Sample Instructional Module:
The following is a sample module intended to provide an example of possible instruction
for the Fresno Unified School District Scope and Sequence. Consider this a work in
progress. As a sample instructional plan, it should invite discussion and development. It
is not intended to be prescriptive, only suggestive. It may provide ideas and guidance.
The module can be adapted, modified, expanded, delivered as-is, or not used at all. It
simply provides an example of a shorter module of instruction which incorporates:
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Integration of interactive reading, writing, and speaking processes
Text dependent writing and speaking
Formative assessment opportunities
Additional instructional supports should be planned in addition to the activities contained
within this sample module. Some suggestions are included at the end of each task.
Others to consider include:
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Extension activities for advanced students
o Read more challenging text (suggestions are listed in text set resources)
o Participate in a Literature Circle
Explicit language instruction for English Language Learners
Designated time to address Reading Foundational Skills, including different levels
of support for Phonics and Word Recognition
Targeted instruction for grammar, conventions, and writing strategies.
6th Grade ELA Sample OPINION Module – Different Cultures
Big Idea: Identity
Enduring Understanding: What makes me who I am and how am I different within other contexts; historically?
culturally?
Culminating Task
Culminating Task Frame
After reading “The Carve-up Continues” and The Great Wall,
write a feature article that compares the justification of the
building of each wall that separates cultures. What conclusions
or implications can you draw? Cite evidence from each of the
texts, pointing out key elements. In your discussion, address the
credibility and origin of sources in view of the topic.
After reading _______ and _______ (literature or informational
texts), write a/an _____ (essay or substitute) that compares
_________ (content). What conclusions or implications can you
draw? Cite evidence from the texts, pointing out key elements
from each source. In your discussion, address the credibility and
origin of sources in view of the topic.
Essential Questions:
How are cultures different?
What are similarities and differences of cultures from the past and now?
Text Title
Mesopotamia and the
Fertile Crescent
Module Text Set
Resource
Holt Ancient Civilizations – Unit 2, Chapter 3
The Great Wall
Houghton Mifflin – Theme 4, Selection 2
-
Mesopotamia
Multimedia – National Geographic
-
Commentary
Scope and Sequence Suggested Related
Text
Provides culture information of the
Mesopotamia Civilization
Scope and Sequence Suggested Related
Text
Provides culture information of the
Ancient Egypt
Scope and Sequence Anchor Text
Provides culture information of the
Ancient China
Scope and Sequence Suggested Text
Brief video of civilization
-
Scope and Sequence Suggested Text
Video of civilization
-
Ancient Egypt
Holt Ancient Civilizations – Unit 2, Chapter 4
-
http://video.nationalgeographic.com/video/kids/peop
le-places-kids/iraq-mesopotamia-kids/
Ancient Egypt
Multimedia – Discovery Channel
http://app.discoveryeducation.com/public:session/log
in?next=http%3A%2F%2Fapp%2Ediscoveryeducation%
2Ecom%2Fsearch%3FNtt%3Dancient%2Bchina
Writing Task for Module 1:
After reading the text set, write an essay that describes the similarities and differences of the cultures Mesopotamia,
Ancient Egypt, and Ancient China. Be sure to support your essay and discussion with evidence from the texts.
PREREADING
Activity 1
Getting Ready to Read
Strategy: Student
True/False Quiz
This activity briefly assesses prior
knowledge of topics utilized within the
module.
Answer the following questions with T for true, F for false.
________ 1. The Chinese built a wall thousands of miles long to protect immigrants from
entering their country.
________ 2. In southern Mesopotamia, the Sumerians were the world’s first civilization.
________ 3. Farmers were the most important people for the Egyptians.
________ 4. As a Sumerians, the priest is considered the highest class or rank in
society.
________ 5. Egyptian women had no legal rights.
Resources: True and False Worksheet (see appendix)
Instructional Notes (complex text, talk & task)
 Students complete quiz
 Teacher uses as an initial assessment.
 Teacher collects and saves all worksheets until the end of the unit.
Task Scoring: Formative assessment – Use data from True/False quiz to determine instructional next steps in regards
to the content contained within the quiz and module.
