grade informative writing theme: the power of words march … · 2017. 4. 3. · protocols stop and...

6th Grade Informative Writing

Theme: The Power of Words

"MARCH ON! The Day My Brother Martin Changed The World"

(Phyllis Hunter Library)

By Kathe Hamilton

MELD Lesson (Responsive Literacy & Language 5+ Days) DAY 1

Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Theme Title: The Power of Words Text: MARCH ON! The Day My Brother Martin Changed The World Lexile: 860 California State Standards

CCSS.ELA-LITERACY.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. CCSS.ELA-LITERACY.W.6.2.A Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-LITERACY.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

MELD OBJECTIVES

Intended Student Learning Outcomes: Students use a graphic organizer to understand the structure of a five-paragraph

essay.

Linguistic Feature(s)

Note the focus SEL language linguistic features SEL Language Rule: Inflectional ending –ing Example: Blowin’ in the Wind Blowing in the Wind

Depths of Knowledge

DOK 1 Reading --‐ Cite textual evidence accurately from the text DOK 2 Reading--‐ Determine two or more ideas DOK 3 Reading--‐ Explain how details support the main idea DOK 4 Writing --‐ Write a five-paragraph essay. DOK 3 Writing --‐ Revise and edit writing

Essential Questions What is informative/explanatory writing? How can I organize ideas and information in a five-paragraph essay?

Access Strategies * Use of Advanced Graphic Organizers * Instructional Conversation facilitated by purposeful use of Participation and

Discussion Protocols

Protocols Stop and Talk Give One, Get One

Materials Personal Thesaurus Note taking paper

Key Vocabulary hook, thesis statement, transition words, main idea, supporting details

Culminating Task Students will use a bubble map graphic organizer to brainstorm ideas on the topic: "How I Would Change the World"

Students will use a five-paragraph outline template to help them understand how to organize, or structure, their ideas in a five-paragraph essay.

Students will write an informative/explanatory five-paragraph essay on the topic, "How I Would Change the World".

Resources Optional extended activities

What is informative/explanatory writing? (Power point in Supplemental Resources) Article: How a mom used toothpaste to teach her 6th grade daughter a lesson about "The Power of Words" Link to article: http://on.today.com/2bymfIY?cid=eml_onsite Martin Luther King Jr. and the Power of Words www.civiced.org/.../martin-luther-king-jr.../martin-luther-king-jr-and-the-power-of-w...Free lesson plans for Martin Luther King Jr. Day. For Grades 7-12. From the Center for Civic Education Students can compare and contrast other famous speeches or quotes. For example, the book Mande la from the Phyllis Hunter Library can be used for extending the theme of The Power of Words. Video: The Power of Words - July 18 Nelson Mandela Day on Vimeo https://vimeo.com › Tribeca Film Institute › Videos

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjo8piU467QAhUIxVQKHZccA-wQFggaMAA&url=http%3A%2F%2Fwww.civiced.org%2Fresources%2Fcurriculum%2Fmartin-luther-king-jr-day%2Fmartin-luther-king-jr-and-the-power-of-words&usg=AFQjCNHvBZpZg5TiC1DDQZn-ZzbAt5ILQQ&bvm=bv.139138859,d.cGwhttps://vimeo.com/69547549https://vimeo.com/

MELD Lesson (DAY 1cont'd) Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Title: The Power of Words

Lesson Activities Whole Group: 1. Introduce what informative/explanatory writing is by showing the power

point: What is Informative/explanatory writing? (Slides #1-8 only) Teacher uses appropriate participation and discussion protocols to"Stop and Talk" about each slide, having students echo the definition or the important facts presented about informational/explanatory writing. Guided Group:

2. After viewing the power point, The teacher will model the use of a Personal Thesaurus to add the Key Vocabulary words to their books.

3. Teach "Give One, Get One" discussion protocol: 4. Students write down their own idea for a topic on, "How I Would Change

the World" then partner up to share. Independent:

5. Have students use the “Give one, Get One” protocol to compare ideas with a partner. Share a topic and one interesting supporting fact you could write about for your informative/explanatory essay writing.

Formative Assessment

Each student should have notes from their own ideas and their partners ideas to assess the students' understanding of choosing and examining a topic to convey ideas for informational/explanatory writing.

