Grade 6
Unit 8 Table of Contents
From Author Studies to Independent Projects:
Launching a Summer Reading Program
Section
Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language
Unit Assessments Checklist
Unit Assessment Rubric
Sample Unit Calendar
Appendix A: Supporting Mini-lesson Correlation Chart
Appendix A: Anchor Charts
Works Cited
1|Page
Page Number
2
2-3
4-5
6-7
8-9
10
11
12-13
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Unit Title:
Stage 1
Standards:
(Alpha-numeric
listing of standards
incorporated in the
unit)
Grade 6
Reading Unit 8
From Author Studies to Independent Projects: Launching a Summer of Reading
Identify Desired Results
Dates of Unit:
Assessed Standards
 6.RL.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.
 6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings;
analyze the impact of a specific word choice on meaning and tone.
 6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
 6.RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in
terms of their approaches to similar themes and topics.
Supporting Standards
 6.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 6.SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
 6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Which author do I enjoy and which specific aspects of their writing keep me engaged with the text?
Essential
Questions:
(These goals
should be aligned
to Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
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What similarities in author’s craft
are seen across texts from the
author? (e.g. setting, characters,
problem/solution, theme,
language, etc.)
Students will be able to compare
the author’s craft across texts from
the same author.
Which specific aspects make
you gravitate toward reading
this author’s work over
another?
Students will be able to
determine specific aspects
that they enjoy about the
author’s style of writing.
I can analyze the author’s craft (e.g. I can re-read to categorize my
setting, characters, themes and
collection of admired parts
How does this author shape your
own thinking about a particular
subject?
Students will be able to explain how
the author shapes their thinking on a
particular subject relating to the text.
I can analyze why a particular part of
the story spoke to my own life or
(aligned to goals)
organizational structures) of a text.
based on my reaction to the
text. (e.g. sadness, happiness,
experience.
humor, suspense)
I can compare settings/main
characters across texts from the
same author.
I can determine common themes
across texts from the same author.
I can analyze sentence
I can reflect and share on ways in
variation, punctuation and
which lessons the author teaches me
word choice from my admired connect to my world.
parts of a book to compare
the author’s craft across texts.
I can create my own piece of
writing using my analysis of
the author’s book as mentor
texts.
I can connect patterns in setting,
character development or theme
the author uses across two (or
more) books.
(e.g. good vs. evil, journey)
I can determine examples of when
the author is doing something new.
Stage 2
Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
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Academic Language Function(s):
Academic Language Stems:
Propositions and Support
Compare and Contrast
Academic Language Stems for Proposition and Support:
Academic Vocabulary:
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Book Clubs
author's craft
compare
contrast
common
connect
patterns
across texts
determine
re-read
categorize
collection
admired parts
reaction
mentor texts
spoke
experience
Easy for Beginners
 I think that ______ because ______.
 We know ______ by ______.
Medium for Intermediate
 I believe that ______, due to the fact that ______.
 For example ______. Therefore if ______ then ______.
Difficult for Advanced and Fluent
 ______ is ______, as evidenced by ______.
 Therefore, if ______, then ______. For example______.
Academic Language Stems for Compare and Contrast:
Easy for Beginners
 ______and ______ are the same.
 ______and ______ are different.
Medium for Intermediate
4|Page
 One similarity/difference between ______ and ______ is
______.
 An obvious similarity/difference between ______ and ______
is.
Difficult for Advanced and Fluent
 Their common characteristics include ______.
 Their major differences can be identified as ______.
 A comparison of ______to ______ reveals that ______.
 By comparing ______ to ______, it becomes clear that ______.
Assessment
Tools:
5|Page

Student
Name
6|Page
I can determine examples of
when the author is doing
something new.
I can connect patterns in setting,
character development or theme
the author uses across two (or
more) books.
I can determine common
themes across texts from the
same author.
I can analyze the author’s craft
(e.g. setting, characters, themes
and organizational structures) of
a text.
I can compare settings/main
characters across texts from the
same author.
Unit of Study Assessment Checklist
Notes
B = Beginning
D = Developing
M=Mastery
P = Proficient
7|Page
I can analyze why a particular
part of the story spoke to my
own life or experience.
I can reflect and share on ways
in which lessons the author
teaches me connect to my
world.
I can create my own piece of
writing using my analysis of the
author’s book as mentor texts.