Activity 2
Getting Ready to Read
Strategy: Quick Write
Standards:
W.6.4, W.6.10, SL.6.1c,
SL.6.6,
This activity will allow students to make
connections regarding the upcoming topic
and allow them to engage in collaborative
conversations with partners.
Prompt:
- What does culture mean to you?
- What are some of your family’s cultures?
- Are these important to you? Why? Or Why not?
Resources: Reading/Writing notebook or journal
Instructional Notes (complex text, talk & task)
 Students complete a quick write.
 Students pair with a partner to share and discuss their responses.
 Students listen, respond, and ask questions with their partner.
 Conduct a class discussion to help students focus on the task’s question or ideas and to “open” their minds to
possible ways of thinking about the prompt.
Task Scoring: Formative Assessment: Listen in on students’ conversations. Invite partners to share with the whole
group something they heard from a partner, in regards to the prompts above.
Activity 3
Task and Assessment
Analysis
This activity will provide students the
opportunity of understanding and
explaining the task’s prompt and rubric.
Strategy: GIST (see
Standards:
appendix)
W.6.10, SL.6.1a-c
Prompt: In15-25 words, write a brief explanation of what the culminating task is asking you to do.
Resources: Culminating Task and Rubric
Instructional Notes (complex text, talk & task)
 Have students share responses in small groups so that students can hear/know what each other is doing and
encourage them to help each other when appropriate.
 In small group review each student’s response to ensure she/he understands the task. Ensure relevant reading
material is selected or provided.
 Discuss as a class in detail the prompt, type of writing and structure, the product, and the rubric.
Task Scoring: checking for understanding
Activity 4
Exploring Key Concepts
This activity will prepare students to make
meaningful understanding of the content
before reading and stimulates interest.
Strategy: Brainstorming,
Standards:
Two-Column Comparison
W.6.10, SL.6.1a-c
Chart
Prompt: The development of farming led to the growth of towns. In time, towns developed into civilizations.
The first civilization grew up in river valleys in Asia and Africa. On a two-column chart, labeled
Advantages/Disadvantages, brainstorm and write responses to the following prompt: “Why did the first
civilizations develop in river valleys? - advantages” or “What are some of the disadvantages of living in river
valleys?”
Resources: Two-Column Comparison Chart (see appendix)
Instructional Notes (complex text, talk & task)
 Students complete the two-column chart
 Students will pair with a partner to share and discuss their responses
 Students listen, respond, and ask questions with their partner
 Have students keep a copy to review and discuss after reading
Task Scoring: Formative assessment
Activity 5
Surveying the Text
This activity reinforces good readers to
think about titles, headers, and text
features prior to reading to help organize
information.
Strategy: Analyze, Discuss
Standards:
and Answer Questions
SL.6.1a-c, SL.6.2
Prompt: Let’s answer the questions together as a class.
1. What does the title “Mesopotamia and the Fertile Crescent”, hint about the topic of the Chapter?
2. What are the section titles of the Chapter?
3. What do the sections tell you the Chapter might be about?
4. What are some of the headers in the sections? How might this help you?
5. What are some of the sub-headers in the sections? How might this help you?
Resources: Textbook-Ancient Civilizations Chapter 3
Instructional Notes (complex text, talk & task)
 Students will share and discuss with a small group their responses
 Students listen, respond, and ask questions with their group
 Allow time for students to voluntarily share their ideas and provide feedback
Task Scoring: Formative assessment- checking for understanding
Activity 6
Understanding Key
Vocabulary
This activity helps students identify the
extent to which they know the meaning of
words as they keep track during and after
the reading.
Strategy: Vocabulary SelfStandards:
Assessment
RI.6.4, L.6.4a, c-d
Prompt: It is important to identify key vocabulary words in the text. Students will keep track of a vocabulary
self-assessment chart to help them become familiar with words they don’t know. The chart will include:
- Know it well
- Have an idea
- Don’t know it
Students will fill in the remaining columns as they continue to read. They will need to keep this chart to use
while continuing to read multiple sections of the chapter.
Resources: Vocabulary Self-Assessment Chart (see appendix)
Instructional Notes (complex text, talk & task)
 Teacher has some words already selected as an example for students
 Students complete the self-assessment chart before they read with teacher selected words
 Have students keep a copy to review and discuss during and after reading
Task Scoring: Formative assessment- checking for understanding
*Teacher Notes: before reading the text(s), suggestions are to review and discuss map skills from Ancient Civilization H1 - H11.
