P-2, Advanced Proficiency, 6th Grade, English/Language Arts
Unit Plan
6th Grade - English/Language Arts
UNIT BACKGROUND
Unit Number and Title: Unit 2: What a story!
Grade Level: 6
Subject/Topic: Short Stories
Key Words: Fiction, short story, expression, text cues, dialogue, punctuation, visualization, sensory images, text-to-self connection, empathy,
prediction, plot structure (introduction, rising action, climax, falling action, resolution), theme, characterization, first person point of view, third
person point of view, mood, idea development, brainstorming/webbing/mapping, narrowing ideas using RAFTS (role, audience, format, topic, strong
verb), elaboration, detail, peer editing, clarity, detail, subject-verb agreement, adjective, adverb.
Length (in weeks / days): 4 weeks/ 20 days
Quarter: 1
Step 1: Creating Vision and Planning for Assessment
Unit GOAL
Technical:
Reading
Students will continue to deepen their understanding and application of metacognitive reading strategies during their independent reading to aid
comprehension. Specifically, students will be able to independently apply the strategies of visualization/mental movies and text-to-text connections at
the end of this unit.
Literature
Students will be able to read a variety of texts and demonstrate mastery (80%) on being able to:
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Identify and analyze the following story elements: plot, character, setting, mood, point-of-view, and figurative language (simile only); by
analyze, students will have to discuss the author’s use of the story element and how that use affects the text as a whole (i.e., the author’s use
of setting contributes to the suspenseful mood of the story).
After reading a story, explain how the story is organized using the stages of plot development; explain how/why that organization impacts the
text
Identify the theme of a text and explain how the author develops that theme in the work.
Determine the author’s purpose and point-of-view of a given text.
Writing
Students will create a written narrative that is focused on one clear, coherent, well-developed idea and includes relevant and strong details and
elaboration. Students will also show mastery of the following written conventions through this narrative: subject-verb agreement, paragraph structure,
dialogue punctuation, sentence punctuation.)
Motivating Vision of Student Success:
Together, we will log 3750 minutes of independent reading time during this unit, begin our quest to become literary leaders, and create our first
written narrative!
P2(1): The teacher include the vision for the assessment in the unit plan. (AP)
Unit Plan – Planning For Assessment
How will I measure my Unit Goal?


Unit test: short answer and multiple choice questions on literary analysis standards, reading comprehension (students will be expected to
apply the standards with new texts, not the texts we are reading during the unit).
Written narrative, scored on rubric for ideas and elaboration, as well as specific conventions taught during this unit (subject-verb agreement,
paragraph structure, dialogue punctuation, sentence punctuation)
How will I measure progress toward the Unit Goal?
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Individual reading conferences (at least 1 per student every two weeks)
Readers’ response journals to monitor comprehension, use of strategies
Weekly vocabulary quizzes
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Conventions quizzes
Literary terms quiz (lower Bloom’s)
Literary analysis quiz (higher Bloom’s)
Exit tickets
Unit Plan - What’s The Big Idea?

Reading comprehension, literary analysis, developing ideas in writing
Good readers are always thinking and using their comprehension strategies to help them derive meaning from literature, which is packed with ideas
and meanings that we must figure out! By digging into what an author is doing, we can gain a better understanding and appreciation for their story,
and help us develop the skills that will make us stronger writers and story tellers. As writers, we must have strong, well-developed ideas to make our
work interesting to our readers.
Unit Plan – Enduring Understandings
To meet the standards, students will need to
understand that:

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Authors rarely come out and say exactly
what they mean. They use a variety of
techniques to give us clues to help us
figure out the story!
Literature often reflects what we see
and feel in real life. Good readers apply
what they know to a text and allow a
text to impact their thinking and
feelings.
Stories should make sense! Authors use
a structure to help them organize their
work and help us make sense of their
story.
Writers take time to develop and focus
their ideas and add the detail and
elaboration that makes their writing so
colorful and interesting.
Unit Plan – Essential Questions
To understand, students will need to
consider such questions as:
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How can we figure out what
the author really wants us to
understand?
How does literature reflect my
life and world?
What makes a short story
great?
How do writers develop an
idea into a powerful piece of
writing?
How are grammar and
conventions the road signs of
the English language? Do
good readers and writers
always follow them?
Unit Plan – Tasks
What are the tasks implied by the verbs in the standards?