MELD Lesson (DAY 2)


Lexile: 860

Theme Title: The Power of Words Text: MARCH ON! The Day My Brother Martin Changed The World

California State Standards

CCSS.ELA-LITERACY.W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.6.9.A Apply grade 6 Reading standards to literature (e.g., "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")

MELD OBJECTIVES

Intended Student Learning Outcomes: Students will participate in a Collaborative Reading and note taking the book March On! in order to take notes, and categorize information into Topic and Supporting Facts.



Depths of Knowledge


Essential Questions

What is annotating text? How do I extract the main idea and details from Informational Text?



Protocols Think Pair Share Put Your Two Cents In

Pick a Stick/Roll 'Em

Materials Highlighters and Post-its Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Resources Review: What is Informative/explanatory writing? (Power point in supplemental resources) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)

MELD Lesson (DAY 2 cont'd) Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Lesson Activities Informational Writing Focus: Students will take notes from informational text to help understand how to develop a multiple paragraph informative essay. Whole Group:

1. The teacher will introduce the informational text to the students and will inform the class of the writing objectives. “Today, we will be reading about Dr. Martin Luther King Jr. We will be taking notes about facts that are important to us. Then we will use our information to compose a summary paragraph to inform our audience about Dr. Martin Luther King Jr. ”

2. Teacher reads the first two to three sentences of the first paragraph and models “Thinking Aloud” by asking out loud the question “Can I identify the

3. main idea from the text so far? Teacher models annotating the first paragraph of a text and highlights important main ideas and details using a document reader. “I think this is an important fact because...” “The author wanted readers to understand this detail because...”

4. Use “Pick A Stick” as you select a student to read two to three sentences at a time to finish reading the rest of the story. Stop and discuss the text as a whole group. “What is the main idea in the second paragraph? What is the author trying to inform us about the topic?” “Which sentences are details that support the main idea?”

5. Students “Think Pair Share” to compare highlighted notes with a partner. Share the main idea and one interesting supporting fact you learned about Dr. Martin Luther King Jr.

6. Teacher discusses main idea and details and charts an example for writing the main idea and details from the first paragraph

7. Participation Protocol: Pick a Stick 8. Discussion Protocol: Think Pair Share

Small Group 1. Teach “Put Your Two Cents In” Discussion Protocol: Students will practice this new Discussion Protocol because it provides students with individual opportunities to state their ideas, but requires other participants to listen in to order to be able to respond to them.

Break students into groups of four to practice this Discussion Protocol. Distribute fake coins, or any other kind of “Talking Chip” for students to use

as they practice this Discussion Protocol. Inform students that they will use this protocol to practice: Main Idea and details. Instruct students in groups to use the “Put Your Two Cents In”

Discussion Protocol to write the main idea and details from the second paragraph using their annotated highlighted text onto post-its., and support it with reasons, as they answer posed questions.

Students apply their post-its to categorize the Main Idea and Details from the text.

Teacher uses “Pick a Stick” (With team #’s written on sticks) or “Roll ‘Em” to randomly select a team to orally present their post-its with the class.

Students can be provided with sentence frames to scaffold their speaking and writing. Participation Protocol: Pick a Stick or Roll ‘Em Independent: 1. Students will use their post-its to create an advanced graphic organizer to write a sentence stating the main idea and two sentences with the supporting details.


Teacher assesses: 1. Students’ annotated text using highlighters 2. Students’ ability to write sentences with the main idea and details 3. Speaking and listening during small group and oral participation

MELD Lesson (DAY 3)


Lexile: 860



CCSS.ELA-LITERACY.W.6.2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.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.)

MELD OBJECTIVES

Intended Student Learning Outcomes: Topicalization – Sentence Structure: Students will understand how to use their Advanced Graphic Organizer to write an informational paragraph.



Depths of Knowledge


Essential Questions

How do I develop the topic in my writing with concrete details? How do I develop and organize my ideas to write a topic sentence?


Discussion Protocols * Academic Vocabulary Development * Communal & Cooperative Groups

Protocols Pick a Stick/Roll 'Em

Materials Notes for informational text (Power point in supplemental resources) "What's informational/explanatory writing"? Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Resources Review: What is Informative/explanatory writing? (Power point in supplemental resources) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Lesson Activities Informational Writing Focus: Students will brainstorm their ideas, organize facts and supporting details about a given topic. Whole Group: 1. The class participates in a brainstorming activity to gather ideas for their topic. 2. The teacher reviews directions for the activity. 3. The teacher distributes a "bubble map" graphic organizer to each student:

Use the power point "What is informative/explanatory writing"? (Slides #8-10) Introduce the topic: "How I would Change the Would" Use Pick a Stick/Roll 'Em to call on students to share their ideas and choices.

