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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Unit 3: Bend 1Table of Contents
Writing Research-Based Informational Essays
Section Page Number Unit Essential Questions 3 Unit Goals and Sub Goals (Task Analysis) 3-4 Unit Language (Spanish, Russian, English) 5-6 Unit Assessment Checklist 7-8 Unit Assessment Rubric 9-12 Sample Unit Calendar 13 Anchor Charts 14-16 Works Cited 17
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Grade 6Content: Unit 3, Bend 1
Dates of Unit:
Unit Title: Writing Research-Based Informational EssaysStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
Writing W.6.1 Write arguments to support claims with clear reasons and relevant evidence. W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,
organization, and analysis of relevant content. W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or
paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
o b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Reading Literature RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 Determine a 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. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes). RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to
the development of the ideas. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a
coherent understanding of a topic or issue. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography
on the same person).
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.Speaking and Listening
SL.6.1 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.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.4 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.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Language
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
Essential Questions: (These goals should be aligned to Essential Questions.)
How do writers compile information from various sources to determine meaningful topics?¿Cómo escritores compilan información de diversas fuentes para determinar los temas
significativos?Goals:(These should be aligned to the Goals above)
Students will be able to take notes on a single source and determine key points.
Students will be able to gather and synthesize information from a variety of sources.
Students will be able to write a first draft that includes specific evidence using their notes.
Learning Targets(aligned to goals)
I can compile my responses to different information by first studying the topic and then taking notes. (Session 1)
Puedo compilar mis respuestas a información diferente estudiando primero el tema y luego tomando apuntes. (Sesión 1)
I can read and take notes on a variety of materials from different sources on one topic. (Session 2)
Puedo leer y tomar apuntes sobre una variedad de materiales de diferentes fuentes acerca de un tema. (Sesión 2)
I can choose a plan and convert my outline into paragraphs. (Session 4)
Puedo elegir un plan y convertir mi esquema en párrafos. (Sesión 4)
I can organize my notes into subsections. (Session 1)
I can analyze different sources and determine 2-3 important ideas to say
I can cite specific evidence in my first draft writing using both different articles and my
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Puedo organizar mis notas en subsecciones. (Sesión 1)
about an overall topic. (Session 2)
Puedo analizar diferentes fuentes y determinar 2 o 3 ideas importantes que se enfocan en un tema general. (Sesión 2)
notes. (Session 4)
Puedo citar evidencia específica en mi primer borrador usando artículos diferentes y mis notas. (Sesión 4)
I can analyze my notes from a single source of information and write a key point. (Session 1)
Puedo analizar mis notas de un solo fuente de información y escribir un punto clave. (Sesión 1)
I can evaluate new sources by considering their connection to my knowledge on the topic. (Session 3)
Puedo evaluar nuevas fuentes considerando su relación con mis conocimientos sobre el tema. (Sesión 3)
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Stage 2 Determine Assessment EvidenceENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):Summarizing
Academic Language Stems:
Easy for Beginners The article is about __________. The main idea is __________.
Medium for Intermediate This makes me think __________. The important thing about this is that __________. The main reason/purpose/point of this article __________. The key point is __________. In the article, the author describes the issue of _________.
Difficult for Advanced and Fluent The extraordinary thing about this is __________. The message I learn from this (story/topic/person) is -
__________. The author/passage describes the issue of __________.
Academic Vocabulary: source determine key points compile organize sub sections analyze gather synthesize variety materials topic evaluate specific evidence cite convert outline
Assessment Tools:
Goals Rubric Assessment Checklist
Stage 2 Determine Assessment Evidence5 | P a g e
6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
SPANISH Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Resumir
Academic Language Stems (to talk about their writing):Fácil para los principiantes
El artículo se trata de __________. La idea principal es __________.
Medio para el Intermedio Esto me hace pensar __________. Lo importante de esto es que __________. El motivo/objetivo/punto principal de este artículo es
__________. El punto clave es __________. En el artículo, el autor describe el problema de
_________.
Difícil para Avanzado y Fluido Lo extraordinario de esto es __________. El mensaje que aprendí de este (cuento/tema/esta
persona) es __________. El autor/pasaje describe el problema de __________.