I can analyze sentence variation,
punctuation and word choice
from my admired parts of a
book to compare the author’s
craft across texts.
I can re-read to categorize my
collection of admired parts
based on my reaction to the
text. (e.g. sadness, happiness,
humor, suspense)
Student
Name
B = Beginning
Notes
D = Developing
M=Mastery
P = Proficient
Unit of Study Assessment Rubric
Unit 6 - From Author Studies to Independent Projects: Launching a Summer Reading Program
Learning Target
I can analyze the author’s
craft (e.g. setting,
characters, themes and
organizational structures)
of a text.
Mastery
I can independently evaluate
the author’s craft (e.g. setting,
characters, themes and
organizational structures) of a
text.
Proficient
I can independently analyze
the author’s craft (e.g. setting,
characters, themes and
organizational structures) of a
text.
I can compare
settings/main characters
across texts from the
same author.
I can determine common
themes across texts from
the same author.
I can independently evaluate
I can independently compare
settings/main characters
across texts from the same
author.
I can independently determine
common themes across texts
from the same author.
I can connect patterns in
setting, character
development or theme
the author uses across
two (or more) books.
(e.g. good vs. evil,
journey)
I can determine
examples of when the
author is doing
something new.
I can re-read to
categorize my collection
of|admired
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on my reaction to the
the settings/main characters
of two or more texts.
I can independently evaluate
common theme across texts
from the same author and how
they affect the overall meaning
and style of each text.
I can independently connect
patterns in setting, character
development or theme the
author uses across two (or
more) books (e.g. good vs. evil,
journey) and how they affect
the overall meaning and style of
each text.
I can independently determine
examples of when the author is
doing something new and how
this affected the overall
meaning of the text.
I can independently and
automatically re-read to
categorize my collection of
admired parts based on my
Developing
With occasional support, I can
identify elements of the
author’s craft (e.g. setting,
characters, themes and
organizational structures) of a
text.
With occasional support, I can
compare settings/main
characters across texts from
the same author.
With occasional support, I can
determine common themes
across texts from the same
author.
Beginning
With teacher support, I can
identify elements of the
author’s craft (e.g. setting,
characters, themes and
organizational structures) of
a text.
With teacher support, I can
compare settings/main
characters across texts from
the same author.
With teacher support, I can
determine common themes
across texts from the same
author.
I can independently connect
patterns in setting, character
development or theme the
author uses across two (or
more) books.
(e.g. good vs. evil, journey)
With occasional support, I can
connect patterns in setting,
character development or
theme the author uses across
two (or more) books.
(e.g. good vs. evil, journey)
With teacher support, I can
connect patterns in setting,
character development or
theme the author uses across
two (or more) books.
(e.g. good vs. evil, journey)
I can independently determine
examples of when the author
is doing something new.
With occasional support, I can
determine examples of when
the author is doing something
new.
With teacher support, I can
determine examples of when
the author is doing
something new.
I can independently re-read to
categorize my collection of
admired parts based on my
reaction to the text. (e.g.
With teacher support, I can
re-read to categorize my
collection of admired parts
based on my reaction to the
With teacher support, I can
create a collection of my
most admired parts.
text. (e.g. sadness,
happiness, humor,
suspense)
reaction to the text. (e.g.
sadness, happiness, humor,
suspense) and its contribution
to the overall text.
I can analyze sentence
I can independently and
variation, punctuation
automatically evaluate
and word choice from my sentence variation, punctuation
admired parts of a book
and word choice from my
to compare the author’s
admired parts of a book to
craft across texts.
compare the author’s craft
across texts.
I can create my own
I can independently create my
piece of writing using my own piece of writing using my
analysis of the author’s
analysis of the author’s book as
book as mentor texts.
mentor texts and explain my
reasoning.
I can analyze why a
I can independently evaluate
particular part of the
why a particular part of the
story spoke to my own
story spoke to my own life or
life or experience.
experience.
I can reflect and share on I can independently and
ways in which lessons the automatically reflect and share
author teaches me
on ways in which lessons the
connect to my world.
author teaches me connect to
my world.
sadness, happiness, humor,
suspense)
text. (e.g. sadness, happiness,
humor, suspense)
I can independently analyze
sentence variation,
punctuation and word choice
from my admired parts of a
book to compare the author’s
craft across texts.
