5 PRIORITY STANDARDS

Standard​: RI 6-8.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reason and evidence from claims that are not.
Brief Description: ​Evaluate and construct an argumentative piece of writing.

Objective Learning Target Differentiation Assessment

I Can identify (trace) the argument in a
text
Argumentati Highlight argumentative sentences in High Pre-
ve Writing; paragraphs to trace arguments Harder reading passage; vocabulary and Fact and opinion
evaluate and Compare and contrast argumentative vs length, a variety of passages, work page to make sure
distinguish non-argumentative articles independently they understand what
claims that Low an opinion is.
are Easier passage; content and length.
supported by whole group/teacher led. Same reading
reason. passage.
Learning Target Differentiation
I Can evaluate what the argument is saying
Identify clue words or phrases such as, “In High CFAs
my opinion...” and “I think” variety of articles to evaluate Think-Pair-Share (as
Investigate and develop their own logical independently and then compare and you go)
argument contrast with peer
Find additional sources that support their Ticket out the door
argument Low (a couple times)
whole group/teacher led
act out the passage 3min stop and jot
read aloud to whole class summary of what
 specifically directed towards one they know about the
website to find additional sources topic
additional planning time in class
List 5 things of how
to evaluate an
argument
Learning Target Differentiation Post-
I Can distinguish claims that are supported Final
by evidence by comparing them to those paper/Presentation
that aren’t
List the sources that support the claim. High
Cite evidence from additional sources to class debate
support their claim. cite multiple sources
Create a reference page citing source​s Low
cite one source

Standard: RL 7​ Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive
when they listen or watch.

Brief Description: ​Present what they have seen and heard that are different from the story they read. How are they the same?
How are they similar?

Objective Learning Target Differentiation Assessment

I can analyze a text and compare/contrast it to
a video (Wizard of Oz).
The students Success Criteria High Pre-
will be able Students use the class text and video to Students have higher level texts compare and contrast
to compare compare and contrast Low a view items on a
and contrast Students have lower level texts half sheet
their reading Learning Target Differentiation
to the I Can compare and contrast two different
viewing and versions of a story.
listening to a Success Criteria High CFAs
video Students correctly compare and contrast Students produce a written explanation Turn and talks
version of differences and similarities in a text of their of their comparisons and contrasts and Graphic organizers
the text. choosing. present it to the class.
Low
Students have graphic organizers to
help them display their findings
POST
Their written paper
with organizers

Standard​: L 6-3.a.b. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary
sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.
Brief Description: ​Grammar, varied and consistent sentences and style.

Objective Learning Target Differentiation Assessment

I Can ​use my knowledge of language when
writing and write using simple, compound,
and complex sentences.
The students Success Criteria High Pre-
will be able State why it is important to have knowledge Brainstorm areas that they think it is A short assessment
to use their of language to effectively communicate in important to have language skills on language use in
knowledge written form (email, texting, LA, Math, Science, reading, writing, etc.
of language Compare and contrast effective and Medicine, Construction, Sports, Assess while
and it’s ineffective written communication Education, News, etc.) Point out that discussing where
conventions Create/construct an email to a peer specific to language skills are important for any those skills are
when the readers interest subject area they want to be involved important
writing, Analyze peer writing using given rubric in.
speaking,
reading, and Have students compare and contrast
listening and effective and ineffective written
be able to communication (compare emails, text
vary examples, news articles, etc.)
sentence
style but Create their own meaningful email to
keeping an someone
overall style
and tone. Analyze peer writing with a rubric.

Set goals for their own language skills

and what they want to practice to
improve.

Low
Brainstorm areas that they think it is
important to have language skills
(email, texting, LA, Math, Science,
Medicine, Construction, Sports,
Education, News, etc.) Point out that
 language skills are important for any
subject area they want to be involved
in.

Have students compare and contrast

effective and ineffective written
communication (compare emails, text
examples, news articles, etc.)

Create their own meaningful email to

someone

Set goals with the teacher for their own

language skills and what they want to
practice to improve.

Learning Target Differentiation

I Can ​use my knowledge of language when
speaking
Success Criteria High CFAs
I won’t say “um” when I present Have peers tally how many times you Short writing
I can use the correct past and present tense say “um” samples through stop
I can speak clearly, maintain adequate Have other peers monitor their tense, and jot
volume, etc. when speaking volume, etc.
Have them meet in peer groups to Practice presenting
discuss their results and create goals with peers (teacher
tallying students who
Low need extra support as
they rehearse so they
 Have teacher tally, monitor, etc. and can get feedback
help them in a conference format later)

Thumbs up/down

Pair and share

Numbered Heads
Learning Target Differentiation Post-
I Can ​use my knowledge of language when Correct grammar,
reading. punctuation, etc. in
Success Criteria High their papers and
I demonstrate when to pause at different Higher level reader’s theater to help presentations
punctuation marks support fluency skills (shakespeare,
I can be expressive and change my voice for etc.)
different characters and to add dynamics to
my reading Low
I will be able to read at a good pace Use reader’s theater to help support
fluency

Standard​: RL 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
Brief Description: ​Cite evidence and understand what the text is saying.

