Teacher Name : Brian Billig Subject : Reading/Lang. Arts
Proposed Dates: 4-21- ongoing
Grade Level (s) 6th
Building : WHEMS
Unit Plan
Unit Title: Discoveries
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the
focus for the lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key
concepts implicit in the curriculum
How can discoveries open new possibilities?
Why do people tell and retell myths?
How do people show inner strength?
How do people benefit from innovation?
How does technology lead to discoveries?
How have tools used for exploration evolved over time?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
E06.A-K.1.1 Demonstrate understanding of key ideas and details in literature.
E06.A-C.2.1 Demonstrate understanding of craft and structure in literature.
E06.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature.
E06.D.1.1 Demonstrate command of the conventions of standard English grammar and usage.
E06.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
E06.E.1.1 Draw evidence from literary or informational texts to support analysis, reflection, and/or research.
Summative Unit Assessment :
McGraw-Hill Weekly , Unit & Benchmark
-Teacher made tests,
-quizzes
Speech/Essay
Study Island Benchmarks
Cumulative Assessment(s) Choose One:
 Research- Create a new tool to be used for exploration
 Research equipment used for exploration
 Research people who are famous for their exploration

Summative Assessment Objective
Students will read, analyze, and discuss a fictional story and identify
key story elements (characters, setting, plot) and details. Students
will identify and use story vocabulary in context.
Assessment Method (check one)
____ Rubric ___ Checklist ____X Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
DOK
LEVEL
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
1
2
3
4
5
6
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text.
Students will acquire and use
accurately grade appropriate
general academic and domainspecific words and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression.
Students will do a close read to
identify main ideas and details,
make inferences and draw
conclusions and cite evidence
to support all answers.
Students will ask and answer
questions to increase
understanding. Students will
cite textual evidence to
support questions and
answers.
Students will identify the
problem and find the solution
by looking for text evidence.
2,3
Build Background
Listening Comprehension Interactive readaloud
Small group discussion
S,W
Model a Routine- Vocabulary
Vocabulary Cards
Collaborative Conversation
Literature Anthology
Reader writer workshop
Notebook
Graphic organizer
Anthology
Notebook
Vocabulary Cards
FormativeGraphic organizer
SummativeStudent Self - AssessmentOn going
Formative: thumbs up/down
Practice Book page
Summative: Vocabulary Quiz
Student Self-Assessment:
2,3
Read: Thunder Helper
Make prediction
Identify character, setting and plot
S,W
Reading/Writing Workshop
Notebook
Formative- think-pair-share
SummativeStudent Self - AssessmentSmall group discussion
2,3
2,3
Students will write level 1, 2 and 3 questions
pertaining to the passage Empire of the Sea
using question starters.
S, I
Students will complete a problem and solution
chart for the passage The Hero and the
Minotaur
S
Small group collaboration
Writing activity
On level practice book
Students will describe how a
story’s plot unfolds in a series
of events
Reading/Writing Workshop
Notebook
List of Questions Starters
Formative- List of Questions
Reading/Writing Workshop
Notebook
Formative- Problem and
Solution Chart
Summative- Practice Book
Student Self - Assessmentchecklist
Notebook. Reading/writing
workshop, practice book
Formative-thumbs up
Summative- Practice Book pp
Student Self - Assessment-
Summative- practice book pg
2,3
S,i
7
Students will discuss character,
Setting and plot; summarize
story
Notebook
Graphic organizer
Literature anthology
Notebook, copy of graphic
organizer, anthology,
Formative thumbs up
Practice book
Summative-graphic organizer
I,w
2,3
8
Students will use the ask and
answer strategy and do a stop
and check during a close read
of expository text; discuss text
features and authors craft.
