Unit 2 Data Dig
Phase I: What do we want all students to learn - by grade/course/ unit?
GLE’s
RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of a text including how it emerges and is
shaped and refined by specific detail. Provide an objective summary of the text.
RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W1: Write arguments to support claims with clear reasons and relevant evidence.
L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. interpret figures of speech (e.g.
personification) in context.
Essential Question from Big Idea:
How do readers and writers use evidence and precise language to convince an audience and help the reader understand the theme or central idea?
What is the Purpose? (Content goal, Social Goal, Language Goal)
What do you want the students to learn by the end of the investigation/ lesson/unit?
Content:
Social:
Learning
Smart Goal:
Reading Response
By December 20,100% of the students will write a reading response citing strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences draw from the text with 80% of the students scoring at proficiency using the reading response rubric.
Writing
By December 20 100% of the students will write an argument to support claims with clear reasons and relevant evidence with 80% of the students scoring at
proficiency using the sixth grade writing checklist.
Literature Discussion
By December 20, 100% of students will participate in a literature discussion group using talk moves with 80% proficiency using the literature discussion rubric.
Proficiency Statement:
80% of students will be proficient at using implicit ideas drawn from the text and explicit words and phrases from the text by showing evidence
that identifies a relevant theme.
I can statements: Essential Mini-Lessons During Unit Three:
Proficiency
Advanced
ID Theme
I can identify and
understand the theme
of the story.
●
●
●
Cite Evidence
I can infer from the
text based on
evidence.
I can share what I
have figured out and
quote words from the
text that support my
thoughts.
●
Discuss in group
I can make an
argument to support a
claim.
I can find facts from
the text and other
sources that support
my claim.
●
write a response
I can write clear
reasons to support my
claim.
●
●
Misconceptions
Proficient
Basic
Below Basic
develop new ideas
or developed
complex
connections to text
or other themes
personalized
rationale of theme
uncover the
significance of
theme and why it is
important
●
words and phrases that
lead to development of
advancing plot through
character change over
time
primarily use academic
vocabulary to represent
idea
●
●
main idea only
character description
only
sequence events without
tying it to plot or theme
may not use specific
language to describe
●
●
●
evidence specific
or inferred
evidence based on
theme
implicit notation
(majority)
●
evidence connects to
the theme and relevant
implicit and explicit
notation i.e. pg etc
●
explicit notation i.e. pg
etc
●
use individual
thinking and build
on that of other
group members
●
●
initiates conversation
relevant and connected
to topic
builds on others.
●
●
●
●
●
●
●
●
●
●
synthesized or
woven structure
throughout that
includes summary,
theme, evidence
and
●
structure includes
summary, theme,
evidence and
thinking/application
●
●
●
random and somewhat
fractured
state information without
connection
say my thinking and ‘I’m
done”
●
omits elements of
summary, theme,
evidence, thinking (2 of
4)
●
●
●
character traits listed
summarize only
inconsistent or
inaccurate use of theme
may struggle to id events
random or irrelevant
thinking
pull any quote or detail
with the character’s
name
cite page no written text
random and somewhat
fractured
state information without
connection
say my thinking and ‘I’m
done”
omits elements of
summary, theme,
evidence, thinking (0 -1
of 4)
thinking/application
Phase 2 How will we know when each student has acquired the intended knowledge & skills?
Proficiency Statement:
80% of students will be proficient at using implicit ideas drawn from the text and explicit words and phrases from the text by showing evidence
that identifies a relevant theme.
Core
Gates
McCart
Hettrick
Sawicki
Logs
(12-04) Fall - 49%
(12-13) - 55%
12/4 68%
(12/12) 65%
(12-04) Fall - 65%
(12-12) - 55%
12/4-50%
12-12 55%
SRI
(12-04) Fall - 41%
(12-13) - 48%
12/4 56% Prof.
12/13 60%
(12-04) Fall - 78%
(12-13) - 81% (non-advanced 68%)
12/4- 76%
12-12- 78%
Anchor Charts:
Determining theme
citing text evidence to support analysis of text
constructing an argument
Empathy and Compassion Prompts
Reading Prompts:
What internal conflict is the main character facing? -E
Writing Prompts:
Formative Assessments:
Ticket out the Door
Conferring
Reading Response
Rubrics
Writing Territories
Anecdotal Notes
Phase 3: How will we respond when students experience initial difficulty so that we can improve upon current levels of learning?