Objective Learning Target Differentiation Assessment

I Can cite textual evidence
The students Cite sources High Pre-
will be able Quote evidence IN paper Sources cited IN papers Ask students to cite a
to cite Inference activity completed source and discuss
evidence in Low what they THINK
their At least 1 source cited and 1 quote in that means
analysis and paper
understand Inference activity completed
what the text Learning Target Differentiation
is I Can support analysis of what the text
inferring/say says using inferences drawn from the text.
ing.

SC: ​Define inferencing to a friend and draw High CFAs

conclusions based on what they article is independently writing about it Citing with a teacher
saying about being healthy
Low Pair and Share

Assistance, group discussions, LOTS of Practice citing

support sources

Peer
reviews/conferences
with teacher

Ticket out the door

with ONE site
sourced correctly
including all five
aspect) (author
name, title of work,
 date published, url,
date visited.
Post-
Final references page

Standard​: RL 6.2 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.
Brief Description: ​Determine what the text is saying and provide a summary free of bias.

Objective Learning Target Differentiation Assessment

I Can determine a central idea/theme and
how it is conveyed through the details and
provide a non-biased summary.
The students Read an article and determine the theme or High Pre-
will be able central idea Higher level reading materials, different Having a pre quiz on
to determine What details help support the central theme or reading materials what the main idea
the main idea? Identify those details. Determine the theme of a story is by using
theme of a Identify the details that support the write, hide, show
text and main theme
provide a Organize them and present them to the
summary of class
the text free Low
from Lower level reading materials, using
personal the same reading material
bias. Determine the theme
Using a graphic organizer, identify the
details that support the main theme
 Present in a small group and/or pair and
share
Learning Target Differentiation
I Can provide a summary of the text free of
bias.
Remove opinion from summary High CFAs
Understand what bias is Understand what bias is looking at Ticket out the door
Look at examples of bias in articles and news various sources Removing bias from
sources Summarize a text removing any opinion opinion activity
Higher level texts Analyzing LOTS of
Low different
Understand what bias is looking at texts/sources
various sources Stop and jot/ticket
Summarize a text removing any opinion out the door
Lower level texts
Post-
Summary
Identifying main
idea write ups
 Unit Planning Guide
Standard # 6.8 ​Trace and evaluate the argument and specific Objective (Unit) Topic:
claims in a text, distinguishing claims that are supported by reason Opinion/Argumentative Paper
and evidence from claims that are not.

WONDERS UNIT 1, WEEK 3 TIES IN WITH THIS

WONDERS UNIT 1, WEEK 6 TIES IN WITH THIS

Assessment
Pre Assessments Fact and Opinion pre quiz-distinguishing whether or
not they know what a fact/opinion is and what the
differences are.

Ongoing Assessments CFAs Pair and Shares

“Turn to your neighbor. Where have you seen an
opinion backed up with evidence? Where have you
 seen an opinion NOT backed up with evidence? Which
did you prefer?”

Tickets out the door

“What is the scariest part of presenting in front of a
class? What do you think you need to work on the most
to be ready to present?”

Stop and Jots

“Compare and contrast fact and opinion. You have 3
min. Spit out anything you can think of!”

“Brainstorm a list of topics you could choose to write

about. What are you most passionate about? What do
you think people need to know? Go!”

Tracing arguments, note taking, in articles both online

and written

Highlighting and identifying key words in articles

Thumbs Up/Down throughout

Post Assessments Paper and presentation at the end of Unit

Unit Lessons
Learning Targets DOK Level(s)

I Can identify (trace) the argument in a text

SC: Highlighting of evidence in articles 1

I Can compare and evaluate what the argument is saying

SC: Using a graphic organizer to compare and contrast 2
different articles and to take notes on the evidence either
provided or lacking

I Can distinguish claims that are supported by evidence by

comparing them to those that aren’t 3
SC: Using that organizer and the notes (from above) to decide
which are truly supported and which aren’t good sources to
keep
I Can develop a logical argument using evidence from multiple 4
sources to support my claim and create a presentation to show
my class
SC: The paper, presentation, peer reviews, and final grade

Differentiation
Low (non-negotiables) High (Extension)

Easier passage; content and length. Whole group/teacher led. Same Harder reading passage; vocabulary and length, a
reading passage. variety of passages, work independently

whole group/teacher led variety of articles to evaluate independently and then

act out the passage compare and contrast with peer
read aloud to whole class
specifically directed towards one website to find additional sources
additional planning time in class

cite one source class debate

cite multiple sources
 Planning Guide – Explicit Instruction
Standard #6.8 ​Trace and evaluate the argument and specific claims Unit Topic: ​Opinion/Argumentative Paper
in a text, distinguishing claims that are supported by reason and
evidence from claims that are not.