Respond to reading
Reread text
Questions
Writing workshop- summarizing
W,s
2,3
10
11
Students will engage
effectively
In a range of collaborative
discussions one on one and in
groups
Students will conduct research
projects to answer a question
(as well as a self-generated
question) drawing on several
sources that allow for multiple
areas of exploration
Students will use context clues
to acquire and use accurately
general academic words and
phrases
Formative: flagging
Summative –written
responses
2,3
9
Anthology
notebook
Build background-discussion
Interactive read-aloud
Think-aloud clouds
s
Anthology,
Notebook
Graphic organizer
Interactive worktext
Formative- Think Pair Share
Summative- practice book
3
1,23
Create a chart: choose topic, find resources
Review paraphrasing information
Oral presentation
Direct Instruction,
Vocabulary cards
Discussion/ groups
Formativew-s
I, S,
W
Computers
Notebooks
Other research materials
Textbook, notebook,
interactive work book
Summative-completed
Research
Formative- oral and written
responses to questions
Summative- interactive
Student Self - AssessmentSmall group discussion
12
13
14
15
16
17
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text by responding to
writing prompts. Acquire and
use accurately gradeappropriate general academic
and domain specific words
1,2,3
Students will determine an
author’s point of view or
purpose in a text and explain
how it is conveyed in the text.
Students will trace and
evaluate the argument and
specific claims in a text.
2,3
Students will integrate
information presented in
different media or formats as
well as words to develop a
coherent understanding of a
topic or issue. Students will
use common, gradeappropriate Greek or Latin
affixes and roots as clues to
the meaning of a word.
2,3
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text
2,3
Students will interpret figures
of speech(e.g. personification
,hyperbole).
Students will describe how a
particular story,s plot unfolds
2,3
Direct Instruction, Reading for Meaning,
Reflective Discussion, Writing Traits: Ideas
I, S,
W
Textbook, notebook, practice
book
Formative- oral and written
responses to questions
Pair/share
SummativeStudent Self - Assessment-
Peer Partner Learning, Reading for Meaning,
Inquiry, , Think-Pair-Share,
S,W
Textbook, notebook, practice
book
Formative- think-pair-share
SummativeStudent Self - AssessmentSmall group discussion
,Reading for Meaning, Peer Partner
Learning, Speech Writing
W
S
S
Textbook, notebook, practice
book
FormativeSummativeCompleted graphic organizer
Student Self - Assessment-
Teacher will model using text features and
using a Venn diagram to write an analysis.
S, I
Textbook, Notebook, practice
book
Summative: prac. Bk. P65
Student Self-AssessmentThumbs up/down
Practice book
2,3
.Direct instruction
Close reading
Text evidence
Close read: of Elijah of Buxton
Small group review
Formative: Prac. Bk. P62
S, I
Textbook, Notebook, practice
book
W, S,
I
Textbook, Notebook, practice
book
Formative:
Summative: Prac. Bk p 66
Formative: p67 Prac. Bk
In a series of episodes as well
as how the character responds
or changes
Students will describe how a
text presents information
(sequentially, comparatively,
casually)
18
19
20
Determine cause and effect
Student Self- Assessment:
2,3
Complete a Venn diagram comparing and
contrasting Ancient Greece to the
American Colonies.
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text.
Read Who Created Democracy, pp 116-123
in Literature Anthology.
Students will describe how a
text presents information
(sequentially, comparatively,
casually)
Complete a Venn diagram comparing and
contrasting the Senate to the House of
Representatives.
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text.
Read Who Created Democracy, pp 124-125
in Literature Anthology
Students will create DOK
levels 1,2, 3, and 4
questions for the story,
Who Created Democracy.
Summative: Weekly Test
W, S,
I
Textbook, Notebook, practice
book
Formative: Completed
graphic organizer
Summative: Weekly Test
Student Self-Assessment:
W,S,I
Textbook, Notebook, practice
book
Formative: Completed
graphic organizer
Summative: Weekly Test
2.3
Use the DOK question stems worksheet to
create levels 1,2,3, and 4 level questions.
Student Self-Assessment:
S, I
Textbook, Notebook, practice
book, Question stem sheet
Formative:
Summative: List of created
questions
Student Self-Assessment:
Thumbs up/down
21
Students will use the ask and
answer question strategy to
compare texts.
2,3
Compare and contrast the texts, Who Created
Democracy and How Ideas Become Laws.
