Subject & Grade: Reading 6
Essential Questions:
Where does prejudice come from, and how do we overcome it?
How do we know what a word means?
How do readers determine what an author is trying to say?
NGSSS/Common Core Standards:
LA.6.1.6.9 The student will
determine the correct meaning
of words with multiple
meanings in text.
LA.6.1.7.3 The student will
determine the main idea or
essential message in grade-
level text through inferring,
paraphrasing, summarizing,
and identifying relevant
details.
Teacher: Savitsky and Booher Dates: 8/15-9/9 (19 days) Unit 1: The Cay
Enduring Understandings:
"When people are forced to interact to survive, their prejudices diminish.”— Muhammad Ali
Social intelligence takes practice.
Most words in the English language have more than one meaning.
Readers must think about their thinking to deepen their understanding.
Concepts Skills
LA.6.1.6.9 LA.6.1.6.9 (analysis)
 MMW  Determine
Define concept of MMW
Recognize MMW in context
Interpret MMW in context
Write a sentence with MMW
Distinguish between different uses of a MMW in context LA.6.1.7.3 (analysis)
LA.6.1.7.3  Determine
 Main idea/essential message  Infer
Define concept of main idea  Summarize
Explain main idea of a paragraph/passage/chapter  Identify
Compare the main ideas of two texts
Rename a passage/chapter based on its main idea
 Relevant details
Define “relevance” as it applies to details
Explain the relationship between an idea and relevant
details
Analyze details to determine which one best supports a
given idea.
 Summary statement
List the components of a strong summary statement
Identify examples of summary statements
Apply understanding of main idea and relevant details to
write a summary statement
Analyze summary statements in order to determine the
strongest one.
 Inferences: conclusions/predictions
Define concept of inferring and identify types of inferences
(including conclusions and predictions)
Distinguish between an implied idea and a stated idea
Make an inference about a given topic (i.e. character
feelings or actions)
 Support an inference with text evidence
IEP Alignment for Learners with Special Needs: What individual students’ IEP goals are aligned to the standards taught in this unit? (This portion completed by LS)

STUDENT NAME
o (list IEP goals pertaining to this unit here)
STUDENT NAME
o (list IEP goals pertaining to this unit here)
STUDENT NAME
o (list IEP goals pertaining to this unit here)
Assessments: What evidence will show that students understand?

Diagnostic – MAP data will provide insight into students’ basic understanding of multiple meaning words and components of main idea. Mastery data from
the fifth grade will also help to determine groups of students who need pre-teaching in order to be successful with the skills in this unit. Does not count
towards mastery grade.

Exit tickets – Daily exit tickets will assess the concepts and skills derived from the standards. The exit tickets are aligned to the calendared aims and will
include multiple choice, fill-in the blank, and short answer questions. These daily exit tickets should build up to the end-of-week quiz. Does not count
towards mastery grade.

Weekly quizzes – Weekly quizzes will assess the cumulative content taught throughout the week and will reflect the rigor of the FCAT and IAs. Weekly
quizzes will include multiple choice and short answer questions. Counts towards mastery grade.

Unit exams – At the culmination of each five week unit, a unit exam will be administered that reflects the rigor of the FCAT and IAs but may also include
short answer in addition to multiple choice questions. The data from this exam will be used to determine which content needs to be retaught or reviewed
before the IA. Counts towards mastery grade.

Interim Assessments – Five instructional days after the unit exam, a benchmark will be given that reflects the rigor and format of the FCAT. This assessment
will be all multiple choice questions and include passages of varying length. The first benchmark will include shorter passages (400-800 words) and between
15 and 20 questions related to the content taught in this unit. The questions on the IA should all be on the highest level of Bloom’s reflected in the NGSSS.
Does not count towards mastery grade.
Calendared Aims & Assessment Dates
 Monday Tuesday Wednesday Thursday Friday
8/15 8/16 8/17 8/18 8/19
Rituals and Routines Recognize and interpret MMW in Use a MMW in more than one context Distinguish between different uses of Reteach/Quiz: MMW
The Cay (0, anticipation guide) context by writing sentences a MMW in context The Cay 35-43
Cay, schooner, frond The Cay 18-27 The Cay 28-34 Outrageous, shudder
The Cay 9-17
Defiantly, treacherous
Gloom, disheartened
Massive, sorrowful

8/22 8/23 8/24 8/25 8/26

Explain the relationship between the
main idea and a summary
Identify the components of a strong
summary statement
The Cay 43-51
Harass, douse
Apply understanding of main idea to Analyze summary statements in order Rename a passage/chapter based on Reteach/Quiz: Main idea, summary
write a summary statement to determine the strongest one its main idea statement
The Cay 63-72 The Cay 73-78 The Cay 79-87
The Cay 52-62
Rancid, vague Submerge, conniving
Grave, stubborn Smoldering, reeve

8/29 8/30 8/31 9/1 9/2

Define concept of inferring and identify Define “relevance” as it applies to Analyze text evidence (relevant Support an inference with relevant Reteach/Quiz: Inferences, relevant
types of inferences (including details details) to make an inference/draw a details (aka text evidence) details
conclusions and predictions) conclusion The Cay 113-119 The Cay 120-123
Explain the relationship between an
Identify examples and non-examples inference and relevant details (aka The Cay 106-112 Legacy, precise Flailing, gingerly
of inferences text evidence)
Slithering, receded
The Cay 88-97 The Cay 97-105
Murmur, crevice Fascinate, coarse

9/5 9/6 9/7 9/8 9/9

NO SCHOOL Analyze text evidence to make a Support a prediction with relevant WIGGLE WIGGLE WIGGLE UNIT 1 ASSESSMENT
prediction details (aka text evidence) The Cay (revisit anticipation guide)
The Cay 124-131 The Cay 132-137
Smudge, deafening Badger, dignify

9/12 9/13 9/14 9/15 9/16

UNIT 2 BEGINS

9/19
IA1