Learning Target (Lesson-sized Chunk Knowledge/Skills): Success Criteria: ​You will know you’re successful
I can… when you can:
I Can distinguish claims that are supported by evidence by · Identify clue words or phrases such as, “In my
comparing them to those that aren’t opinion...” and “I think”
· Investigate and develop their own logical
SC: Using a graphic organizer to compare and contrast different argument
articles and to take notes on the evidence either provided or · Find additional sources that support their
lacking and then determining which sources to keep and which to argument
not.

WONDERS UNIT 1, WEEK 6 TIES IN WITH THIS

Setting the Stage/ Learning Goal: ​Clarify what students will learn. Motivate them to want to learn.
Teacher Do: Students Do: (How will you actively engage all
How many of you have ever seen something posted online that’s not students?)
backed up by any evidence? “I don’t like that president.” “I don’t like
that movie.” Frustrating, isn’t it? Students view clip of Sing.

It’s important to backup all your claims, or opinions, with evidence. Discuss which movie review they like better and find
Why do you feel the way you do? What facts back up the way you to be more informative
feel?
Review Objective with teacher
Show students a clip of Sing.
https://www.youtube.com/watch?v=ETC85CgzTHM

If you were trying to review a movie, which of the following reviews

do you like better?

1) I didn’t like the movie at all. The actors weren’t good and I just
thought it was boring. I didn’t like the title of the movie either. Who
comes up with something like that? In my opinion, it just wasn’t a
good movie.
2) The Movie, Sing, was one of my favorites. Shakira did a
wonderful job being the “superstar” character in the film, and along
with that, they had amazing supporting actors who did the voices of
the other characters. I felt like they could have taken some of the
humor out and made it a little more serious, but the music was a
delight. The beats were uplifting and soulful and the title of the film
fit perfectly. Overall, I thought it was a pretty good film for those
reasons and would highly recommend it to a friend.
Point out the objective for the day and the success criteria attached.
Have students read it with you.

Telling and Modeling: ​Explain the New Concepts and/or Skills.

Teacher Content: (What will you explain/model?) Students Do: (How will you actively engage all
students?)
Let’s practice together in a conga line to warm up supporting our
claims with evidence. Conga line
Have students pick and share their opinions on each
Set the stage with the conga line and tell students you are going to item
present 2 ideas at a time. They have to select one and then back it up
with as much as they know about that topic. ( DIFFERENTIATE: (fingers for higher groups)
Higher students can hold up one finger when they hear someone’s
opinion and two fingers when they hear their supporting evidence)

Remind students that only one side can share at a time.

1) Pie vs cake
2) Soccer vs dancing
3) Water vs milk
4) Reading vs writing
Explain to students that now that they are done with the conga line,
and choosing between two easier things, they are going to practice Watch and Observe
identifying claims and evidence in articles written by other people.
Students participate in thumbs up/down informal
Show an example on the board where you find the opinions and assessment of objective
highlight them in one color and the evidence and highlight it in
another color. Show another example that isn’t backed up with any
evidence and point out that you can’t underline anything really.

CHECKPOINT-Reiterate the importance of backing up claims with

evidence, like students did previously in Conga line, and check in on
objective. Do a quick thumbs up/down to check for understanding.

Explain that students will be doing this on their own with their
own articles

Assess: (Check for Understanding) - How do I know they are ready to move to Guided Practice?

Ask students to turn and talk to a partner about what the next steps are. Walk the room and listen to make sure students are
comprehending. Gain their attention and have them rate 1-3 how well they understand opinions vs evidence and the task
coming up.
Guided Practice: ​Student to Teacher and Student to Student Practice

Teacher Content: Students Do: (How will you actively engage all
(What directions will you give students to practice?) students?)

Student to Teacher: Student to Teacher:

Do an example together on the board Do an example together on the board

Student to Student: Student to Student:

Students are turning and talking and checking in with/supporting Students are turning and talking and checking in
each other. with/supporting each other.

Assess: How do I know they are ready for Independent Practice?

How will I know who is ready for independent practice? Through monitoring of conversations, proximity, and
check ins throughout the lesson, I will be able to see
who is ready to move on and who isn’t

What will I do for students who need additional practice? I will provide an extra small group reteaching/practicing
based on who isn’t grasping the activity

Independent Practice: ​Students doing the task alone.