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Create a written narrative that presents a welldeveloped idea, strong details and elaboration, and
conventions (specific to this unit)
Read, interpret, and analyze fictional short story text
for literary features such as story elements,
organization, and purpose.
Discuss literature in teacher-student conferences,
small group, and whole class seminars. Respond to
literature by reflecting on personal experience and
contributing relevant comments to discussion.
Set independent reading goals and read texts on
independent reading levels. Apply metacognition
strategies and create a reader’s response journal to
demonstrate use of reading comprehension strategies,
reflect on text, extend understanding.

Rules and conventions of the English
language aren’t just to make you crazy
– we need them to make our writing
easier to read and understand.
Unit Plan – Achievement Targets
To understand, students will need to have knowledge of:
To understand, students will need to be able to:
Literary Analysis:
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Fiction as a genre; short story as a type of fiction
Literary elements, including: plot (introduction, rising action, climax, falling
action, resolution), Character/characterization, stereotypes, point of view,
narrator, setting, mood, theme, style, conflict
Author’s purpose
Literary devices including: figurative language, simile, dialogue
Literary Analysis:
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Reading Comprehension:
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Text-to-text connection
Empathy
Visualization/mental movie
Scene change
Sensory images
Expression and textual features (dashes, ellipses, italics)
Prediction
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Writing:
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Classify a text into the correct genre by its
distinguishing characteristics
Explain the author’s use of plot structure and describe
how elements of plot advance the story
Describe the conflict of a story and how that conflict is
resolved
Analyze characters from a variety of perspectives
(based on their actions, based on thoughts, based on
interactions with others, etc.)
Compare texts with different point-of-view and discuss
the perspective that the point-of-view gives the reader
Discuss how the author creates mood and it’s effect on
the reader
Determine the theme of a text
Explain how the author’s word choice, language and
arrangement impact the text
Explain how the elements of literature interact (e.g.,
plot influences setting, character builds theme, etc.)
Discuss the purpose of dialogue and its effect on the
text
Discuss the author’s use of literary devices and their
effect on text
Idea development: brainstorming, webbing, mapping

Narrowing focus: RAFTS – role, audience, format, topic, strong verb
Elaboration: details, description
Relevance
Writing process: prewriting, drafting, responding, revising, editing, publishing Reading Comprehension:
Peer editing procedures

Editing marks
Conventions:
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Sentence formation: run-ons, fragments
Sentence structure and punctuation (end punctuation, dialogue punctuation)
Paragraph structure and formation
Strong/weak verbs, adjectives, adverbs
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Vocabulary
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From “Thank You, Ma’am:” mistrust, barren, frail, stoop
From “Eleven:” alley
From “Charles:” renounce, swagger, raucous, insolent
Prefix: mis-, pre-
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Writing:
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Listening/Speaking:
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Presence
Relevance
Textual evidence
Visualize/make mental movies to strengthen
comprehension
Describe changes in mental movies during shifts in
story/scene changes
Use sensory images to increase comprehension
Make relevant text-to-self connections and discuss
how connection(s) impact understanding of or
experience of text
Describe how empathy with a character can increase
understanding of text
Make predictions based on evidence in text
Determine the author’s purpose
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Brainstorm ideas and determine the strongest ideas to
develop into a written piece using maps, webbing, and
free writing
Narrow idea focus by using RAFTS (write appropriate
to audience, format, and purpose)
Develop ideas by adding detail and elaboration
Choose strong, relevant details that strengthen the
writing
Use the stages of the writing process to develop ideas
and draft initial pieces
Explain the process for peer review
Use peer review to provide and receive relevant,
constructive feedback on writing
Describe and follow proper publishing procedures
Conventions


Edit for run-on and fragmented sentences
Properly punctuate dialogue using correct quotation
marks, commas, and end punctuation
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Write well developed paragraphs that focus on one
main idea and provide relevant supporting details
Use and edit for strong verbs, adjectives, and adverbs
in writing
Use correct subject/verb agreement in writing
Vocabulary:
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Use context clues to determine the meaning of
unfamiliar words
Extend vocabulary by using new words in speech and
writing
Listening/Speaking:
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Discuss literature in teacher-student conferences and
small group discussions
Take an active role in whole class seminars
Contribute relevant comments to extend discussion
and use evidence from text to support ideas
Steps 2 and 3: Misunderstandings & Lesson Objectives
P2(1): The teacher has translated the standards into “clear, measurable, student-centered, and rigorous objectives” (AP)
# of
days, 1
Potential
Standard
Daily Lesson Objective(s)
day =
Lesson Plan Notes
Misunderstandings
xx
min.
5.01 Increase fluency, comprehension,
 SWBAT explain how text 10
 Students may think
 Mini lessons w/
and insight through a meaningful and
cues and features helps us min.
that any kind of
application to
comprehensive literacy program by:
read with expression; use each
connection is a
independent reading
text cues/features to read day

a. using effective reading
strategies to match type of text
1.04d: Interpret how personal
circumstances and background shape
interaction with text


