map gr6 q4.d… · web view. anchor text “issue overview: immigration reform ... stifled,...

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6th Grade English Language Arts 4th Quarter

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts

Links not working? Copy and paste into Google Chrome Shelby County Schools of 37

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6th Grade English Language Arts 4th Quarterhave been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block, teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts; this often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time, students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills learned previously.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


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6th Grade English Language Arts 4th QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and

informational. (3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, here are some high-leverage resources around each of the three shifts that teachers should consistently access.


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6th Grade English Language Arts 4th QuarterThe Tennessee State Literacy Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Project:http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read- and Think-Alouds, Shared Reading, Guided Reading, Vocabulary

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Teachers can use these resources to enhance interactive read- and think-aloud practices.

VocabularyFor each text, there is a direct link to the ACADEMIC WORD FINDER for the specific text. Teacher can access high-impact words, definitions, and examples to provide directly to students. Please note that words should be taught in context of the text, even if direct definitions and examples are provided. It is certainly appropriate to provide definitions and examples of the meaning of words and phrases, and to discuss how that word is used within the text itself. Students may also discuss the meaning of the word as it may apply to a variety of contexts within and outside of the text. If providing direct definitions, please create a glossary to give directly to students and/or project the definitions. Ideally, students will have online access and regular practice with technology, for they can access the ACADEMIC WORD FINDER and click on words as they read the text.




http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html

https://wvde.state.wv.us/strategybank/VocabularyStrategies.html

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/

http://tn.gov/education/article/english-language-arts-standards

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6th Grade English Language Arts 4th QuarterBecause copying the definitions of words is not a cognitive task, we assert that time is better spent discussing the meaning of the word, given its definition and context. Here are some resources to provide support for vocabulary instruction:

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit

an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using your school’s preferred lesson plan template. Remember to include differentiated

activities for teacher-led small group instruction and literacy stations.

Key Terms: Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain

meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

• Academic Language or Vocabulary: The language of schools and books; language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Text Complexity: A tool used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task. All three factors are taken into consideration when determining the complexity level and grade appropriateness of literary and informational texts.

• Evidence Statements: Statements taken directly from the standards that describe the knowledge and skills students should be able to demonstrate when completing an assessment item or task. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Specific questions to the text(s) that often summarize the “big understanding” of what students should receive from the text(s) for the unit of study. They are open-ended questions that do not have a single, correct answer, require support and evidence from the text, and often call for higher-order thinking.

Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills based and meaning based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


http://www.learningunlimitedllc.com/2012/12/marzanos-6-step-vocabulary-process/

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

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Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.


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Quarter 4 At-a-GlanceBe sure to review the following At-a-Glance table to become more familiar with the instructional plan for Quarter 4. Adhering to the shifts, instruction for ELA/Literacy should build knowledge through content-rich nonfiction. During this quarter, students will read to gain background knowledge about Human Rights, closely analyze texts to learn about immigration through the lens of Human Rights, and write to address the various aspects of Human Rights studied in the unit. The anchor text for the quarter is the United Nation’s Universal Declaration of Human Rights, which will be used in conjunction with supplementary informational texts. By the completion of the unit, students will have synthesized the information they explored in the supplementary texts and understand the importance of human rights and role those rights play in the daily lives of people throughout the United States and the rest of the world. Following the map and engaging with the texts in the order in which they are presented is crucial to building student knowledge and understanding so they are prepared to complete the final performance task at the end of the quarter. Links not working? Copy and paste into Google Chrome Shelby County Schools

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6th Grade English Language Arts 4th Quarter6th Grade ELA, Quarter 4

Texts Recommendations

Week 1

1. The Universal Declaration of Human Rights (1430L, primary source) by the United Nations General Assembly http://www.un.org/en/universal-declaration-human-rights/ anchor text

2. “History” of Human Rights: https://www.youtube.com/watch?v=oh3BbLk5UIQ (video clip) 3. “Eleanor Roosevelt on Human Rights” (910L, speech) by Eleanor Roosevelt http://bit.ly/2j4yMay

This unit dives deeply into the issues of human rights, immigration, and the experiences of migrant workers. For many students in our district, these events may seem purely theoretical. However, for a growing number of our students, these issues are a part of their every day lives. Furthermore, because of the current political climate around the question of immigration, it is quite possible this issue will be more charged for students than ever. To that end, we strongly encourage you to avoid the following:

Using the terms: illegal alien, illegals, illegal immigration, or foreigners. Instead, use: immigrants or undocumented immigrants.