Academic Vocabulary: Fuente Determiner puntos claves compilar organizer subsecciones analizar recopilar Sintetizar Variedad Materiales Tema Evaluar evidencia específica citar convertir esquema
Assessment Tools:
Goals Rubric Assessment Checklist
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Assessment Checklist – Unit 3 Bend 1
Student Name I can
com
pile
my
resp
onse
s to
diffe
rent
info
rmati
on b
y fir
st
stud
ying
the
topi
c an
d th
en
taki
ng n
otes
. (Se
ssio
n 1)
I can
org
anize
my
note
s int
o su
bsec
tions
. (Se
ssio
n 1)
I can
ana
lyze
my
note
s fro
m a
sin
gle
sour
ce o
f inf
orm
ation
and
w
rite
a ke
y po
int.
(Ses
sion
1)
I can
read
and
take
not
es o
n a
varie
ty o
f mat
eria
ls fr
om
diffe
rent
sour
ces o
n on
e to
pic.
(S
essio
n 2)
I can
ana
lyze
diff
eren
t sou
rces
an
d de
term
ine
2-3
impo
rtan
t id
eas t
o sa
y ab
out a
n ov
eral
l to
pic.
(Ses
sion2
)
I can
eva
luat
e ne
w so
urce
s by
thin
king
abo
ut h
ow th
ey ti
e in
to
wha
t I a
lread
y kn
ow a
bout
the
who
le to
pic.
(Ses
sion
3)
I can
cho
ose
a pl
an a
nd c
onve
rt
my
outli
ne in
to p
arag
raph
s.
(Ses
sion
4)
I can
cite
spec
ific
evid
ence
in m
y fir
st d
raft
writi
ng u
sing
both
di
ffere
nt a
rticl
es a
nd m
y no
tes.
(S
essio
n 4)
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Lista de control – Unit 1 Bend 1
Nombre del/la Estudiante Pu
edo
com
pila
r mis
resp
uest
as a
info
rmac
ión
dife
rent
e es
tudi
ando
pr
imer
o el
tem
a y
lueg
o
Pued
o or
gani
zar m
is no
tas e
n su
bsec
cion
es.
(Ses
ión
1)
Pued
o an
aliza
r mis
nota
s de
un
solo
fuen
te d
e in
form
ació
n y
escr
ibir
un
punt
o cl
ave.
(Ses
ión
1)
Pued
o le
er y
tom
ar a
punt
es
sobr
e un
a va
rieda
d de
m
ater
iale
s de
dife
rent
es
fuen
tes a
cerc
a de
un
tem
a.
(Ses
ión
2)
Pued
o an
aliza
r dife
rent
es
fuen
tes y
det
erm
inar
2 o
3
idea
s im
port
ante
s que
se
enfo
can
en u
n te
ma
gene
ral.
(Ses
ión
2)
Pued
o ev
alua
r nue
vas
fuen
tes c
onsid
eran
do su
re
laci
ón c
on m
is co
noci
mie
ntos
sobr
e el
te
ma.
(Ses
ión
3)
Pued
o el
egir
un p
lan
y co
nver
tir m
i esq
uem
a en
pá
rraf
os. (
Sesió
n 4)
Pued
o ci
tar e
vide
ncia
es
pecí
fica
en m
i prim
er
borr
ador
usa
ndo
artíc
ulos
di
fere
ntes
y m
is no
tas.
(S
esió
n 4)
Apuntes
C = Comenzando D = Desarrollando P = Proficiente M = Maestría
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Unit of Study Informational Writing Checklist
STRUCTURE
OVERALL LEAD TRANSITIONS ENDING ORGANIZATION
Student Name I can
con
vey
idea
s and
info
rmati
on a
bout
a su
bjec
t in
a w
ell-s
truc
ture
d te
xt. S
ometi
mes
I in
corp
orat
ed a
rgum
ents
, ex
plan
ation
s, st
orie
s, o
r pro
cedu
ral p
assa
ges.
I wro
te a
n in
trod
uctio
n in
whi
ch I
inte
rest
ed re
ader
s,
perh
aps w
ith a
quo
te o
r sig
nific
ant f
act.
I let
read
ers k
now
th
e su
btop
ics t
hat I
cou
ld d
evel
op la
ter a
nd h
ow m
y te
xt
wou
ld u
nfol
d.