1.02d: Make connections between works,
self, and related topics


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4.01a: Determine the purpose of the
author or creator by monitoring
comprehension for understanding of what
is read, heard, and/or viewed.

with expression
SWBAT explain how we
should read dialogue with
expression and why
SWBAT make relevant
text-to-self connections
and explain how those
connections increase
understanding of text (all)
SWBAT make relevant
text-to-self connections
and explain how feeling
empathy toward a
character can increase our
understanding of that
character/the text.
(“Eleven”)
SWBAT describe the
sensory images and details
that they used to create
mental images to aid their
comprehension (“Eleven)
SWBAT describe the
details that signal a change
in scene in the text
(“Charles)
SWBAT make logical
predictions and use textual
evidence to support their
thinking (“Charles”)
SWBAT determine
author’s purpose while
reading a text (all)
relevant connection

N/A
Even though a story
has a theme or lesson,
it isn’t to inform. It’s
books

Purpose discussed as we
read each story (not a
full day lesson)
still to entertain!
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5.01g: Interpret text by explaining
elements such as plot, theme, point of
view, characterization, mood, and style.

5.01i: Recognize underling messages in
order to identify theme(s) within and
across works
5.02d: Explore what impact literary
elements have on the meaning of the text
such as the influence of setting or the
problem and its resolution

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SWBAT explain why and
how author’s of short
stories organize the text
(intro)
SWBAT trace a story’s
development using the plot
map (“TYM”)
SWBAT determine the
theme of a story and use
evidence from the text to
show how the author
developed the theme
(“TYM”)
SWBAT identify a story’s
point of view (all)
SWBAT describe the
6
effect that point-of-view
has on the reader of a story
(“Eleven”)
SWBAT describe how
authors develop characters
and cite evidence from the
text (“TYM”)
SWBAT create a character
sketch of Roger that uses
evidence from the text to
reveal their understanding
of the character (“TYM”)
SWBAT identify the mood
of a text and use textual
evidence to explain how
the how the author creates

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The theme is not
explicit in the text.
Finding point of view
– don’t look in
dialogue!


Plot structure – two days
Theme discussed with
all stories, heavy with
Thank You Ma’am
Character analysis:
Roger in TYM, Rachel
in Eleven
Comparison of p-o-v:
How would Eleven be
different if it was told
from the perspective of a
narrator like TYM?
the mood of a story (all)

5.01f: Discuss and analyze the effects on
texts of such literary devices as figurative
language, dialogue, flashback, and
sarcasm


5.01k: Explore relationships between and
among characters, ideas, concepts, and/or
experiences.
1.02g: Determine the main idea and/or
significance of events
5.02a: Study the characteristics of literary
genres (fiction) through reading a variety
of literature and other text

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5.02b: Interpret what impact genrespecific characteristics have on the
meaning of the work.
4.01d: Analyze the effects of the author’s
craft on the reader/viewer/listener

SWBAT explain how the
author’s use of dialogue
impacts the mood of the
text in “Charles”
SWBAT to explain how
the author’s use of simile 2
allows readers to better
understand a character’s
feelings and thoughts in
“Eleven”
SWBAT to discuss the
relationship between
Roger and Ms. Luella
BWJ in “Thank You,
Ma’am” and how it helps
develop the story’s theme 1
SWBAT explain why Ms.
Luella BWJ treatment of
Roger is significant to the
story’s theme


Dialogue: introduced
with TYM, connection
to mood w/ Charles
Simile, figurative
language with Eleven
Students may not realize that
every time they read, they
should be thinking about what
it the main idea or why is this
significant.
SWBAT describe the
characteristics of fiction
and a short story.
SWBAT explain how
1/2
those characteristics make
the text entertaining,
engaging.