With occasional support, I can
analyze sentence variation,
punctuation or word choice
from my admired parts of a
book to compare the author’s
craft across texts.
With teacher support, I can
analyze sentence variation,
punctuation or word choice
from my admired parts of a
book to compare the
author’s craft across texts.
I can independently create my
own piece of writing using my
analysis of the author’s book as
mentor texts.
With occasional support, I can
create my own piece of
writing using my analysis of
the author’s book as mentor
texts.
With occasional support, I can
analyze why a particular part
of the story spoke to my own
life or experience.
With occasional support, I can
reflect and share on ways in
which lessons the author
teaches me connect to my
world.
With teacher support, I can
create scene of writing using
my analysis of the author’s
book as mentor texts.
I can independently analyze
why a particular part of the
story spoke to my own life or
experience.
I can independently reflect and
share on ways in which lessons
the author teaches me connect
to my world.
Language Learning Target
Stage 3
9|Page
Plan Learning Experiences and Instruction
With teacher support, I can
analyze why a particular part
of the story spoke to my own
life or experience.
With teacher support, I can
reflect and share on ways in
which lessons the author
teaches me connect to my
world.
SAMPLE UNIT CALENDAR
Monday
Tuesday
Wednesday
Thursday
I can analyze the author’s
craft (e.g. setting, characters,
themes and organizational
structures) of a text.
I can compare settings/main
characters across texts from
the same author.
I can determine common
themes across texts from the
same author.
I can connect patterns in
setting, character
development or theme the
author uses across two (or
more) books.
(eg. good vs. evil, journey)
I can determine examples of
when the author is doing
something new.
I can re-read to categorize my
collection of admired parts
based on my reaction to the
text. (e.g. sadness, happiness,
humor, suspense)
I can analyze sentence
variation, punctuation and
word choice from my admired
parts of a book to compare
the author’s craft across texts.
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I can create my own piece of
writing using my analysis of
the author’s book as mentor
texts.
I can analyze why a particular
part of the story spoke to my
own life or experience.
Friday
I can reflect and share on
ways in which lessons the
author teaches me connect to
my world.
Appendix A: Supporting Mini-lesson Correlation Chart
Teaching Point
1. I can analyze the author’s craft (e.g.
setting, characters, themes and
organizational structures) of a text.
2. I can compare settings/main characters
across texts from the same author.
3. I can determine common themes across
texts from the same author.
4. I can connect patterns in setting, character
development or theme the author uses
across two (or more) books.
(eg. good vs. evil, journey)
5. I can determine examples of when the
author is doing something new.
6. I can re-read to categorize my collection of
admired parts based on my reaction to the
text. (e.g. sadness, happiness, humor,
suspense)
7. I can analyze sentence variation,
punctuation and word choice from my
admired parts of a book to compare the
author’s craft across texts.
8. I can create my own piece of writing using
my analysis of the author’s book as mentor
texts.
9. I can analyze why a particular part of the
story spoke to my own life or experience.
10. I can reflect and share on ways in which
lessons the author teaches me connect to my
world.
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Reference to Minilessons
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Collaborating to Comprehend Complex Texts (pg. 30-38)
 Synthesizing Story Elements (pg. 51-60)
 Finding themes through different texts (pg. 164-175)
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Collaborating to Comprehend Complex Texts (pg. 30-38)
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Finding themes through different texts (pg. 164-175)
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Collaborating to Comprehend Complex Texts (pg. 30-38)
 Finding themes through different texts (pg. 164-175)
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Authoring Our Own Responses to Texts (pg. 5-14)
 Readers Look Across Responses to Find Ourselves (pg. 15-18)
 Readers Use Writing and Graphic Organizers as Tools Thought
(pg. 86-87)
N/A
N/A
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Readers Learn About the World Through Fiction (pg. 67-69)
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial
fiction in book clubs. Portsmouth: Heinemann.
 Readers Realize Our Responses Come from Our Lives and the
Texts (pg. 21)
 Coach Club Members to Rehearse for Conversations About
Story Elements (pg. 61-66)
Appendix B: Anchor Charts
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Works Cited
Calkins, L. & Ehrenworth, M. (2010). Tackling complex tests: Historial fiction in book clubs. Portsmouth: Heinemann.
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