I use
d tr
ansiti
ons t
o he
lp re
ader
s und
erst
and
how
di
ffere
nt b
its o
f inf
orm
ation
and
diff
eren
t par
ts o
f my
writi
ng fi
t tog
ethe
r. I u
sed
tran
sition
s to
help
con
nect
id
eas,
info
rmati
on, a
nd e
xam
ples
, and
to im
ply
rela
tions
hips
such
as w
hen
mat
eria
l exe
mpl
ifies
, add
s on
to, i
s sim
ilar t
o, e
xpla
ins,
is a
resu
lt of
, or c
ontr
asts
, I u
sed
tran
sition
s suc
h as
for i
nsta
nce,
such
as,
simila
rly,
ther
efor
e, a
s a re
sult,
in c
ontr
ast t
o, a
nd o
n th
e ot
her
hand
.
II w
rote
a c
oncl
usio
n in
whi
ch I
rest
ated
the
impo
rtan
t id
eas a
nd o
ffere
d a
final
insig
ht o
r im
plic
ation
for t
he
read
er to
con
sider
.
I cho
se a
focu
sed
topi
c.
I use
d su
bhea
ding
and
/or c
lear
intr
oduc
tory
tran
sition
s to
sepa
rate
secti
ons.
I mad
e de
liber
ate
choi
ces a
bout
how
to o
rder
secti
ons a
nd
abou
t the
sequ
ence
of i
nfor
mati
on a
nd id
eas w
ithin
se
ction
s. I
chos
e st
ruct
ures
such
as c
ompa
re-a
nd-c
ontr
ast,
cate
gorie
s, an
d cl
aim
-and
-sup
port
to o
rgan
ize in
form
ation
an
d id
eas.
Som
e se
ction
s are
writt
en a
s arg
umen
ts,
expl
anati
ons,
stor
ies,
or p
roce
dura
l pas
sage
s.
- = Not Yet √ = Starting To + = Yes!
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Development
ELABORATION
Student Name I inc
lude
d va
ried
kind
s of
info
rmati
on su
ch a
s fa
cts,
quo
tatio
ns,
exam
ple,
and
de
finiti
ons.
I use
d tr
uste
d so
urce
s an
d in
form
ation
from
au
thor
ities
on
the
topi
c an
d ga
ve th
e so
urce
s cr
edit.
I wor
ked
to m
ake
my
info
rmati
on
unde
rsta
ndab
le a
nd
inte
resti
ng. T
o do
this,
I m
ay h
ave
refe
rred
to
earli
er p
arts
of m
y te
xt,
sum
mar
ized
back
grou
nd
info
rmati
on, r
aise
d qu
estio
ns, a
nd
cons
ider
ed p
ossib
le
impl
icati
ons.
- = Not Yet √ = Starting To + = Yes!
10 | P a g e
6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Lista de Control de la Unidad de Escritura Informativa
ESTRUCTURA
EN GENERAL
EL PRINCIPIO TRANSICIÓNES
LA CONCLU
-SIÓNORGANIZACIÓN
Nombre del/la Estudiante Pu
edo
tran
smiti
r ide
as e
info
rmac
ión
acer
ca d
e un
tem
a en
un
text
o bi
en e
stru
ctur
ado.
A v
eces
he
inco
rpor
ado
argu
men
tos,
exp
licac
ione
s, h
istor
ias o
pas
ajes
de
proc
edim
ient
o.
Escr
ibí u
na in
trod
ucci
ón e
n la
que
inte
resé
a lo
s lec
tore
s,
tal v
ez c
on u
na c
ita o
un
hech
o sig
nific
ativo
. Dej
é qu
e lo
s le
ctor
es sa
ben
los s
ubte
mas
que
pod
ía d
esar
rolla
r más
ad
elan
te y
cóm
o m
i tex
to se
des
arro
llaría
.
Usé
tran
sicio
nes p
ara
ayud
ar a
los l
ecto
res a
com
pren
der
cóm
o lo
s dife
rent
es b
its d
e in
form
ació
n y
dife
rent
es
part
es d
e m
i esc
ritur
a en
caja
n en
tre
sí. U
sé tr
ansic
ione
s pa
ra a
yuda
r a c
onec
tar i
deas
, inf
orm
ació
n y
ejem
plos
, y
dar a
ent
ende
r las
rela
cion
es, c
omo
cuan
do e
jem
plifi
ca
mat
eria
les,
se su
ma
a, e
s sim
ilar a
, exp
lica,
es e
l res
ulta
do
de, o
con
tras
tes,
que
util
izan
las t
rans
icio
nes,
com
o, p
or
ejem
plo,
tale
s com
o, d
e m
aner
a sim
ilar,
por l
o ta
nto,
co
mo
resu
ltado
, en
cont
rast
e co
n, y
en
la o
tra
man
o.