Discussing any student or family member’s immigration status (documented or undocumented).

Asking an immigrant student (or the child of immigrants) to share his/her story in front of the class (if students freely volunteer, you may decide if it is appropriate).

Allowing students to discuss the issue without care for the backgrounds of other students in their class.

Assuming facts about a student’s immigration status (documented or otherwise).

Discussing either side of the issue in terms of ‘good’ or ‘bad.’ Instead, drive students back to the points being made in the texts and use the UDHR as an objective frame for evaluation.

Week 2

1. Mexican Repatriation in the 1930s (N/A, film clip) https://www.youtube.com/watch?v=V2TLxJgAWHw 2. “Mexican Migrant Workers in the 20th Century” (1100L, informational text) by Jessica McBirney http://bit.ly/2iofIWd 3. “La Lena Buena” (1110L, nonfiction essay) by John Phillip Santos See textbook p. 491 anchor text4. Cesar Chavez- Biography for Children https://www.youtube.com/watch?v=-yDOjZMON78 (film clip)5. “Cesar Chavez’s 1984 Address to the Commonwealth Club” (930L, speech) http://bit.ly/2c7F2dr anchor text

a. https://www.youtube.com/watch?v=qB1jwR1h9qo (audio recording of speech)

Week 3

1. “Cesar Chavez’s 1984 Address to the Commonwealth Club” (930L, speech) http://bit.ly/2c7F2dr anchor texta. https://www.youtube.com/watch?v=qB1jwR1h9qo (audio recording of speech)

2. “Immigration Reform: Our Farms and Food Depend on It” (N/A, video clip) by the New York Farm Bureau https://www.youtube.com/watch?v=dJn2YquF1sg

3. “Morgan Spurlock Becomes a Fruit Picker” (N/A, video clip) by CNN http://bit.ly/2jIasOV 4. “Produce Pickers Go on Strike” (950L, informational text) by the Los Angeles Times http://bit.ly/2jbdWby 5. “Tomato Pickers Win Support of Huge Markets to Improve Work Conditions” (940L, informational text) by the Sun

Sentinel http://bit.ly/2iLavFz 6. “Farmers Want Law to Keep Immigrant Workers” (1060L, informational text) by the McClatchy-Tribune

https://newsela.com/articles/farmers-immigration/id/174/

Week 4

1. “The Circuit” (730L, short story) by Francisco Jiménez See textbook p.274 anchor text2. “Migrant Kids Uprooted” (1040L, informational text) by the Associated Press http://bit.ly/2jb8ghQ 3. Who We Are: A Peek Into the World of Migrant Youth (film clip) http://bit.ly/2jbmPlC 4. Education for Migrant Students (film clip) https://www.youtube.com/watch?v=5fPqDb6R1pE 5. Fingers to the Bone: Child Migrant Workers in the United Stated (film clip) http://bit.ly/2iooCmn

Week 5

1. “More Kids Coming into U.S. Illegally on Their Own” (950L, informational text) by Stateline.org http://bit.ly/2jbfP8h 2. “Seeking a Better, Safer Life, More Youths Crossing into U.S. Alone” (930L, informational text) by the Miami

Herald https://newsela.com/articles/migrant-minors/id/3306/3. “They’ve Crossed the Border, Now What?” (1060L, informational text) by the Associated Press http://bit.ly/2iL1zjw 4. “Tougher Measures Keep Children From U.S. Border Crossings” (1040L, informational text) by the Los Angeles

Times https://newsela.com/articles/border-debate/id/6028/5. “PRO/CON: Solving the ‘Children’s Border Crisis’” (1120L, informational text) by Linda Kelly and Roger Noriega

https://newsela.com/articles/borderchildren-procon/id/4780/

Although it is not listed each week, be advised that students will use the anchor text, Universal Declaration of Human Rights throughout the unit. Consider providing a copy that students can easily access during the quarter.