Teacher Assessment/Reteaching Student Independent Assignment

What will you be watching for during
independent practice?
Watching the students underlining and
make sure they are underlining the right
pieces with the right colors
What DOK 3 questions could you Underlining key words and phrases in texts to
ask individual students? identify the claims and evidence to back the
1) What comparisons can you claims
make between the articles?
2) Does this help you think about
how you will develop your own
logical argument?
3) What conclusions can you
draw from the articles given? What
is the writer’s opinion and how do
you know?

Supplemental Intervention/ Extension: ​Reteach, enrich, adapt text, one on one, smaller group
If students still weren’t understanding claims/evidence, I would make sure to sit with them in a small group during
rotations to reteach. I would also meet one-on-one with students who are really struggling. We meet for writing
conferences and I would do this then.
 Unit Planning Guide
Standard #​Standard: RL 7​ Compare and contrast the Objective (Unit) Topic:
experience of reading a story, drama, or poem to listening to ​The students will be able to compare and contrast their
or viewing an audio, video, or live version of the text, reading to the viewing and listening to a video version of the
including contrasting what they “see” and “hear” when text.
reading the text to what they perceive when they listen or
watch.

WONDERS- CAN BE TIED IN WITH ANY READING

SECTION.

Assessment
Pre Assessments compare and contrast a few items on a half sheet with a
graphic organizer

Ongoing Assessments CFAs Graphic organizers

Turn and talks
 conga lines

Post Assessments Their written paper with organizer for brainstorming sheet

Unit Lessons
Learning Targets DOK Level(s)

I Can​ analyze a text and compare/contrast it to a video 4

(Wizard of Oz).

SC: ​Students use the class text and video to compare and
contrast

I Can​ compare and contrast two different versions of a story.

3
SC: ​Students correctly compare and contrast differences and
similarities in a text of their choosing.

Differentiation
Low (non-negotiables) High (Extension)

They must have graphic organizers In class discussions

Partner readings and share outs Ppt or video presentation using iPads/Chromebooks
Independent readings
Whole group readings
Few independent readings
 Planning Guide – Explicit Instruction
Standard #​Standard: RL 7​ Compare and contrast the Unit Topic: Compare and Contrast text to film
experience of reading a story, drama, or poem to
listening to or viewing an audio, video, or live version of
the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive when
they listen or watch.

Learning Target (Lesson-sized Chunk Knowledge/Skills): Success Criteria: ​You will know you’re successful when
I Can​ analyze a text and compare/contrast it to a video you can: (SEE LEFT)
(Wizard of Oz).

SC: ​Students use the class text and video to compare and
contrast

Setting the Stage/ Learning Goal: I Can​ analyze a text and compare/contrast it to a video (Wizard of Oz).

Teacher Do: Students Do: (How will you actively engage all students?)

Teacher will read the Wizard of Oz book aloud to the

class.
 Students will participate in using graphic organizers while
the teacher reads aloud and will also choral read
occasionally with the teacher to practice fluency

Telling and Modeling: ​Explain the New Concepts and/or Skills.

Teacher Content: (What will you explain/model?) Students Do: (How will you actively engage all students?)

To start, teacher will show students how to properly use a The students will participate in a survey
graphic organizer on the board using another story and movie
that students know. (Find out using a survey the week Students will participate by taking turns coming up to the
beforehand to see what background knowledge the students board during the whole group instruction
have on movies and books-perhaps Harry Potter? Hunger
Games?)

TEXT CORRELATION: TIE IN WONDERS TEXTS TO

COMPARE AND CONTRAST- CAN BE USED WITH
ANY TEXTS PREVIOUSLY READ

Assess: (Check for Understanding) - How do I know they are ready to move to Guided Practice?
Turn and talks, thumbs up/down, and monitoring by proximity will be key in deciding if they are ready to move into guided
practice or not

Guided Practice: ​Student to Teacher and Student to Student Practice

Teacher Content: Students Do: (How will you actively engage all
(What directions will you give students to practice?) students?)

Student to Teacher: Students will aid teacher in filling out a Student to Teacher: (SEE LEFT)
graphic organizer as they read the story of the Wizard of Oz
and then watch the film. This lesson should be spread out over
a couple of weeks and not try to be completed in a week’s
time.

Student to Student: Student to Student: (SEE LEFT)

Students will engage with each other by having discussions,
both small group and whole group, checking in on each other’s
graphic organizers and comparing their answers together
discussing WHY or WHY THEY DIDN’T put things in their
organizers

Assess: How do I know they are ready for Independent Practice?

