• Grade 6 English Language Arts Module #3


    Subject: English Language Arts
    Grade: 6
    Timeline: 22 Instructional Days
    [Unit/Module] Title: Community Service: Young People Can Make a Difference

    Module Overview: 
     
    During this module, students will read newspaper and magazine articles about the reasons adolescents become involved in volunteering in their community.  Students will then write a text-based informational essay that describes how young people can make a difference in their communities and their world.
     

    Module Objectives:

    After reading informational text, students will complete the module by writing an essay that describes examples of young people making a difference in and their community and addresses the question, “What are some reasons adolescents become involved in volunteering in their community?”  Students will support their discussion with evidence from the text.


     
    Focus Standards:

    RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    RI.6.2: 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.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

    • a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • c. Use appropriate transitions to clarify the relationships among ideas and concepts.
    • d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • e. Establish and maintain a formal style.
    • f. Provide a concluding statement or section that follows from the information or explanation presented.

    W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    W.6.10: Write routinely over extended time frames(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,and audiences.


     
     

     
    Concepts - Students will know:

    Literary Devices

    Literary Elements including affixes, anecdote, clarify, concrete details, convey, definitions, editorial, graphics, fact/opinion, introduce, point of view, quotations, setting 
     

    Competencies -Students will be able to:
    • Cite textual evidence
    • Determine a central idea
    • Read and comprehend literary nonfiction
    • Write informative/explanatory text
    • Produce clear and coherent writing
    • Write routinely over extended time frames

     
    Assessments:

    Scoring Elements

    Not Yet

    Approaches Expectations

    Meets Expectations

    Advanced

    1

    1.5

    2

    2.5

    3

    3.5

    4

    Focus

    Attempts to address prompt, but lacks focus or is off-task.

     

    Addresses prompt appropriately, but with a weak or uneven focus.

     

    Addresses prompt appropriately and maintains a clear, steady focus.

     

    Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

    Controlling Idea

    Attempts to establish a controlling idea, but lacks a clear purpose.

     

    Establishes a controlling idea with a general purpose.

     

    Establishes a controlling idea with a clear purpose maintained throughout the response.

     

    Establishes a strong controlling idea with a clear purpose maintained throughout the response.

    Reading/ Research

    Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted.

     

    Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted.

     

    Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted.

     

    Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted.

    Development

    Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant.

     

    Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question.

     

    Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question.

     

    Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions.

    Organization

    Attempts to organize ideas, but lacks control of structure.

     

    Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

     

    Maintains an appropriate organizational structure to address the specific requirements of the prompt.

     

    Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

    Conventions

    Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

     

    Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

     

    Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

     

    Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

    Content Understanding

    Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

     

    Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

     

    Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

     

    Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.


     
    Elements of Instruction:
     

    Skills

    Definition

    SKILL CLUSTER 1:  PREPARING FOR THE TASK

    1.  Academic Learning Behaviors (ARTS) and  Metacognitive Strategies

    Ability to recognize and demonstrate learning behaviors (ARTS) and reading strategies (Metacogntive Strategies)

    2.  Bridging Conversation

    Ability to:

    1.  connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
    2. interpret information presented in media and explain how it contributes to the topic.

    3.  Task Analysis

    Ability to understand and explain the task’s prompt and rubric. 

    4.  Project Planning

    Ability to plan so that the task is accomplished on time.

    SKILL CLUSTER 2:  READING PROCESS

    1.  Readying for Reading and Note Taking

    Ability to ready for reading by preparing a note-taking format.

    2.  Close Active Reading and Note Taking I

    Ability to:

    1.       read and comprehend purposefully; cite and record textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    2.       write routinely over an extended period of time during the note taking process.

    3.       quote or paraphrase information while avoiding plagiarism,  provide basic bibliographic information (title, author and/or link)

    3.  Close Active Reading and Note Taking II

    Ability to:

    1.       read and comprehend purposefully; cite and record textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    2.       write routinely over an extended period of time during the note taking process.

    3.       quote or paraphrase information while avoiding plagiarism.

    4.       determine the meanings of words and phrases as they are used in the text.

    5.       provide basic bibliographic information (title, author and/or link)

     

    4.  Close Active Reading and Note Taking III

    Ability to:

    1.       read and comprehend purposefully; cite and record textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    2.       write routinely over an extended period of time during the note taking process.

    3.       determine the meanings of words and phrases as they are used in the text.

    4.       determine a central idea and how it is conveyed through particular details

    5.       provide basic bibliographic information (title, author and/or link)

    6.       quote or paraphrase information while avoiding plagiarism.

    5.  Organizing Notes

    Ability to examine the topic, integrates evidence from different sources/formats, analyze and prioritize relevant content.

    SKILL CLUSTER 3:TRANSITION TO WRITING

    1.  Readying as a Writer

    Ability to

    1.       understand the descriptive text structure and informational/explanatory writing. 

    2.       apply strategies for developing an understanding of a text(s) by locating facts and phrases that identify key concepts. 

    3.       promptly reflect on these key concepts.

    2.  Bridging Conversation to Writing

    Ability to transition from reading to writing phase.

    3.  Rubric Analysis

    Ability to understand and explain the informational writing rubric.

    SKILL CLUSTER 4:  WRITING PROCESS

    1.  Initiation of Task

    Ability to introduce a focus/thesis statement that introduces the topic and is relevant to completing an informational/explanatory writing.

    2.  Planning

    Ability to:

    1. develop a line of thought and text structure appropriate and relevant to completing an informational/explanatory writing.
    2. cite references by providing basic bibliographic information for sources (title, author, link)
    3. quote or paraphrase to avoid plagiarism.

    3.  Development

    Ability to:

    1.       construct the initial draft of the introduction, body, and conclusion paragraphs which develop the topic with relevant facts, definitions, concrete details, quotations, and examples.

    2.       incorporate relevant information from multiple print and digital sources.

    3.       use transition words, phrases and clauses to clarify the relationships among ideas and concepts.

    4.  Revision

    Ability to apply revision strategies to develop and strengthen informational/explanatory writing, including line of thought, language usage, and tone as appropriate to audience and purpose.

    5.  Editing

    Ability to apply editing strategies and presentation applications using conventions of grammar, capitalization, punctuation, spelling when writing.


     
    Differentiation:
    Below are links to adapted student materials for completing this module.  
    Interdisciplinary Connections:
    Social Studies