Note that many of the texts for the quarter are

grouped as part of jigsaw activities or paired readings. Please read the information for each week before making copies for students

Students will need web assess to complete the

Week 6 1. You Have to Live in Somebody Else’s Country to Understand (N/A, poem) by Noy Chou http://bit.ly/2igONwV https://www.youtube.com/watch?v=THwcWDOnR9Y (audio version)

2. “Orientation Day” (870L, informational text) by Jennifer Wang https://www.facinghistory.org/holocaust-and-human-behavior/chapter-1/names-and-identity


https://www.facinghistory.org/holocaust-and-human-behavior/chapter-1/names-and-identity


https://www.youtube.com/watch?v=THwcWDOnR9Y

http://bit.ly/2igONwV


https://newsela.com/articles/border-debate/id/6028/

http://bit.ly/2iL1zjw

https://newsela.com/articles/migrant-minors/id/3306/

http://bit.ly/2jbfP8h

http://bit.ly/2iooCmn

https://www.youtube.com/watch?v=5fPqDb6R1pE

http://bit.ly/2jbmPlC

http://bit.ly/2jb8ghQ


http://bit.ly/2iLavFz

http://bit.ly/2jbdWby

http://bit.ly/2jIasOV

https://www.youtube.com/watch?v=dJn2YquF1sg

https://www.youtube.com/watch?v=qB1jwR1h9qo

http://bit.ly/2c7F2dr



https://www.youtube.com/watch?v=-yDOjZMON78

http://bit.ly/2iofIWd

https://www.youtube.com/watch?v=V2TLxJgAWHw

http://bit.ly/2j4yMay

https://www.youtube.com/watch?v=oh3BbLk5UIQ

http://www.un.org/en/universal-declaration-human-rights/

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6th Grade English Language Arts 4th Quarter3. “Names” (N/A, poem) by Ruth Stone https://www.facinghistory.org/names-ruth-stone 4. “Excerpts Related to the Theme of Names” (N/A, informational text) by Maya Lin and Julius Lester

https://www.facinghistory.org/excerpts-related-theme-names 5. “Names/Nombres” (730L, personal essay) by Julia Alvarez See textbook p. 114 anchor text

culminating performance task for the unit. If computers are not available at that time, make arrangements to provide the necessary materials from the website for students to complete the assessment.

Week 7

1. “The Rush of Immigrants” (1060L, informational text) by USHistory.org http://bit.ly/2igTBCJ anchor text2. Huddled Masses- America’s Immigration History Part 4 (N/A, film clip) http://bit.ly/2iLjmav 3. Growth, Cities, and Immigration: Crash Course in US History #25 (N/A, film clip) http://bit.ly/1NQVI9V 4. “America and I” (790L, memoir) by Anzia Yezierska https://www.commonlit.org/texts/america-and-i anchor text

Week 8

1. America’s Immigration Battle By the Numbers (970L, informational text) by Sara Obeidat http://to.pbs.org/1WHw3n7 anchor text

2. “Issue Overview: Immigration Reform” (830L, informational text) by Bloomberg News http://bit.ly/2jbi3EH 3. “Border Battles: What you need to Know about Immigration Reform” (N/A, interactive informational text) by KQED

News http://bit.ly/2iocX7l

Week 9 Culminating Performance Task

Weeks 1 – 5Reading Selections/ Anchor Texts


http://bit.ly/2iocX7l

http://bit.ly/2jbi3EH

http://to.pbs.org/1WHw3n7

https://www.commonlit.org/texts/america-and-i

http://bit.ly/1NQVI9V

http://bit.ly/2iLjmav

http://bit.ly/2igTBCJ

https://www.facinghistory.org/excerpts-related-theme-names

https://www.facinghistory.org/names-ruth-stone

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6th Grade English Language Arts 4th QuarterWeek 1-

1. The Universal Declaration of Human Rights (1430L, primary source) by the United Nations General Assembly http://www.un.org/en/universal-declaration-human-rights/ anchor text2. “History” of Human Rights: https://www.youtube.com/watch?v=oh3BbLk5UIQ (video clip) 3. “Eleanor Roosevelt on Human Rights” (910L, speech) by Eleanor Roosevelt http://bit.ly/2j4yMay