Individual Activity: Have students think of three ways in which they would like to change the world Direct them to put those three ways on a bubble map For each way, give three reasons why you chose them


Teacher assesses students' bubble map graphic organizer for three topic ideas and three reasons why they chose them.

MELD Lesson (DAY 4) Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Lexile: 860



CCSS.ELA-LITERACY.W.6.2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.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.)

MELD OBJECTIVES

Intended Student Learning Outcomes: Topicalization – Sentence Structure: Students will understand how to use their Advanced Graphic Organizer to write an informational paragraph.


Note the focus SEL language linguistic features SEL Language Rule: Inflectional ending –ing

Example: Blowin’ in the Wind Blowing in the Wind

Depths of Knowledge


Essential Questions

How do I develop the topic in my writing with concrete details? How do I develop and organize my ideas to write a paragraph?



Protocols Think Pair Share Pick a Stick/Roll 'Em

Materials What is Informative/explanatory writing? (Power point) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Resources Review: What is Informative/explanatory writing? (Power point) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Lesson Activities Informational Writing Focus: Students will construct paragraphs that are organized to provide facts and supporting details about a given topic. Whole Group: The teacher says, “Over the past few days we have been learning how to extract information from the text to write notes. Our notes have helped us organize our information into main ideas/topics, supporting details and quotes. Today we will use all of our collected research to write a introduction paragraph.” Review: What is Informative/explanatory writing? (Power point Slides #11-16) Practice writing a "hook" sentence to engage their audience. The teacher charts and models how to create a paragraph about the topic using a topic sentence, notes/examples from the text, details, and examples from the collected research. Title: _______________________________________________________________ Question: ___________________________________________________________ Topic Sentence: ______________________________________________________ Supporting Detail #1: __________________________________________________ Supporting Detail #2: __________________________________________________ Individual Activity: Students should complete an informational paragraph using the bubble map graphic organizer and the informative writing outline. Grammar Mini-Lesson (10 – 15 minutes) Use sentences lifted from the informational text March On! to guide the spelling, punctuation, capitalization, and grammar rules you’ll address during your grammar mini-lesson.


Teacher assesses: 1. Students’ individual paragraphs. 2. Students’ ability to write sentences with the main idea and details

MELD Lesson (DAY 5) Overview: This series of MELD Lessons are intended for 45 minutes – 1 hour, for five (5) days. Please adjust the time and/or number of days according to the needs of your students. You may also speed up or slow down per the needs of your students.

Lexile: 860



CCSS.ELA-LITERACY.W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

MELD OBJECTIVES

Intended Student Learning Outcomes: Students will understand how to develop the supporting detail sentences using quotes. Students will practice extracting key ideas from a text in order to use the correct punctuation when quoting.



Depths of Knowledge


Essential Questions

How do I use quotes to support the topic sentence? How do I use correct punctuation when quoting text?

Access Strategies * Instructional Conversations * Cooperative and Communal Learning Environment * Making Cultural Connections * Advanced Graphic Organizers * Academic Language Developmen

Protocols Give One, Get One

Pick a Stick

Materials Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library) Sentence Strips Punctuation cut-outs (“quotation marks”, comma, and period.)


Resources Review: What is Informative/explanatory writing? (Power point) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library)


Lesson Activities Informational Writing Focus: Students will use the “Quotation Starters” to cite information from the text and correctly use punctuation. Lesson Sequence: Whole Group 1. Teacher will review the main idea and details from the previous lesson. 2. Teacher will model how to use annotations from the previous lesson to extract a quote. 3. Teacher will display chart of examples of sentence/quote “Quote Starters.” The writer said, “_______________________.” According to the text, “__________________.” In this example, “_______________________.” The passage told us, “____________________.” The author suggested, “__________________.” 4. Teacher will use the “Pick a Stick” Protocol to choose students to assist in extracting information from the informational text and notes from the previous lesson. Small Groups:

1. Students work in small groups to write quotation sentence starters and extracted information from the text on sentence strips.