Intro
SWBAT discuss how the
1
author’s use of first person

Teach with Eleven and
point-of-view affects the
reader of the story.
Writing focus: idea development

Writing process focus: drafting, revising,
editing, publishing

1.01: Narrate an expressive account (e.g.,
fictional or autobiographical) which:
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
a. Tells a story or establishes the
significance of an event or events
b. Uses remembered feelings and
specific details
6.02b: Apply proofreading symbols when
editing
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6.02c: Produce final drafts that
demonstrate accurate spelling and the
correct use of punctuation and
capitalization


6.02b: Apply proofreading symbols when
editing
6.02c: Produce final drafts that
demonstrate accurate spelling and the
correct use of punctuation and
capitalization

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SWBAT brainstorm ideas
to develop into a narrative.
SWBAT narrow their
ideas by using RAFTS
(role, audience, format,
topic, strong verb).
SWBAT create relevant
details to elaborate on
4
their ideas.
SWBAT use the writing
process to develop their
ideas into a published
1.5
narrative.
SWBAT explain
procedures for peer review
SWBAT use editing
symbols correctly
SWBAT provide relevant
and constructive feedback
SWBAT brainstorm ideas
to develop into a narrative.
SWBAT narrow their
ideas by using RAFTS
4
(role, audience, format,
topic, strong verb).
SWBAT create relevant
details to elaborate on
1.5
their ideas.
SWBAT use the writing
process to develop their
ideas into a published
comparison POV

Model with own writing

Model with own writing

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6.01a: Use a variety of sentence types
correctly, punctuating them properly, and
avoiding fragments and run-ons (spiral)

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6.01b: Use appropriate subject-verb
agreement and verb tense that are
appropriate for the meaning of the
sentence (spiral)
6.01c: Demonstrate the different roles of
the parts of speech in sentence
construction (spiral)
6.01f: Determine the meaning of
unfamiliar vocabulary words by using
context clues, a dictionary, a glossary,
and/or structural analysis (roots, prefixes,
suffixes) of words. 6.01g: Extend
vocabulary knowledge by learning and
using new words.
6.02a: Review and use common spelling
rules, apply common spelling patterns,

narrative.
SWBAT explain
procedures for peer review
SWBAT use editing
symbols correctly
SWBAT provide relevant
and constructive feedback
SWBAT edit for run-on
sentences and fragments
SWBAT use proper end
punctuation in sentences
SWBAT punctuate
dialogue correctly
SWBAT use proper
subject-verb agreement in
writing and speech
SWBAT edit for subjectverb agreement

SWBAT edit for strong
verbs, adjectives and
adverbs in their writing

SWBAT determine the
meaning of unknown
words using context clues
SWBAT use new
vocabulary words in
speech and writing


SWBAT master an
individual list of spelling
5-10
min.
each
day
5-10
min.
each
day

Comparison from own
writing

Do Now context clues
sentence
5-10
min.
each
day
5-10
min.
each
day
5-10
min.
and develop and master an individualized
list of words that are commonly
misspelled
words
each
day
2.5
Unit Review and Assessment
Formative assessments, Unit
test
20*
Total
P2(2): The teacher has appropriately mapped out the objectives “ahead of time” on the calendar and has allocated time appropriately based on the
content to be taught (E)
*Time reflects mini-lessons taken into account.
Step 4: Sequencing & Scaffolding Objectives on Calendar
P2(1): The teacher logically groups daily objectives based on connecting themes. (AP)
October
Monday
Tuesday
Wednesday
Thursday
Friday
1
2
3
4
5
Literary terms pretest
Reading mini-lesson:
Reading mini-lesson:
Reading mini-lesson:
Reading mini-lesson:
Pose EQs for literary unit
Good readers use text
cues/features to read with
expression
Good readers read dialogue
with expression to really get
in character
Objectives:
Objectives:
Good readers make relevant
text-to-self connections and
can explain how those
connections increase
understanding of text
Good readers make relevant
text-to-self connections and
feel empathy toward
characters to help them
relate to what’s happening
in the story
Reading mini-lesson

Good readers can
categorize text
according to genre.