Non-Proficiency Statement:
20% of students will engage in guided grouping and individual conferences to support missed conceptions in the areas of identification of theme,
citing evidence, discussion, and organization of reading response.
Focus Group for Tier I
Gates
McCart
Hettrick
Sawicki
Logs
(12-04) Fall - 10%
(12-13) - 40%
12/4 20%
12/13 30%
(12-4 ) 40%
(12-13) 50%
12/4- 10%
12/12- 30%
SRI
(12-04) Fall - 0%
(12-13) - 50%
12/4 0% Prof.
12/13 60%
(12-4) 60%
(12-13) 60%
12/4- 70%
12/12- 60%
DAILY Direction and plan
Monday
Tuesday
Wednesday
Thursday
Friday
11/11 - Test Prep
Readers: Define Empathy and
Compassion as a theme.
Read Aaron’s gift, and use
evidence from the text to infer
the theme.
Readers: Read Gombei and the
Wild Ducks, and discuss
themes. I can quote examples
from the text that support
my thinking.
Readers:
(Compare the two mentors)
Readers: (Use the Mentor Heartbeat t
pull a few passage out of)
I can infer from the text based on
evidence.
-use gradual release to find
evidence for the theme
SIGNPOST-Words of the Wiser,
SIGNPOST - Aha Moments Line 13
MAKE ANCHOR CHART - List and
then add to Aha Moments chart, explain signposts, and a
character realizes what he had
chart for each sign post that
done was cruel line - 97
students can add examples to.
pg, 246, 249- , also determining
theme at that point
Line 120
Line 214
11/18 - Test Prep
END OF 1st TRIMESTER
POWER UP DAY!!!
Readers:
PD Day - No Students
I can share what I have figured
out and quote words from the text
that support my thoughts.
Step Up pg. 1-7a,b,c for more
support
I can find hidden messages or I can identify examples of
clues the author used to show personification in a text.
me the theme of the story.
of personification.(Examples to th
right)
SIGNPOST- Questions
Pg 9 - Why isn’t grandpa happy?
Why doesn’t he want his trophy?
Pg 30 - Why does Max hate our
town?
Pg 35 - I wonder if I am supposed
love them? Have I done the
assignment wrong?
Writers: (Heartbeat or Aaron’s Gift
Close Reading)
SIGNPOST - Contrast and
Contradictions, Gombei
Line - 20-23
Line - 49-50
Line -
Readers:
SIGNPOST - Again and Again
Heartbeat
Pg 1 and 4 “Thump, Thump, Thump
Pg 2 and 15 “Hey Annie, Hey Max”
SIGNPOST - Memories Aaron’s
Gift
Grandmother in Russia
Shouting Cosauks!
11/25 - Test Prep
Test Prep
NO SCHOOL
NO SCHOOL
NO SCHOOL
Celebration Day Monday Schedule
12/2 - Test Prep
Writers: Workshop - Fears andWriters: Workshop
Readers: I can make an argument
Readers: I can find facts from the
Writing
Territories
Loves - Planning a Piece
to support a claim.
text and other sources that suppor
Look at a piece of Art to inspire (Theme
a
- Poetry)
my claim. I can write clear reasons
Fears and Loves from Heartbeat to support my claim. (Evidence of
narrative piece or poetry
I can share my understanding of
Identify Theme
the author’s use of figurative
Theme)
Try to Write their own during workshop
I can use the relationship between
language(simile, metaphor,
words to understand the meaning
hyperbole, imagery, idiom,
of a specific word.
symbolism. I can identify
examples of personification in a
9:45
text.Brittany will flag examples KIRN
of
figurative language.(Examples to
the right)
12/9 - Test Prep
SRI
Readers:
SRI
Writers: I can use language
SRI
Writers: Workshop
Writing Territories
I can use details from a text to that connects my claim with
write a summary of what I’ve evidence. (Transitions) - Aligns with
read.
District Assessment
12/16 - Test Review/Prep
Writers:
Unit 3 District Assessment
Unit 3 District Assessment
Make Up Assessments
Writers: Workshop
Writing Territories
PRINCIPALS VISIT during PLAC
Make Up Assessments
FESTIVUS FOR THE REST OF US