UNIT PLAN TEACHING POINTS
All teachers support all literacy teaching points.
Literacy teachers will be on the “Informational Text” unit and will follow that curriculum as well as
independent reading of fiction by students while supporting their teacher team with the following
teaching points.
Reading CCLS 6.R.1, 6.R.2, 6.R.3, 6.R.8, 6.R.10
 Students interact with informational text by annotating / chunking it. (See “Interacting with informational / nonfiction text”
mini-unit)
 Students stop and jot on the margins of informational text when they feel that their mind cannot hold any more information.
 Students determine importance in informational text.
 Students monitor their understanding of informational text by using their annotations/chunks to retell what they just read.
 Students approach nonfiction text on controversial topics with the following questions;
_ What compelled the author to write this?
_ Who is the author and what does this author want you to know, think and feel?
_What is the author’s point of view?
 Students recognize author’s purpose, point of view and bias in informational text.
 Students recognize and identify Opinions vs Facts
 Students recognize the author’s claim in informational text.
 Students recognize all the synonyms for the word “claim”.
_ Argument
_ Opinion
_Point of View
_Hypothesis
_Theory
_Thesis
 Students determine what research the author might have done in order to support the claim with evidence.
 Students notice and identify how an author supports the claim in multiple informational/nonfiction texts.
 Students notice and identify how an author acknowledges an opposing claim in multiple informational/nonfiction text.
Writing CCLS 6.W.1a-e, 6.W.2, 6.W.4, 6.W.5, 6.W.6
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Students create their own claim.
Students compare their own opinion / claim to that of the author.
Students create a thesis statement to reflect their claim.
Students reflect on the context of their claim…why are you making this claim? i.e. After reading the article on….
Students identify at least three relevant reasons for their claim.
Students use relevant evidence from text/research to back up their claim.
Students quote directly from the text and use proper punctuation in doing so.
Students acknowledge opposing views or counter claims.
Students generate a “General Truth” to make their argument stronger. ( Begin with the word “When”) i.e. When people are
denied an education they are easier to control.”
Students rehearse for their argument essay by talking out their essay with a partner.
Students plan for their argument essay by quickly jotting their ideas on paper.
Students go through the writing process by drafting, revising, editing and publishing their essay in a timely manner. (The goal
is to do this in one sitting by the time the ELA is approaching)
Students compare their essay to the teacher’s grading rubric before handing it in.
Students strive towards meeting or exceeding the CCLS in each argument essay they write.
Social Studies teaching points are supported by all teachers. 6SL1a-d, 6SL2, 6SL3, 6SL3, CCLS 6R1,
6R2, 6R3, 6R8, 6R10, CCLS 6W1a-e, 6W2, 6W4, 6W5, 6W6.
Social Studies teachers will be on the “European Explorers” unit and will follow that curriculum while supporting their teacher
team with the following teaching points.
 Students understand what it means to be a community member within their class.
 Students are introduced to the concept of citizenship.
 Students understand what it means to be a citizen within their school.
 Students understand what it means to be a citizen within their community.
 Students understand what it means to be a citizen within their country.
 Students understand what it means to be a citizen within their continent.
 Students understand what it means to be a citizen within their planet.
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Students understand what it means to be a citizen within the universe.
Students identify the social responsibilities that come with citizenship.
Students are introduced to the concept of Civic Ideals.
Students are introduced to the civic ideals agreed upon in the Bill of Rights.
Students view historic videos on freedom of assembly and freedom of speech in action.
Students are introduced to the idea of voice as a tool for social change.
Students understand that they all have a voice.
Students explore different ways in which their voice can be expressed. i.e. hand signals, shy students can write their thoughts
on paper and have a peer or teacher read it for them…
Students use what they learned in Lecture Hall – System’s Thinking to identify problems / misalignments in their class.
Students use what they learned in Lecture Hall – System’s Thinking to identify problems in their school, community, country,
hemisphere, planet / world.
Students explore the concept of Chaos (A problem or misalignment in a system)
Students understand that Lecture Hall is a place to share ideas (Marketplace of ideas)
Students understand that if one person is smart, two people are smarter. A group of people is smartest.
Students understand the concept of collective intelligence.
Students use Discussion and Debate Protocols to discuss problems they have identified and possible solutions. (See
“Discussion and Debate Protocol “mini-unit)
Students commit to a problem (Cause) that they care about.
Students are introduced to the concept of advocacy.
 Students understand that an advocate has to be an informed advocate
Science Teaching Points 6SL1a-d, 6SL2, 6SL3, 6SL3, CCLS 6R1, 6R2, 6R3, 6R10, CCLS 6W1a-e, 6W2, 6W4, 6W5,
6W6.
 Students explore the scientific method via the Acronym O.P.H.E.R.C.
O = Observation
P = Problem/Question
H = Hypothesis
E = Experiment
R = Results Analyzed
C = Conclusion
 Students explore how the Scientific Method can be used to solve most problems.
