Unit Plan
Unit Title: What does it take to accomplish a goal?
Essential Questions:
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What happens when people share ideas? (week 1 )
What kinds of challenges transform people? (week 2)
What can people accomplish by working together? (week 3)
How can a person affect the opinions of others? (week 4)
What steps can people take to create a healthier environment? (week 5)
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RI.6.7 Integrate information presented in different media or formats as well as in worlds to develop a coherent understanding of a topic or
issue.
SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
L.6.6 Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or expression.
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.
L.6.5a Demonstrate understanding of figurative language, word relationships, ad nuances in word meaning. Interpret figures of speech in
context.
R1.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
R1.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the
development of the ideas.
R1.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiency, with
scaffolding as needed as the high end of the range.
R1.6.6: Explain how the author develops the point of view of the narrator or speaker in a text.
RL.6.3 Describe how a particular story’s or drama plot unfolds in a series of episodes as well as how the characters respond or change as the
plot moves toward a resolution.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular detail; provide a summary of the text distinct
from personal opinions or judgments.
Standards:
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Summative Unit Assessment : Unit 3 assessment (weekly assessments and final unit assessment)
Summative Assessment Objective
Students WillRead each story and work with the following skills:
 How Tia Lola came to visit/stay
- Skill : Make predictions & Theme
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Lizzie Bright and Buckminster Boy
- Skill: Context Clues
- 3rd person limited point of view
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The Pot that Juan Built
- Skill: Author’s tone / text structure / summarize

Major Taylor Champion Cyclist
Skill: Cause & Effect
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Stewards of the Environment
- Main Idea / Detail
Assessment Method (check one)
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Teacher Name : Mealia
Subject : Language Arts
Grade Level (s) 6th
Proposed Dates:
Building : McAdoo Kelayres
Day
DOK
LEVEL
Objective (s)
Students willPreview text and define vocabulary
1
1
Students willread the text for fluency and
comprehension
Students will use sticky notes and preview the text to
make predictions.
Whole group – vocabulary students will copy
definitions into their notebooks and use whiteboards
to practice what each word means (teacher says
definition – students write word and hold it up)
Students will be given 4 questions to
choose from and two sticky notes. They
need to choose one questions and
comment on each of their sticky notes to
bring out their background knowledge.
W
Teacher generates 8 TDA questions based off
student’s sticky notes. Students copy down questions
and answer them if they read about the answer.
Begin reading story from the Reader writer book
Materials / Resources
Whiteboards
Notebooks
Projector
Sticky Notes
Students will- complete workbook
pages to correspond with readings
1-2-3
Students will work with a partner of their choice to
complete their vocabulary workbook pages:
Formative1.Thumbs up thumbs down
2.whiteboards
3.ticket out the door
Student Self - Assessment-
W
S
I
Whiteboards
Notebooks
Projector
Sticky notes
Week 1: The Rockers Build a Soccer Field
Week 2: Facing the Storm
Week 3: Jewels from the Sea
Week 4: Marian Anderson
Week 5: Is your City Green?
2
Assessment of Objective (s)
Summative- X
1
2
3
Activities / Teaching Strategies
Grouping
DAILY PLAN
Formative1.Thumbs up thumbs down
2.whiteboards
3.ticket out the door
SummativeStudent Self - Assessment-
W
Whiteboards
Notebooks
Formative1.Thumbs up thumbs down
Week 1: Page 101
Week 2: Page 111
Week 3: Page 121
Week 4: Page 131
Week 5: Page 141
S
I
Projector
2.whiteboards
3.ticket out the door
SummativeStudent Self - Assessment-
Once students finish vocabulary, whole group
instruction to explain the skill for the week and
demonstrate examples. Then students will go back
with their partner and begin to read the short story
in their workbook and complete corresponding
questions.
Week 1: 103, 104, 105
Week 2: 113, 114, 115
Week 3: 123, 124, 125
Week 4: 133, 134, 135
Week 5: 143, 144, 145
Students willPartner read for fluency and
comprehension practicing the
specific reading skill for the week.
1-2-3-4
Students will popcorn read to begin each story then
break off into partners and read for fluency and
comprehension focusing on the skill for the week.
After they finish they will complete the response
questions found at the end of each story.
S
Whiteboards
Notebooks
Projector
Sticky notes
Questions:
Week 1: Page 193
Week 2: Page 209
Week 3: Page 225
Week 4: Page 245
Week 5: Page 273
Formative1.Thumbs up thumbs down
2.whiteboards
3.ticket out the door
4.red-yellow-green cups
Summative-
Student Self - Assessment-
4
5
Students willReview vocabulary by citing how
1-2-3-4
Students will read their next story and work with the
W
S
Whiteboards
Notebooks
Formative1.Thumbs up thumbs down
the text uses it and prepare for a
quiz
Students will review short vowel
sounds in spelling words and
complete a word sort
specific skill for the week in groups comparing the
two stories.
Next story and skill:
I
Projector
Sticky notes
2.whiteboards
3.ticket out the door
Summative-
Week 1: The Music of Many
Skills: Make Predictions / Theme
Student Self - Assessment-
Week 2: Confronting a Challenge
Skill: context clue
3rd person limited point of view
Week 3: A Box of Ideas
Skill: Author’s tone / Text Structure /
Summarize
Week 4: Margaret Bourke – White
Skill: Cause & Effect
6
Students willTake a short multiple choice quiz
on the vocabulary words from the
story and cite evidence of how it
was used in the story
1-2-3-4
Week 5: Erica Fernandez Environmental Activist
Skill: Main Idea / Details
Quiz
Vocabulary
Multiple Choice / Fill in the blank
Quiz
I
Formative1.Thumbs up thumbs down
2.whiteboards
3.ticket out the door
Summative-
1-2-3-4
Students will complete practice
pages in their workbook to go
along with the specific skills for
each week.
Summary
Students will work in partner/groups to complete
practice pages in their workbooks.
W
S
Student Self - AssessmentFormative1.Thumbs up thumbs down
2.whiteboards
3.ticket out the door
(101 - 151 unit 3 )
SummativeStudent Self - Assessment-
7
Students will- take a unit test or
complete a project on the story,
vocabulary and spelling.
1-2-3-4
8
9
Students will self-assess their
writing pieces for their weekly
assessment.
1-2-3-4
Intervention
1-2-3-4
MTWTHF
10
Test
Week 1 Assessment
Week 2 Assessment
Week 3 Assessment
Week 4 Assessment
Week 5 Assessment
Unit 3 test
Students will see the rubric on the projector and selfassess and highlight their writing pieces to find the
evidence needed for a 4. If they do not have the
evidence they will add it in with a pen.
Specific skills will be laid out for each group.
ESL- Star Fall – leveled readers, skill with teacher,
triumph learning
Others: Study Island Specific skill for the week to
match the weekly skill
Below Level: students will be able to use
headphones to listen to the lesson and work in a
small group with teacher if needed.
Formative-
I
Summative- Unit Test
Student Self - Assessment-
I
S
Highlighters
Packets
Formative: Self-Assessment
W
S
Packets
Computers
Headphones
Leveled Readers
None – PSSA’s