READING
Activity 7
Reading for Understanding
Strategy: Close Reading of
Text
This activity provides the students with the
ability to develop an understanding of a
text by locating key concepts, facts, or
information.
Standards:
RI.6.1, RI.6.2, RI.6.3, RI.6.4,
RI.6.5, RI.6.10, W.6.4,
W.6.9b, W.6.10, SL.6.1a-d,
SL.6.6
Resources: Textbook-Ancient Civilizations Chapter 3, Vocabulary Self-Assessment Chart (see appendix),
Reading/Writing Notebook or Journal, Graphic Organizer (see appendix)
Here is an example of a Close Reading (teachers need to utilize a criteria for success so students are aware
what is expected in quality of answers):
Step 1: Students will read pages 56-59, 64-66, independently using key vocabulary assessment. As students
read, think about these guiding questions:
- What does Mesopotamia mean?
- On what rivers did Mesopotamia develop?
- Where is Mesopotamia?
Step 2: When most of the class has completed reading, students discuss in small groups/partners the
answers to the guiding questions. Briefly discuss, whole class, to address any misconceptions about the
guiding questions.
Step 3: Students will now discuss in small groups/partners their updated vocabulary self-assessment chart.
There will be some students that will not have any new information to share at this time. They will have more
information to share as they continue to read other texts.
Step 4: Teacher and students re-read the text, discuss, and write answers to the text dependent questions.
Students can orally share written answers in small group/partners/whole class (teacher’s choice).
Suggested Text Dependent Questions:
-
According to the text, what is the Fertile Crescent?
When and how were farming settlements established in Mesopotamia?
Describe why the farmers needed to develop a system to control their water supply?
In what ways did a division of labor contribute to the growth of Mesopotamian civilization?
Politically, how was early Sumerian society organized? How did that organization affect society?
Why did the Sumerians consider it everyone’s responsibility to keep the gods happy?
Additional Text Dependent STEMS (see appendix).
Students need to be given some time to fill out graphic organizer with information listed in Cornell Notes.
Teacher will model first example. The graphic organizer should be retained to be used with other activities.
Writing to Synthesize Learning:
 Have students write a summary of a section of text (E.g., paragraph, section, or entire piece of text
read). Summaries should not include any personal opinions or judgments.
 Have students write a paragraph where they determine the central idea of a text and provide
evidence from the text regarding the details that support the central idea.
Instructional Notes (complex text, talk & task)
 Students read Chapter 3, Section 1 & 2
 Students will pair/share with a partner answers to guiding questions
 Students listen, respond, and ask questions with their partner
 Students update vocabulary assessment chart
 Students answer, share, and discuss text dependent answers
Task Scoring: Formative Assessment. Review student responses to Text Dependent Questions. Use writing synthesis
assignments to learn about how students are processing information in the text and citing evidence to support the
claims in their writing. Utilize writing synthesis assignments to learn about students’ writing abilities and ability to
communicate their thinking in writing.
Activity 7a
Annotating and Questioning
the Text
This activity identifies the main point and
supporting key elements of a text. This
also provides reading strategies needed
for the task and develops an
Strategy: Annotating/Note
Standards:
understanding of a text by interpreting into
Taking Text (Cornell Notes) W.6.8, W.6.10, SL.6.1a-d,
one’s own writing.
(Graphic Organizer)
SL.6.4
Revisiting pages 56-59, 64-66, teacher models the completion of first note taking for students (teachers need
to utilize a criteria for success so students are aware what is expected in quality of notes). Students will reread the next section of the text and complete their notes in a small group. Teacher is facilitating, monitoring,
and checking for understanding.
Resources: Textbook-Ancient Civilizations Chapter 3, Cornell Notes Example (see appendix)
Instructional Notes (complex text, talk & task)
 Teacher model expectations and procedures of note taking.
 Students work in small groups to take notes using Cornell Notes.
 Teacher monitors for understanding.
Task Scoring: Criteria for Success
Optional: formative assessment- checking for understanding
*Teacher Notes: before reading Ancient Egypt, suggestions are to show the quick video from National Geographic on
Mesopotamia. This will help reinforce note taking.