 Students use systems thinking to recognize and identify problems that matter to them.
 Students pay close attention to sustainability issues in their community.
 Students pay close attention to national sustainability issues.
 Students pay close attention to global / universal sustainability issues.
 Students recognize and identify qualitative observations.
 Students recognize and identify quantitative observations.
 Students recognize and identify problems and/or questions that result from observations.
 Students make inferences based on qualitative or quantitative observations by filling in the blank in the prompt; “Based on
qualitative/quantitative observation I can infer that ______.”
 Students make inferences based on qualitative and quantitative observations.
 Students for m a hypothesis based on the questions derived from observations.
 Students understand the connection between a hypothesis and a claim.
 Students test their hypothesis/claim through research and experiments.
 Students share their findings with peers by discussing what they learned and what it means.
 Students analyze their results and explore the implications of their findings.
 Students understand that presentation of results can take many forms.
Mathematics Teaching points.
Mathematics teachers will be on the “Ratios” unit and will follow that curriculum while supporting their teacher team with the
following teaching points.
 Students will recognize and identify places in Literacy, Social Studies, Science, Art, or Technology where math skills can be
used to solve a problem or to better understand a concept.
 Students will recognize and identify places in Literacy, Social Studies, Science, Art, or Technology in which multiple steps are
required to solve a problem.
 Students will recognize and identify places in Literacy, Social Studies, Science, Art, or Technology in which multiple steps are
required to solve a problem and prioritize the order of those steps.
 Students will recognize and identify places in Literacy, Social Studies, Science, Art, or Technology in which they can apply
mathematics skills based on their understanding of mathematical vocabulary.
 Students will recognize and identify places in Literacy, Social Studies, Science, Art, or Technology in which rulers, protractors,
and other appropriate tools can be used to solve problems and apply mathematical concepts in using the tools.
 Students will model with Mathematics and/or construct viable arguments.
 Students will critique the reasoning of others.
Common Core Aligned Integrated Performance Task
Operation Green-Roof teaching Points: CCLS 6.R.7, 6.W.6, 6.W.7, 6.W.8, 6.W.10, 6.SL.4-6
 Students view a video of The Gowanus Canal sewage overflow after a heavy rain.
 Students understand the concept of “ Those that do not study the lessons from history are destined to repeat it” by reading
articles regarding similar incidents in history and the consequences / lesson learned. i.e. “Collect Pond”.
 Discussion & Debate on the impact of the Gowanus Canal sewage overflow on the community and possible solutions.
 Students hear from scientist (Invited speakers Jenifer McAdoo)) on what other communities have had similar problems and the
causes i.e. deforestation in Haiti.
 Via school trips students explore viable solutions to the problem of run-off. (Visit to Green-Roofs)
 Students read articles to further explore the pros and cons of Green –Roofs.
 Students understand the importance of knowing and understanding opposing views. (The cons)
 Students are introduced to the concept of “ Divergent Thinking” or thinking outside the box.
 Through discussion and debate students explore a possible solution to the Gowanus Canal sewage run-off problem.
 Students come to a consensus that a Green-roof is one possible solution to the runoff problem.
 Students are introduced to the concept of aesthetic value as added benefits of a green roof.
 Students introduced to the architectural collage as a visual way to introduce a concept.
 Through science experiments students investigate what materials absorb the most run-off
 Students chart their findings and are introduced to the power of data in their claims.
 Students are introduced to the concept of Advocacy.
 Students are introduced to Scientific Posters as a way scientist present their findings as another tool for advocacy.
 Students understand that an informed advocate can defend their claim by citing multiple texts.
 Students define multiple texts (Books, articles, credible websites, documentaries, speakers…)
 Students understand that claims are more convincing when you acknowledge the existence of an opposing claim.
 Students use what they know about opposing claims to “ Anticipate The Hate” and arm themselves with counter arguments.
 Students understand that advocacy can take many forms.
 Students learn the steps of how to advocate.
 Students practice advocacy.
 Students understand the power of small gains towards a larger goal in advocacy.
 Students develop an action plan - steps to make a civic ideal a reality.
 Students execute action plan.
Public Service Announcements: Operation Green-Roof teaching Points: CCLS 6.R.7
 Students define and understand how to create the term “Public Service Announcement”
 Students identify and implement different persuasive strategies used in PSAs (i.e.—Emotional Appeal; Appeal to Reason;
Bandwagon; Repetition; Transference)
 Students will create storyboards to tell narrative (6.W.3)
*= Beginner/Low intermediate ELL and Sp. Ed. (1’s and low 2’s on ELA) Begin with these Teaching Points before moving to General
Ed. Teaching Points.
** = Challenging ( 3’s and 4’s on ELA) Continue with these teaching points after students have shown proficiency in all other Teaching
Points in this unit.
*** Collaboration between ELL students, IEP student and advanced students.