How will I know who is ready for independent practice? Based on the work presented in class and also through your
monitoring of the students

What will I do for students who need additional practice? For those who need additional practice, they will meet with
the TA in a small group to be instructed again and lead
through the same process. Some just need extra practice

Independent Practice: ​Students doing the task alone.

Teacher Assessment/Reteaching Student Independent Assignment

What will you be watching
for during independent
practice?
Teacher will be monitoring
students to make sure they
can independently complete
their graphic organizers and
then write a page or so
(depending on the level of
student) on how the text and
movie are the same and
different.
What DOK 3 questions could Complete their graphic organizers and papers
you ask individual students?
Have a discussion with peers to determine their findings.
1) How would you
compare the book to the
movie?
2) What conclusions have
you drawn about the
text compared to the
film?
3) When responding about
how they are the same
and different, what
evidence can you
include from the text
and/or film? Page
numbers? The time
within the film?
4) Critique both sources
and explain which is
your favorite. Why?
Supplemental Intervention/ Extension: ​Reteach, enrich, adapt text, one on one, smaller group

Optional organizer:
 Unit Planning Guide
Standard #​Standard​: L 6-3.a.b. Use knowledge of language Objective (Unit) Topic:
and its conventions when writing, speaking, reading, or ​The students will be able to use their knowledge of
listening. a. Vary sentence patterns for meaning, reader/listener language and it’s conventions when writing, speaking,
interest, and style. b. Maintain consistency in style and tone. reading, and listening and be able to vary sentence style but
keeping an overall style and tone.
WONDERS- THE WRITING SECTIONS OF WONDERS
TIES IN WITH THIS. Example in Unit 4 Week 5 on page
T#18

Assessment
Pre Assessments A short assessment on language use in reading, writing,
etc.
Assess while discussing where those skills are important

Also pull from previously written assignments to see what

students are still lacking

https://www.quia.com/quiz/2922118.html?AP_rand=49380
590

Ongoing Assessments CFAs Short writing samples through stop and jot
 Practice presenting with peers (teacher tallying students
who need extra support as they rehearse so they can get
feedback later)

Thumbs up/down

Pair and share

Numbered Heads

whole group activities on the board

Post Assessments Correct grammar, punctuation, etc. in their papers and
presentations

Unit Lessons
Learning Targets DOK Level(s)

I Can ​use my knowledge of language when writing and write 1, 3, and 4 (steps as they go)
using simple, compound, and complex sentences.

SC: ​State why it is important to have knowledge of language to

effectively communicate in written form
Compare and contrast effective and ineffective written
communication
Create/construct an email to a peer specific to the readers
interest
Complete simple, compound, and complex sentences
I Can ​use my knowledge of language when speaking (See above)

SC: ​I won’t say “um” when I present

I can use the correct past and present tense
I can speak clearly, maintain adequate volume, etc. when
speaking

I Can ​use my knowledge of language when reading. (See above)

SC: ​I demonstrate when to pause at different punctuation

marks
I can be expressive and change my voice for different
characters and to add dynamics to my reading
I will be able to read at a good pace
(FLUENCY)

Differentiation
Low (non-negotiables) High (Extension)
Brainstorm areas that they think it is important to have language
skills (email, texting, LA, Math, Science, Medicine,
Construction, Sports, Education, News, etc.) Point out that
language skills are important for any subject area they want to
be involved in.
Have students compare and contrast effective and ineffective
written communication (compare emails, text examples, news
articles, etc.)
Create their own meaningful email to someone
Set goals with the teacher for their own language skills and
what they want to practice to improve.
Have teacher tally, monitor, etc. and help them in a conference
format
Use reader’s theater to help support fluency
Brainstorm areas that they think it is important to have
language skills (email, texting, LA, Math, Science,
Medicine, Construction, Sports, Education, News, etc.)
Point out that language skills are important for any subject
area they want to be involved in.
Have students compare and contrast effective and
ineffective written communication (compare emails, text
examples, news articles, etc.)
Create their own meaningful email to someone
Analyze peer writing with a rubric.
Set goals for their own language skills and what they want
to practice to improve.
Have peers tally how many times you say “um”
Have other peers monitor their tense, volume, etc.
Have them meet in peer groups to discuss their results and
create goals
Higher level reader’s theater to help support fluency skills
(shakespeare, etc.)
 Planning Guide – Explicit Instruction
Standard #​Standard​: L 6-3.a.b. Use knowledge of language Unit Topic: Varied sentence styles, proper
and its conventions when writing, speaking, reading, or reading/listening/speaking/writing
listening. a. Vary sentence patterns for meaning, reader/listener
interest, and style. b. Maintain consistency in style and tone.