Week 2 1. Mexican Repatriation in the 1930s (N/A, film clip) https://www.youtube.com/watch?v=V2TLxJgAWHw 2. “Mexican Migrant Workers in the 20th Century” (1100L, informational text) by Jessica McBirney http://bit.ly/2iofIWd 3. “La Lena Buena” (1110L, nonfiction essay) by John Phillip Santos See textbook p. 491 anchor text4. Cesar Chavez- Biography for Children https://www.youtube.com/watch?v=-yDOjZMON78 (film clip)5. “Cesar Chavez’s 1984 Address to the Commonwealth Club” (930L, speech) http://bit.ly/2c7F2dr anchor text https://www.youtube.com/watch?v=qB1jwR1h9qo (live audio recording)

Week 31. “Cesar Chavez’s 1984 Address to the Commonwealth Club” (930L, speech) http://bit.ly/2c7F2dr anchor text https://www.youtube.com/watch?v=qB1jwR1h9qo (live audio recording)2. “Immigration Reform: Our Farms and Food Depend on It” (N/A, video clip) by the New York Farm Bureau https://www.youtube.com/watch?v=dJn2YquF1sg 3. “Morgan Spurlock Becomes a Fruit Picker” (N/A, video clip) by CNN http://bit.ly/2jIasOV 4. “Produce Pickers Go on Strike” (950L, informational text) by the Los Angeles Times http://bit.ly/2jbdWby 5. “Tomato Pickers Win Support of Huge Markets to Improve Work Conditions” (940L, informational text) by the Sun Sentinel http://bit.ly/2iLavFz 6. “Farmers Want Law to Keep Immigrant Workers” (1060L, informational text) by the McClatchy-Tribune https://newsela.com/articles/farmers-immigration/id/174/

Week 41. “The Circuit” (730L, short story) by Francisco Jiménez See textbook p.274 anchor text2. “Migrant Kids Uprooted” (1040L, informational text) by the Associated Press http://bit.ly/2jb8ghQ 3. Who We Are: A Peek Into the World of Migrant Youth (film clip) http://bit.ly/2jbmPlC 4. Education for Migrant Students (film clip) https://www.youtube.com/watch?v=5fPqDb6R1pE 5. Fingers to the Bone: Child Migrant Workers in the United Stated (film clip) http://bit.ly/2iooCmn

Week 51. “More Kids Coming into U.S. Illegally on Their Own” (950L, informational text) by Stateline.org http://bit.ly/2jbfP8h 2. “Seeking a Better, Safer Life, More Youths Crossing into U.S. Alone” (930L, informational text) by the Miami Herald https://newsela.com/articles/migrant-minors/id/3306/3. “They’ve Crossed the Border, Now What?” (1060L, informational text) by the Associated Press http://bit.ly/2iL1zjw 4. “Tougher Measures Keep Children From U.S. Border Crossings” (1040L, informational text) by the Los Angeles Times https://newsela.com/articles/border-debate/id/6028/5. “PRO/CON: Solving the ‘Children’s Border Crisis’” (1120L, informational text) by Linda Kelly and Roger Noriega https://newsela.com/articles/borderchildren-procon/id/4780/

Essential Questions: What are human rights? What internal and external conflicts do migrant farmers and their families face? How does understanding human rights affect our decisions?Performance Task:

After cold reading the “PRO/CON: Solving the ‘Children’s Border Crisis’” article closely, choose which position best protects the human rights of migrant children as stated in the Universal Declaration of Human Rights and write an argumentative essay defending the author’s stance. Within your essay, cite evidence from the UDHR to show at least 3 rights that the author’s position protects and then describe the ways the author suggests protecting those rights.

Week 1 TN Ready Standards Evidence Statements ContentBuilding knowledge through content-rich nonfiction

Reading Informational TextsRI.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

Reading Informational TextsRI.6.1 Provides textual evidence to support analysis of what the text says explicitly. RI.6.1 Provides textual evidence to support analysis of inferences drawn from the text.

