Allow students to practice using the Central Question Chart or the Argumentative Essay Organizer (appendix A) to organize their claim/support details.
Remind students that an argumentative essay is organized around an issue and a point of view. The essay begins with an introduction that draws the reader in. Explain that persuasive essay writers use the introduction to convey to readers that the issue is important. It is essential that writers reach for precise words to capture their thoughts.
While writing your introduction, include one of these leads:
Make it clear which side you support.
Begin with a quote or anecdote that draws the reader in right from the start.
Ask a thought-provoking question to get the reader thinking about the issue.
State an interesting statistic or a fact.
Start with a short, declarative sentence.
Use transition words to begin each sentence that lays out your argument and words to list reasons:
Remind students that argumentative essay writers want to convey to their audience that the ideas in their essay are important, so they reach for precise words to capture their thoughts. One way to make sure that we are writing persuasively is by choosing words that persuade. Begin a class chart of words that persuade and add to it throughout this unit. Include the following:
Important Deserve Practical
Best Benefits Perfect Solution
Effective Strong reason If…, then….
This link from teachers around Michigan is a research based unit on teaching argumentative writing. http://www.amaesd.net/media/TWP/Grade%20Level%20Teaching%20Resources/6th/Required%20Units/Argument%20Paragraph.pdf
Key Vocabulary (L.6)
The key vocabulary listed throughout this unit is not meant to be tested, nor is it meant for students to provide written definitions for each word. The key vocabulary that is listed by each chapter is there because these words may lend themselves to a quick discussion about multiple meanings, shades of meaning, context clues, and/or just may be a word that needs to be quickly fast-mapped for the students understanding. Your team will want to collaboratively decide which words you may need to spend a little more time on with class discussion, fast-mapping, multiple meaning lesson, context clue lesson, etc.
Plot Structure (RL 3; Optional Support)
Sixth graders are encountering formal plot structure for the first time in the ELA CCSS. Here are some suggestions for introducing and teaching it:
When you’re watching your favorite show on television – whether it’s The Simpsons or even American Idol – have you ever noticed how the story seems to unfold? First, you see where your story takes place and meet some main characters. Then, those characters encounter some kind of situation or problem that spurs them to action. Then, slowly as they start to face the problem, they encounter more and more difficulties, until finally their problem comes to a head and our hearts start pounding as we wait to see how the hero will work her way out of this dilemma. After that, and because it’s TV, we usually get a neat and tidy conclusion, and our hero is a winner. She has conquered her problems, and we all feel happy for her. (Again, this is assuming a Hollywood ending! Sometimes the hero can and does lose.) Not surprisingly, television producers didn’t invent this pattern for good stories. It’s actually been around as long as stories have been told. It’s a pattern called “plot structure”.
Pick a story from the list of these well-known tales: Cinderella, Goldilocks and the Three Bears, Jack and the Beanstalk, Little Red Riding Hood, The Pied Piper of Hamlin, The Three Little Pigs. With a partner, fill in the story’s plot structure, using the chart. Go for the basics without worrying if you forget some details.
Exposition-Setting (time and place) and main characters are established.
Triggering action-An event causes the conflict to spark.
Rising action-Small events build suspense and add complications to the initial conflict
Climax- The tension reaches its peak; this is often where the conflict reaches a turning point.
Falling action—Events lead to the resolution of the main conflict and to all smaller complications.
Resolution—The main conflict is finally resolved (for better or worse), and a theme emerges.