Learning Target (Lesson-sized Chunk Knowledge/Skills): Success Criteria: ​You will know you’re successful when
I Can ​use my knowledge of language when writing and write you can:
using simple, compound, and complex sentences.
(SEE LEFT)
SC: ​State why it is important to have knowledge of language
to effectively communicate in written form
Compare and contrast effective and ineffective written
communication
Create/construct an email to a peer specific to the readers
interest
Complete simple, compound, and complex sentences

Setting the Stage/ Learning Goal: I Can ​use my knowledge of language when writing and write using simple, compound,
and complex sentences.
Teacher Do:
The teacher will instruct students on what compound,
simple, and complex sentences are using the following
video.
https://www.youtube.com/watch?v=hWmKnrtlTHU
Students Do: (How will you actively engage all students?)
Instruct students to take out their notebooks. Have them
track/note what simple, compound, and complex
sentences are as they watch the following clip.

Have students turn and talk about their findings. Students turn and talk.

Telling and Modeling: ​Explain the New Concepts and/or Skills.

Teacher Content: (What will you explain/model?) Students Do: (How will you actively engage all students?)

Teacher will model on the board the differences. Teacher will Stop and jot
ask students to PICK ONE type of sentence, stop, and jot it conga line
down. Teacher will then invite students to come up into a
conga line to share what type of sentence they chose and why
they think it is that type.

Assess: (Check for Understanding) - How do I know they are ready to move to Guided Practice?
Proximity- see what students are saying and if they understand what is asked of them in identifying the different types
of sentences. If they don’t, repeat some of the instruction

Guided Practice: ​Student to Teacher and Student to Student Practice

Teacher Content: Students Do: (How will you actively engage all
(What directions will you give students to practice?) students?)

Student to Teacher: Student to Teacher: (SEE LEFT)

Teacher will explain the game
Students will be split into small teams and pull up
https://www.englishgrammar.org/simple-compound-or-comple
x-sentence/
on a chromebook. Teams complete it together and the team
with the most points wins!

Student to Student: Student to Student: (SEE LEFT)

Students interact in teams to complete activity

Assess: How do I know they are ready for Independent Practice?

How will I know who is ready for independent practice? Teacher must check in with proximity, completed stop and
jots, and ask at the end for clarification with thumbs
up/down and who needs more guidance

What will I do for students who need additional practice? They will meet with teacher in a small group during
rotations or with the TA

Independent Practice: ​Students doing the task alone.

Teacher Assessment/Reteaching Student Independent Assignment

What will you be watching
for during independent
practice?
Teacher will watch for
engagement, confidence, and
completion of activity.
Independent activity is the
following:
https://www.k12reader.com/
worksheet/sentences-simple-
compound-or-complex/view/
Supplemental Intervention/ Extension: ​Reteach, enrich, adapt text, one on one, smaller group
(TA can teach additional lessons in pull out or push in scenario)
What DOK 3 questions could (SEE FAR LEFT)
you ask individual students?
1) Compare the different
types of sentences-what
do you notice about
each? How are they
different?
2) Construct your own
type of sentence and
identify what type it is.
3) Assess your knowledge
on sentence types- can
you correct a peer’s
sentence examples and
accurately identify
which type of sentence
it is?
 Unit Planning Guide
Standard #​Standard​: RL 6.1 Cite textual evidence to support Objective (Unit) Topic:
analysis of what the text says explicitly as well as inferences ​The students will be able to cite evidence in their analysis
drawn from the text. and understand what the text is inferring/saying

WONDERS-TWO EXAMPLES IN UNIT 4 WEEK 5,

PAGES T204 AND T276

Assessment
Pre Assessments

Ask student why it is important to eat healthy. Ak them to

cite a health source and discuss what they THINK that
means.

Ongoing Assessments CFAs Citing with a teacher

Pair and Share

Practice citing sources

Peer reviews/conferences with teacher

 Ticket out the door with ONE site sourced correctly
including all five aspect) (author name, title of work, date
published, url, date visited.
Post Assessments Inference write-up of what an article says

Unit Lessons
Learning Targets DOK Level(s)

I Can support analysis of what the text says using inferences

drawn from the text.
4
SC: ​Define inferencing to a friend and draw conclusions based
on what they article is saying about being healthy

I Can infer what an author is saying in the novel I am

reading. 2 (inferring is only two, but to take it deeper, have them
SC: Students can define why they think an author wrote truly compare, analyze, and write about their findings)
what he/she wrote and how it adds to the story

Differentiation
Low (non-negotiables) High (Extension)

independently writing about it

Assistance, group discussions, LOTS of support
Using organizers to help them put their thoughts on paper Have discussions about WHY they think the author is
Have discussions about WHY they think the author is saying saying what he/she is saying in the text
what he/she is saying in the text
 Planning Guide – Explicit Instruction
Standard #​Standard​: RL 6.1 Cite textual evidence to support Unit Topic: Citing evidence from inferences about a
analysis of what the text says explicitly as well as inferences text
drawn from the text.