Activity 8
Reading for Understanding
This activity provides the students with the
Strategy: Close Reading of
Text
ability to understand reading strategies
needed for the task and develop an
understanding of a text by locating key
concepts, facts, or information.
Standards:
RI.6.1, RI.6.2, RI.6.3, RI.6.4,
RI.6.5, RI.6.10, W.6.4,
W.6.9b, W.6.10, SL.6.1a-d,
SL.6.6
Resources: Textbook-Ancient Civilizations Chapter 4, Vocabulary Self-Assessment Chart (see appendix),
Reading/Writing Notebook or Journal, Graphic Organizer (see appendix)
Here is an example of a Close Reading (teachers need to utilize a criteria for success so students are aware
what is expected in quality of answers):
Step 1: Students will read pages 88-95, 104-106, independently using key vocabulary assessment. As
students read, think about these guiding questions:
- How did farmers use the Nile to grow their crops?
- What does the title pharaoh mean?
- Who made up the majority of Egypt’s population?
Step 2: When most of the class is completed reading, students discuss in small groups/partners answers to
guiding questions. Briefly discuss, whole class, to address any misconceptions about the guiding questions.
Step 3: Students will now discuss in small groups/partners their updated vocabulary self-assessment chart.
There will be some students that will not have any new information to share at this time. They will have more
information to share as they continue to read other texts.
Step 4: Teacher and students re-read text, discuss, and write answers to text dependent questions. Students
can orally share written answers in small group/partners/whole class (teacher’s choice).
Suggested Text Dependent Questions:
- According to the text, why was it important to the Egyptians that the Nile’s flooding was consistent?
- Explain how the pharaoh’s crown displayed the unification of Egypt?
- According to section 3, were scribes honored in Egyptian society? Why? Or Why not?
- Explain how some people could be enslaved in Egypt. Use two details from the text to support your
answer.
- How is the portrayal of Horus connected to the god’s function in Egyptian mythology?
Additional Text Dependent STEMS (see appendix).
Students need to be given some time to fill out graphic organizer with information listed in Cornell Notes.
This should be filed to be used with other activities.
Writing to Synthesize Learning:
 Have students write a summary of a section of text (E.g., paragraph, section, or entire piece of text
read). Summaries should not include any personal opinions or judgments.
 Have students write a paragraph where they determine the central idea of the text and provide
evidence from the text regarding the details that support the central idea.
Instructional Notes (complex text, talk & task)
 Students read Chapter 4, Section 1, 2 & 3
 Students will pair/share with a partner answers to guiding questions
 Students listen, respond, and ask questions with their partner
 Students update vocabulary assessment chart
 Students answer, share and discuss text dependent answers
Task Scoring: Criteria for Success
Optional: formative assessment- checking for understanding
Activity 8a
Annotating and Questioning
the Text
This activity identifies the main point and
supporting key elements of a text. This
also provides reading strategies needed
for the task and develops an
Strategy: Annotating/Note
Standards:
understanding of a text by interpreting into
Taking Text (Cornell Notes)
W.6.8, W.6.10, SL.6.1a-d,
one’s own writing.
(Graphic Organizer)
SL.6.4
Revisiting pages 88-95, 104-106, teacher models the completion of first note taking for students (teachers
need to utilize a criteria for success so students are aware what is expected in quality of notes). Students will
re-read the next section of the text and complete their notes in a small group. Teacher is facilitating,
monitoring, and checking for understanding.
Resources: Textbook-Ancient Civilizations Chapter 4, Cornell Notes Example (see appendix)
Instructional Notes (complex text, talk & task)
 Teacher model expectations and procedures of note taking.
 Students work in small groups to take notes using Cornell Notes.
 Teacher monitors for understanding.
Task Scoring: Criteria for Success
Optional: formative assessment- checking for understanding
*Teacher Notes: Before reading “Ancient China”, a suggestion is to show the videos from Discovery Channel on Ancient Egypt. This
will help reinforce note taking.
Activity 9
Strategy: Close Reading of
Text
Reading for Understanding
This activity provides the students with the
ability to understand reading strategies
needed for the task and develop an
understanding of a text by locating key
concepts, facts, or information.