Objectives:

SWBAT describe the
characteristics of

SWBAT explain why
and how author’s of
short stories organize
the text (intro)
SWBAT trace a
story’s development


SWBAT describe how Objectives:
authors develop
Objectives:
characters and cite
 SWBAT to discuss
evidence from the text
the relationship
 SWBAT identify a
(“TYM”)
between Roger and
story’s point of
SWBAT create a
Ms. Luella BWJ in
view

fiction and a short
story.
SWBAT explain how
those characteristics
make the text
entertaining,
engaging.
using the plot map
(“TYM”)
character sketch of
Roger that uses
evidence from the text
to reveal an
understanding of the
character (“TYM”)

“Thank You,
Ma’am” and how it
helps develop the
story’s theme
SWBAT explain
why Ms. Luella
BWJ treatment of
Roger is significant
to the story’s theme


SWBAT discuss
how the author’s
use of first person
point-of-view
affects the reader of
the story.
SWBAT discuss
how changing the
point-of-view would
change the overall
impact of the text.
8
Reading mini-lesson:
10
9
Good readers use the sensory
Reading mini-lesson:
images and details in the text
to create mental movies to
Good readers look for
aid their comprehension
connections across story
elements
Objectives:


SWBAT explain why
author’s use
figurative language
and identify similes
in text
SWBAT to explain
how the author’s use
of simile allows
readers to better
understand a
character’s feelings
and thoughts in
Objectives:


SWBAT identify a
story’s point of view.
SWBAT explain how
the author’s use of
dialogue impacts the
mood of the text in
“Charles”
Reading mini-lesson:
Good readers use clues in the
11
text to make a prediction
Objectives:


SWBAT describe and
compare the Charles
and Laurie using
evidence from the text
SWBAT make logical
predictions and use
textual evidence to
support their thinking
(“Charles”)
Vocabulary quiz
12
Unit test: Literary analysis
TBD based on trends
from reading conferences assessment
Targeted reteaching (based
on exit tickets, class work,
observation)
“Eleven”
15
Hand back unit test, have
students track mastery
Pose EQs for writing unit
19
16
Mini-lesson:
Conventions quiz
17
Mini-lesson:
18
Mini-lesson:
Mini-lesson:
SWBAT punctuate
SWBAT edit for strong verbs,
SWBAT use proper end
dialogue correctly
adjectives and adverbs in their
punctuation in sentences
SWBAT modify a
writing
 SWBAT use proper
paragraph so that it focuses Objectives:
subject-verb
on one topic and includes
Objectives:
agreement in writing
Objectives:
only relevant details
 SWBAT explain
and speech
 SWBAT narrow their
how dialogue can be
 SWBAT describe how
ideas by using RAFTS
Objectives:
used to help develop
Objectives:
Sandra Cisneros used
(role, audience,
their ideas and/or
detail and description
format, topic, strong
 SWBAT use the
characters
to make her writing
 SWBAT reflect on
verb).
writing process to
 SWBAT use the
more interesting
the short stories we
 SWBAT choose their
develop their ideas
writing process to
 SWBAT create
read and discuss
strongest idea to
into a draft of their
develop their ideas
relevant details to
potential ways that
develop during
narrative.
into a draft of their
elaborate on their
authors develop ideas
drafting
narrative.
ideas.
for their writing
 (Students turn in
 SWBAT brainstorm
draft for feedback
ideas to develop into
from me)
a narrative
Mini-lesson
22
23
24
Return drafts
Mini-lesson:
Mini-lesson:
Mini-lesson: SWBAT provide SWBAT explain helpful
constructive feedback by
techniques that authors use
when revising their work;
SWBAT use editing symbols asking the writer questions
Mini-lesson:
25
26
Mini-lesson:
Mini-lesson:
TBD: based on trends from
TBD: based on trends
from writing conferences, writing conferences,
correctly
and offering specific
suggestions
explain our revising
procedures
Objectives:
SWBAT provide relevant and
constructive feedback by peer
Objectives: SWBAT reviewing a writer’s work for
provide relevant and strong verbs, adjectives, and
constructive feedback adverbs; sentence formation
and punctuation, and subjectby peer reviewing a
verb agreement
writer’s work for
clarity of ideas and
supporting details
SWBAT revise their work
SWBAT discuss their based on constructive
writing with their peer feedback from their peers
review partner and
reflect on their
comments
Objectives:


SWBAT describe
why authors use peer
review and explain
class procedures for
peer review
SWBAT compare
examples of strong
constructive feedback
and weak
constructive feedback
and describe how the
type of feedback
would affect the
writer’s work.
(Additional drafting time as
needed)


observations
observations
SWBAT revise their work
based on feedback from
their peers
SWBAT publish their
narrative
SWBAT publish their
narrative
(flex time: students may
want to share work with
peers after revising, may
want to start brainstorming
for next written piece, etc.)
(flex time: students may
want to share work with
peers after revising, may
Narrative due
want to start brainstorming
for next written piece, etc.)