Learning Target (Lesson-sized Chunk Knowledge/Skills): Success Criteria: ​You will know you’re successful when
I Can support analysis of what the text says using inferences you can:
drawn from the text.
(SEE LEFT)
SC: ​Define inferencing to a friend and draw conclusions based
on what they article is saying about being healthy

Setting the Stage/ Learning Goal: I Can support analysis of what the text says using inferences drawn from the text.
Teacher Do: Students Do: (How will you actively engage all
students?)
Ask students about what cops need in order to convict Turn and talk
someone of a crime. (evidence is the response you are looking Stop and jots throughout clip
for) stand up and pair up sharing activity

Ask them why it is important to have evidence? Why can’t

you just convict someone based on how you feel-maybe you
KNOW the criminal is guilty. Have them turn and talk it
out.

Explain to students that inferencing is just that- finding

evidence about what the author is saying to back up the way
you might feel.

Use the following clip and discuss what the “author” is

trying to say in a silent (without words) short film like this
one.

https://www.youtube.com/watch?v=rCmTlK_rb0U

Pause when questions are presented so students can stop and

jot.
Afterwards have students stand up and pair up and explain
what they stopped and jotted.
Telling and Modeling: ​Explain the New Concepts and/or Skills.

Teacher Content: (What will you explain/model?) Students Do: (How will you actively engage all
students?)

Read students a story. (At teacher’s discretion but some great Students interact with read aloud
options are Alexander and the Terrible…, The Kissing Hand,
etc). As you read aloud, draw inferences from the text about the
purpose of what is being said. For instance, at the end of The
Kissing Hand, the mom is a bit sad. How can students tell this?
What inferences can be made?

Assess: (Check for Understanding) - How do I know they are ready to move to Guided Practice?

Are students stopping and jotting things that align with the instruction? Are their pairings/chattings on topic?
Finally, give students whiteboards. Have them rate 1-3 how ready they are to move on. (like a thumbs up/down but
on the board)

Guided Practice: ​Student to Teacher and Student to Student Practice

Teacher Content: Students Do: (How will you actively engage all
(What directions will you give students to practice?) students?)
Selecting their own text
Each book we read has a purpose. Explain to students that pairing with a peer
before they independently work on this task, we will all be recording their findings together
selecting a children’s book from the library and/or the
teacher’s bookshelf. Students will get to pair up and practice
inferring with their text. Explain that task MUST be written
down and students’ names MUST be on it for them to
receive credit.

Student to Teacher: Teacher will be monitoring groups, asking Student to Teacher: (SEE LEFT)
probing questions, sitting with those who don’t understand, etc.

Student to Student: Students will be interacting with each other, Student to Student: (SEE LEFT)
jotting down their evidence, and checking in with each other

Assess: How do I know they are ready for Independent Practice?

How will I know who is ready for independent practice? Based on the written portion for each pair and the teacher’s
interactions with each student as they walk about the room
during the guided section of instruction

What will I do for students who need additional practice? TA pullouts, pushins, small groups, one-to-one if able
Independent Practice: ​Students doing the task alone.

Teacher Assessment/Reteaching Student Independent Assignment

Students will take this new found skill and apply it to their
novels they are reading. Rather than normal lit circles for
a day, students will read independently, write down the
inferences they make about their text, and cite evidence
(page numbers,etc) on why they think the author is saying
what they are saying

What will you be watching What DOK 3 questions

for during independent could you ask individual
practice? students?

Engagement (students 1) Can you apply the

become disengaged when
they aren’t confident with
the material)
Completion
2) Can you develop a
concepts we just
learned in class? Can
you analyze the text
and draw your own
inferences?
logical argument as to
why you think your
inferences are spot on
and provide evidence
 to back up your
reasoning?
3) What conclusions can
you draw from what
your author is saying?

Supplemental Intervention/ Extension: ​Reteach, enrich, adapt text, one on one, smaller group
 Unit Planning Guide
Standard #​Standard​: RL 6.2 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.
Objective (Unit) Topic:
The students will be able to determine the main theme of a
text and provide a summary of the text free from personal
bias.

WONDERS- UNIT 4 WEEK 3 T146-T148

Assessment
Pre Assessments Having a pre quiz on what the main idea of a story is by
using write, hide, show

Ongoing Assessments CFAs Ticket out the door

Removing bias from opinion activity
Analyzing LOTS of different texts/sources
Stop and jot/ticket out the door
Post Assessments Summary
Identifying main idea write ups

Unit Lessons
Learning Targets DOK Level(s)

I Can determine a central idea/theme and how it is

conveyed through the details and provide a summary. 2

SC: ​Read an article and determine the theme or central idea

What details help support the central theme or idea? Identify
those details.