Standards:
RI.6.1, RI.6.2, RI.6.4, RI.6.6,
RI.6.7, RI.6.10, W.6.1a-c, e,
W.6.4, W.6.9b, W.6.10,
SL.6.1a-d, SL.6.6
Resources: HM, Theme 4, Selection 2, Vocabulary Self-Assessment Chart (see appendix), Reading/Writing Notebook
or Journal, Graphic Organizer (see appendix)
Here is an example of a Close Reading (teachers need to utilize a criteria for success so students are aware
what is expected in quality of answers):
Step 1: Students will read pages 392-401, independently using key vocabulary assessment. As students
read, think about these guiding questions:
- What words would you use to describe the building of the Great Wall of China?
- What comparison does the author make to help readers picture the Great Wall?
- What does the author mean by, “There was no master plan or blueprint for a Great Wall”?
Step 2: When most of the class has completed reading, students discuss in small groups/partners answers
to guiding questions. Briefly discuss, whole class, to address any misconceptions about the guiding
questions.
Step 3: Students will now discuss in small groups/partners their updated vocabulary self-assessment chart.
There will be some students that will not have any new information to share at this time. They will have more
information to share as they continue to read other texts.
Step 4: Teacher and students re-read to revisit text and discuss and write answers to text dependent
questions. Students can orally share written answers in small group/partners/whole class (teacher’s choice).
Suggested Text Dependent Questions:
- According to the illustration on pages 394-395, how does it help you understand what the wall was
used for?
-
Based on the text, what conclusion can you draw about how the peasants felt about working on the
wall?
What things besides building a wall might the Chinese emperors have done to protect their lands
from invaders?
Why do you think the author asks the questions at the end of the selection?
Additional Text Dependent STEMS (see appendix)
Students need to be given some time to fill out graphic organizer with information listed in Cornell Notes.
This should be filed to be used with other activities.
Writing to Synthesize Learning:
 Explain whether you think the sacrifices the Chinese people had to make were worth the security they
got in exchange. Support your opinion with evidence from the text.
 Have students write a summary of a section of text (E.g., paragraph, section, or entire piece of text
read). Summaries should not include any personal opinions or judgments.
 Have students write a paragraph where they determine the central idea of the text and provide
evidence from the text regarding the details that support the central idea.
Instructional Notes (complex text, talk & task)
 Students read Selection 2, Theme 4
 Students will pair/share with a partner answers to guiding questions
 Students listen, respond, and ask questions with their partner
 Students update vocabulary assessment chart
 Students answer, share and discuss text dependent answers
Task Scoring: Utilize information gathered from partner/group/whole class discussions, student responses to text
dependent questions, and students’ writing to inform instructional next steps.
*Teacher Notes: The next activity was provide another strategy utilizing Cornell Notes on revisiting the text for key understanding.
Activity 9a
Jigsaw Reading/Expert Groups
Graphic Organizer
Presentation
Note-taking
This activity identifies the main point and
supporting key elements of a text. This
also provides reading strategies needed
for the task and develops an
understanding of a text by interpreting into
one’s own writing.
Strategy: Jigsaw Reading Standards:
RI.6.1, RL.6.2, RL.6.10, W.6.8,
W.6.10, SL.6.1a-d, SL.6.2,
SL.6.4, SL.6.5, SL.6.6
Resources: HM, Theme 4, Selection 2, Vocabulary Self-Assessment Chart (see appendix), Reading/Writing Notebook
or Journal, Graphic Organizer (see appendix), Chart Paper or Poster Paper
Expert Groups Procedure
The jigsaw strategy is very simple to use. Here is one way a jigsaw may be conducted:
1. Divide students into 5 or 6 person groups. The groups should be divided into Expert Groups, based on each
student’s reading proficiency and reading level. If needed, subdivide expert groups, and so forth.
2. Divide the groups into reading segments from Activity 9. Assign each student to learn one segment or certain
page(s), making sure students are using the Cornell Notes.
3. Give students time to read and write the information in their segment and to become familiar with it.
4. Now each student from each jigsaw group form their expert groups. The expert groups are made up of a
group of students who were assigned to the same segment or page(s). Give students time in their expert
groups to discuss the main points of their segment and to rehearse the presentations they will make when they
return to their original jigsaw group.