W, S
Textbook, Notebook, practice
book,
Formative: List of questions
and answers
Summative:
22
23
Students will write an
informative/expository essay,
including the narration of
historical events. Develop the
topic with relevant wellchosen facts, definitions,
concrete details, quotations,
or other information and
examples.
Students will interpret
information presented in
diverse media formats (e.g.,
visually, qualitatively, orally)
and explain how it contributes
to a topic, text, or issue under
study.
2,3
Read aloud the expert model and student
model from The Democracy Debate. Listen for
details that develop the topic. Discuss with
partners the key details in the passage.
W, S,
I
Textbook, Notebook, practice
book,
Student Self-Assessment:
Thumbs up/down
Formative:
Summative:
Student Self-Assessment:
2,3
Preview the comprehension strategy, make
predictions. Use clues in the story to make
predictions about what will happen next.
Respond to the reading, The Special Guest,
pT141, using think aloud clouds. Summarize
the most important events in the passage using
your own words. Refer to summarization cards.
W, I
Build background through small group
collaboration. Discuss the essential
question. Use a graphic organizer to
write notes about people living in
ancient times
W,s
Listen to read aloud and make predictions. Use
think aloud clouds. Discuss characteristics of
genre, Have students summarize the read
aloud by restating and paraphrasing
W,s
Textbook, Notebook, practice
book,
Formative: Think aloud
clouds, summarization
Summative:
Student Self-Assessment:
Students will cite textual
evidence to support analysis of
what the text says explicitly as
well as inferences drawn from
the text.
24
25
Students will integrate
visual information with
other information in
print and digital texts
Students will interpret
information presented in
diverse media and formats and
explain how it contributes to a
topic or text
2,3
2,3
Reading/writing
workshop
Formative: graphic
organizer
Graphic organizer
Summative:
Student Self-Assessment:
Reading/writing workshop
Graphic organizer
Read aloud clouds
Formative: summarization
of read aloud
Summative:
Student Self-Assessment:
26
27
28
Students will acquire and use
accurately grade appropriate
general academic and domain
specific words and phrases;
gather vocabulary knowledge
2
Students will complete a close
read of “Yaskul’s Mighty
Trade:”
Students will cite text evidence
to support analysis of what the
text says explicitly as well as
inferences drawn from the text
2,3
Students will describe how a
particular story’s or drama’s
plot unfolds in a series of
episodes as well as how the
characters respond or change
as the plot unfolds
2
Use visual vocabulary cards to model routine.
Define, provide an example, use each word in
context. Working with a partner, choose three
words and write questions for partner to
answer
s
Connect to concept: Ancient Societies Cite
text evidence. Paraphrase information Make
predictions-confirm and revise
On-level practice book pp73-74 Kush: A Land of
Archers- guided reading Complete questions 13 p75 in small groups
S, i
Make and confirm predictions to increase
understanding. Use a graphic organizer to show
the sequence of events. Identify point of view.
Identify pronouns
s
Reading/writing workshop text
Vocabulary cards
On level practice book p 71
Formative: on level practice
book p 71
Summative:
Text
workbook
Student Self-Assessment:
Formative:
Summative:
Student Self-Assessment:
Text
Graphic organizer
workbook
Formative:
Summative:
Student Self- Assessment:
Graphic organizer
29
30
Students will continue a close
read of text; Cite text
evidence to support analysis of
what the text says explicitly as
well as inferred
Students will describe how a
particular story ‘s plot unfolds
in a series of episodes as well
as how the characters respond
or change
2,3
2,3
Connotations and denotations- check inferred
meaning of a word in context
Make predictions
On-level practice book p.76
Close Read- “Roman Diary”
Model –sequence of events
Details/ point of view chart
Review and revise predictions
W,s
s
Text
Practice book
notebook
Formative: workbook
Literature Anthology
Notebook
Practice book
Formative-
Summative:
Summative- Ask and answer
questions
Student self-editing
31
Students will complete close
read of text; write about
reading while analyzing text
2,3
Respond to Reading
Summarize
Connotations and denotations
s
Text
notebook
Formative-
SummativeStudent self - assessment
32
33
34
35