2. Students use punctuation cut-outs to correctly place the punctuation on sentence strips.

Independent Work:

3. Students participate in a “Give one, Get one” Participation Protocol to check for understanding.


Teacher assesses:

1. Dictation: Teacher reads 3 sentences with quotations. 2. Punctuation: How well the students correctly place the quotation marks, commas,

and period. 3. Speaking and listening during "Give One, Get One".

MELD Lesson (DAY 6)


Lexile: 860



CCSS.ELA-LITERACY.W.6.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-LITERACY.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.) CCSS.ELA-LITERACY.W.6.2.f Provide a concluding statement or section that follows from the information or explanation presented. CCSS.ELA-LITERACY.W.6.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

MELD OBJECTIVES

Intended Student Learning Outcomes: Students will use their Advanced Graphic Organizers to write a Multiple Paragraph Essay.



Depths of Knowledge


Essential Questions

How do I write a multiple paragraph text?

Access Strategies * Use of Advanced Graphic Organizer * Instructional Conversation facilitated by purposeful use of Participation and * Discussion Protocols * Academic Vocabulary Development

Protocols Think Pair Share

Pick a Stick

Materials Informational Text: March On! The Day My Brother Martin Changed The World

(Scholastic’s Phyllis Hunter Library) Transition words chart Annotated notes Informative Writing Template


Resources Review: What is Informative/explanatory writing? (Power point) Informational Text: March On! The Day My Brother Martin Changed The World (Scholastic’s Phyllis Hunter Library) Optional: Code-Switching: Teaching Standard English in Urban Classrooms


Lesson Activities Informational Writing Focus: Students will construct an organized multiple paragraph essays that provides facts and supporting details about a given topic. Lesson Sequence: Whole Group

1. Teacher asks students to review their notes from the previous informational writing lessons.

2. Teacher asks students to work with a partner and “Think- Pair-Share” (TPS) the elements of an Informational Writing Text.

3. Teacher uses “Pick – a – Stick” Discussion Protocol to review the elements of a paragraph essay.

4. Teacher reviews using quotes to support the topic sentence. 5. Teacher reviews the transition words chart. 6. Teacher models using the Informational Text outline to input information from

collected notes. 7. Teacher reviews introduction paragraph from Day 4. 8. Teacher says;

“Today we will begin writing a Multiple Paragraph text. We will use our Supporting Details from our Introduction Paragraph to create 2 new Topic Sentences additional paragraphs. We will use the Advanced Graphic Organizer to organize our ideas. We will add Transition Words to link ideas. We will write a Concluding Paragraph to restate our introduction paragraph.” 9. The teacher models and charts an example using the Advanced Graphic Organizer as a guide. Teacher reviews the Information Student Checklist for writing a Multiple Paragraph Essay. Refer to Writing Pathways, by Lucy Calkins, Page 137 – “Information Student Checklist” (optional – suggested materials). Independent work:

1. Students will write a hook to entice the audience onto Advanced Graphic Organizer.

2. Students write the Topic Sentence, Quote and Supporting Details on the Advanced Graphic Organizer to support Facts from the introductory paragraph.

3. Students add Transition words. 4. Over the next 3 days, students confer with the teacher and classmates to

revise and edit the structure of the Informative Writing. Students will publish their Multiple Paragraphs using the computer. Grammar Mini-Lesson (10 – 15 minutes) Revising Grammar Mini Lesson: Sentence Lifting with Verbs o Teacher copies small sections of students’ writing and models use of the Personal Thesaurus to strengthen verb usage. o Ex: “So he read his speech quietly to make sure it supported the message he wanted his listeners to hear.” o Students find synonyms for the base word “support” o Students revise sentences – “So he read his speech quietly to make sure it conveyed

the message he wanted his listeners to hear.” o Students will identify the verb from 2 or more of their sentences in order to acquire and accurately use general academic and domain specific words. Optional: Code-Switching lessons (10-15 minutes) Teaching Subject-Verb Agreement: See pg, 108-120 of the book, Code-Switching: Teaching Standard English in Urban Classrooms


Teacher Assesses: Progress in the structure of the Multiple Paragraph Essay Students’ progress writing clear and coherent topic sentences and supporting

details Students’ progress linking ideas with the use of transition words Students’

progress writing a concluding statement or paragraph.

grade informative writing theme: the power of words march … · 2017. 4. 3. · protocols stop and...

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