Escr
ibí u
na c
oncl
usió
n en
la q
ue v
olví
a a
cont
ar la
s ide
as
impo
rtan
tes y
ofr
ecí u
na v
isión
fina
l o im
plic
acio
nes p
ara
la c
onsid
erac
ión
del l
ecto
r.
Eleg
í un
tem
a en
foca
do.
Usé
un
subtí
tulo
y/o
tran
sicio
nes i
ntro
duct
oria
s cla
ras
para
sepa
rar l
as se
ccio
nes.
Hice
dec
ision
es d
elib
erad
as a
cerc
a de
cóm
o or
dena
r las
se
ccio
nes y
ace
rca
de la
secu
enci
a de
info
rmac
ión
e id
eas
dent
ro d
e la
s sec
cion
es. E
legí
est
ruct
uras
tale
s com
o co
mpa
rar y
con
tras
tar,
cate
goría
s, y
la re
clam
ació
n-y-
apoy
o pa
ra o
rgan
izar l
a in
form
ació
n y
las i
deas
. Alg
unas
se
ccio
nes s
e es
crib
en c
omo
argu
men
tos,
exp
licac
ione
s,
cuen
tos o
pas
ajes
de
proc
edim
ient
o.
- = No Todavía √ = Comenzando + = ¡Sí!
11 | P a g e
6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
DESARROLLO
ELABORACIÓN
Nombre del/la Estudiante In
cluí
div
erso
s tipo
s de
info
rmac
ión,
com
o he
chos
, cita
s, ej
empl
os
y de
finic
ione
s.
Usé
fuen
tes c
onfia
bles
e
info
rmac
ión
de la
s au
torid
ades
sobr
e el
te
ma
y di
o el
cré
dito
a
esas
fuen
tes.
He tr
abaj
ado
para
ha
cer m
i esc
ritur
a co
mpr
ensib
le e
in
tere
sant
e. P
ara
ello
, pu
ede
que
haya
co
ntem
plad
o pa
rtes
an
terio
res d
e m
i tex
to,
info
rmac
ión
de fo
ndo,
pr
egun
tas p
lant
eada
s,
y co
nsid
eré
las
impl
icac
ione
s pos
ible
s.
- = No Todavía √ = Comenzando + = ¡Sí!
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Stage 3 Plan Learning Experiences and InstructionSAMPLE UNIT CALENDAR
Monday Tuesday Wednesday Thursday FridayI can compile my responses to different information by first studying the topic and then taking notes. (Session 1)
I can organize my notes into subsections. (Session 1)
I can analyze my notes from a single source of information and write a key point. (Session 1)
I can read and take notes on a variety of materials from different sources on one topic. (Session 2)
I can analyze different sources and determine 2-3 important ideas to say about an overall topic. (Session2)
I can evaluate new sources by thinking about how they tie into what I already know about the whole topic. (Session 3)
I can choose a plan and convert my outline into paragraphs. (Session 4)
I can cite specific evidence in my first draft writing using both different articles and my notes. (Session 4)
13 | P a g e
6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Anchor Chart:
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Yendo desde un Punto Clave a un Plan para un Ensayo Informativo Lógico Si has dado cuenta de una manera que (el tema – eg. jóvenes sobrepasan obstáculos o cambian a las
personas), ¿qué puede ser otra manera? Si has encontrado una causa o razón para (el tema – eg. el activismo adolescente), ¿qué puede ser otra
causa o razón? Si has encontrado un efecto que (el tema – eg. el activismo adolescente ha creado), ¿qué puede ser otro
efecto? Si has encontrado una fuente de apoyo para (el tema – eg. adolescentes activistas), ¿qué puede ser otra
fuente de apoyo? Si has encontrado un rasgo de (el tema – eg. adolescentes avtivistas), ¿qué puede ser otro rasgo?
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
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6th - Unit 1: Bend 1: Writing Research-Based Informational Essays
Works Cited:
Calkins, Lucy, Maggie Beattie. Roberts, and Emily Strang-Campbell.Research-based Information Writing: Books, Websites, and Presentations. Portsmouth: Heinemann, 2014. Print.
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