I Can analyze a text and provide a summary of the text 2 and 4

free of bias.

SC: ​Remove opinion from summary

Understand what bias is
Look at examples of bias in articles and news sources

Differentiation
Low (non-negotiables) High (Extension)
Lower level reading materials, using the same reading material
Determine the theme
Using a graphic organizer, identify the details that support the
main theme
Present in a small group and/or pair and share
Understand what bias is looking at various sources
Summarize a text removing any opinion
Lower level texts
Higher level reading materials, different reading materials
Determine the theme
Identify the details that support the main theme
Organize them and present them to the class
Understand what bias is looking at various sources
Summarize a text removing any opinion
Higher level texts
 Planning Guide – Explicit Instruction
Standard #​Standard​: RL 6.2 Determine a theme or central Unit Topic: Determining theme and summarizing
idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions
or judgments.

Learning Target (Lesson-sized Chunk Knowledge/Skills): Success Criteria: ​You will know you’re successful when you
I Can determine a central idea/theme and how it is can:
conveyed through the details and provide a non-biased
summary. (SEE LEFT)

SC: ​Read an article and determine the theme or central idea

What details help support the central theme or idea? Identify
those details.

Setting the Stage/ Learning Goal: I Can determine a central idea/theme and how it is conveyed through the details and
provide a non-biased summary.
Teacher Do: Using a section from WONDERS (depending Students Do: (How will you actively engage all students?)
on where you are in the Units, guide students through For this section, students participate, but it is mainly
summarizing. Read a whole story with them in the key, teacher directed.
small book.

Explain to the students that summarizing is just taking the

main parts of the section and writing those.

OBJECT LESSON: BRING A BEACH BAG AND ITEMS

FROM HOME. Tell students you are going to go to the
beach and so you pack, a beach ball, sandals, skis, a hat,
gloves, etc. and keep going. Students will notice your list is
a bit off.

At the end, ask if it all fits in? Which items did NOT fit?
Those items fit just fine in your house, but they aren’t
really needed for the beach. Explain that that is what
summarizing is like. In the actual passage, you need ALL
the information, but in the summary, you only need the
most important items.

Take one section of that and guide them through

summarizing on the board (Taking a whole section and
making it into 4-5 sentences of a summary). Make sure to
think aloud, asking for students’ opinions as you go to
make sure you get all the necessary information.

Students will be required to finish summarizing the chapter

and share it with each other to make sure they pulled out
the right key details.

Telling and Modeling: ​Explain the New Concepts and/or Skills.

Teacher Content: (What will you explain/model?) Students Do: (How will you actively engage all students?)

Tell students that you don’t want ALL the information, just Students give input
the main points. (beach bag scenario)
Model the summarizing on the board using student input as
you go

Assess: (Check for Understanding) - How do I know they are ready to move to Guided Practice?

Monitoring of their understanding of the instruction on board

Thumbs up/down for who thinks they understand (This isn’t a hard concept for 6th so it doesn’t require a ton of time)
Guided Practice: ​Student to Teacher and Student to Student Practice

Teacher Content: Students Do: (How will you actively engage all students?)
(What directions will you give students to practice?)

Student to Teacher: Students will have an assignment to Student to Teacher: (SEE LEFT)
summarize the rest of their WONDERS chapter in their ELA
notebooks

Student to Student: Students will complete their summaries Student to Student: (SEE LEFT)
and then share with each other analyzing if they pulled out
the same key details.

Assess: How do I know they are ready for Independent Practice?

How will I know who is ready for independent If they can complete the guided practice and if their summaries
practice? have the necessary information to be considered a summary

What will I do for students who need additional small groups, one on one conferences, etc.
practice?

Independent Practice: ​Students doing the task alone.

Teacher Assessment/Reteaching
What will you be watching
for during independent
practice?
Can they summarize the
main points free of their own
bias/info and just focused on
what is in the text?
Student Independent Assignment
Students will be required to summarize a Titanic article and
2 more WONDERS chapters (corresponding with the
summary section at the end of the chapters in the books)
What DOK 3 questions
could you ask individual
students?
1) What conclusions
about your reading
can you make from
summarizing your
passage?
2) Can you compare
your summary with
your peers
summary? Are they
similar? Did you
pull out the same
main ideas?
3) Can you revise your
responses if
necessary?
Supplemental Intervention/ Extension: ​Reteach, enrich, adapt text, one on one, smaller group