5. Bring the students back into their original groups.
6. Ask each student to present her/his segment to the group. Encourage others in the group to ask questions for
clarification. Have each group fill out a chart paper/poster that will be used as the class presentation.
Before the presentations, have students take out their graphic organizer they have been using for Mesopotamia and
Ancient Egypt.
Presentation
Each group will get a chance to present their charter paper/poster to the class. Each student is filling in their graphic
organizer, section “Ancient China” according to the information presented by each group.
At the completion of this activity, all students should have an informational graphic organizer completed with
information on specific information for Mesopotamia, Ancient Egypt, and Ancient China. Students will use the Cornell
Notes and information from the graphic organizers to later to construct their Culminating Writing assignment.
Instructional Notes
 Teacher model expectations and procedures of jigsaw groups, note taking, and presentations.
 Students work in jigsaw groups to take notes using Cornell Notes to present to class on chart paper or poster
paper.
 Students observe and write notes in graphic organizer of the presentations.
 Teacher monitors for understanding.
Task Scoring: Criteria for Success
Optional: formative assessment- checking for understanding
Activity 10
Culminating Writing Task
Explanatory
Composition/Presentation
Standards:
W.6.2a-f, L.6.2a-b, L.6.3a-b,
L.6.6
This activity constructs an initial draft
with an emerging of thoughts and
structure. This activity also provides
students the ability to apply revision
strategies to revise written work to
manage the task.
Similarities and Differences (Compare and Contrast)
Students may use Cornell Notes and Graphic Organizers completed during prior activities.
Culminating Writing Prompt
After reading the text set, write an essay that describes the similarities and differences of the cultures of
Mesopotamia, Ancient Egypt, and Ancient China. Be sure to support your response with evidence from the texts.
Language/Response Frames
Note: Use the writing response/ language frames to support your students as needed. Introduction of the writing task
and requirements depends on the needs of your students.
In comparing _________________, _____________________ and ___________________, there are many similarities
and differences in their cultures.
Although _____________________, ___________________, and ___________________________ are different, they
are alike.
In some ways, ______________, ________________, and ____________ are different. For example, __________
_________________________________________________________________________________________.
In addition, _________________________, _____________________ and _________________________ are all
___________________________________.
There are also some interesting differences between ______________________ and ______________________. For
example, ________________________________________________________________________________.
Extra Support (see appendix)
Teacher will provide students with the following transitional words and phrases associated with similarities and
differences (comparing and contrasting):
Alike
Have in common
Nonetheless
Although
However
Not only . . . but also
But
In contrast to
On the other hand
Compared with
Less than
Similar to
Different from
More than
While
Either . . . or
Neither . . . nor
Yet
Resources: All Reading Resources: Reading/Writing Notebook or Journal, Graphic Organizer (see appendix), Cornell
Notes
Instructional Notes
 Teacher model expectations and procedures of writing task.
 Teacher will provide students with sentence starters, language frames, and transition words/phrases.
 Students will use all resources in prior activities to answer writing prompt.
 Teacher monitors, assist where necessary, and continue checking for understanding.
Task Scoring: Criteria for Success, Writing Rubric
Activity 11
Reflecting on Your Learning
This activity provides students the opportunity
of reflecting on what they learned.
Strategy: True and False
Quiz
Prompt: Teacher pass back True/False Quiz Worksheet used in Activity 1. Have students draw a line after each
question. Give students a chance to change their answer on the line they drew. Review and discuss answers, keeping
track of prior answers and the changed answers.
True or False Quiz:
Answer the following questions with T for true, F for false.
________ 1. The Chinese built a wall thousands of miles long to protect immigrants from
entering their country. ______
________ 2. In southern Mesopotamia, the Sumerians were the world’s first civilization.
________ 3. Farmers were the most important people for the Egyptians. ______
________ 4. As a Sumerians, the priest is considered the highest class or rank in
society. ______
________ 5. Egyptian women had no legal rights. ______
Resources:
 Student True and False Quiz Worksheet (in appendix used as activity 1).
 Instructional Notes



Teacher passes back Activity 1 Worksheet.
Students have an opportunity of changing prior answers.
Teacher tracks all answers.

Teacher and students discuss answers.
Task Scoring: N/A