Texts 1. The Universal Declaration of Human Rights (1430L,

primary source) by the United Nations General Assembly http://www.un.org/en/universal-declaration-human-rights/ anchor text




























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Reading Complex Texts

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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.6.7 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.

LanguageL.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategiesL.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.

Speaking & ListeningSL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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

RI.6.2 Provides a statement of the central idea(s) of a text. RI.6.2 Provides an objective summary of the text distinct from personal opinions or judgments.

RI.6.3 Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g., through examples and anecdotes). RI.6.3 Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes).

RI.6.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.5 Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.7 Demonstrated the ability to integrate information presented in different media or formats and develop a coherent understanding of a topic or issue.

LanguageL.6.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.

L.6.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone.

L.6.6 Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.

Speaking & ListeningSL.6.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.6.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or

2. “History” of Human Rights: https://www.youtube.com/watch?v=oh3BbLk5UIQ (video clip)

3. “Eleanor Roosevelt on Human Rights” (910L, speech) by Eleanor Roosevelt http://bit.ly/2j4yMay

UDHR Text Complexity Analysis- Lexile- 1430L Meaning: Slightly Complex Text Structure: Slightly Complex Language Features: Very Complex Knowledge Demands: Moderately Complex

Tasks: Multiple reads of text; focus on close read, conceptual

annotation, and comprehension. Complete guided notes for multimedia materials Engagement in Text Dependent Questions through the

gradual release process and student discussions in pair/share, whole class, and in quads.

Engagement in pair/share with TDQ’s

Day 1- Students work in groups to define or illustrate the

meaning of the words human and rights. Students review the UDHR and discuss with a partner

the things that they notice about the structure of the document.

Students participate in close reading of Article 1o Teacher reads aloud twice.o Students read the same passage silently.o Through small group discussion or teacher-led

whole group, students answer sequenced questions about the text.

Day 2- Students review previous discussion on human rights

and continue to think about the statement “All humans are born free in dignity and rights.”

Students watch “History of Human Rights” video, summarize the clip, and discuss.

Students work in groups to complete “A Short History of the UDHR” timeline activity. (See teacher resources link).

Students read Roosevelt speech for homework




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6th Grade English Language Arts 4th Quarterstudy.SL.6.3 Delineate a speaker’s argument and specific claim, distinguishing claims that are supported by reasons and evidence from claims that are not.

WritingW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.

issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)

SL.6.2 Demonstrates ability to integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.6.3 Demonstrates ability to delineate a speaker’s point of view.SL.6.3 Demonstrates ability to evaluate a speaker’s reasoning and use of relevant evidence.

WritingDevelopment of IdeasThe student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

OrganizationThe student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.

Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Day 3- Students revisit Article 1 of the UDHR, focusing on

vocabulary and using context clues to understand words

Students participate in close reading Paragraphs 1 and 2 of the UDHR

o Teacher reads aloud twice.o Students read the same passage silently.o Through small group discussion or teacher-

led whole group, students answer sequenced questions about the text, focusing on using context clues to understand difficult word meanings.

Students practice closely reading paragraphs 3–5 of the Introduction to the UDHR independently (finish for homework if necessary).

Day 4- Students write a journal entry listing some of the rights

that should be human rights and explaining why. Discuss in pairs or whole group.

Students participate in close reading Articles 2 and 3 of the UDHR.

Teacher reads aloud. Students read the same passage silently. Through small group discussion or teacher-led whole

group, students answer sequenced questions about the text, focusing on using context clues to understand difficult word meanings.

Day 5- In small groups, students participate in close reading

jigsaw activity from the selected list of articles from the UDHR: 6, 14, 16, 17, 20, 23, 25, 26. Groups should:

Read their articles slowly at least twice. Reread, annotate, and underline key vocabulary. Read again to summarize: “What right is this article

referring to?” Read again to answer the specific questions (see

teacher resources)

Vocabulary: Address vocabulary as it is used in context, via close reading and discussion. Provide definitions of words that need direct information to understand. See also vocabulary activities/lessons in prepared materials, including TDQs.


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Essential vocabulary by article is as follows: Article 1- dignity, endowed, conscience Intro Paragraphs- fundamental, inalienable, charter,

reaffirms, upholding, promoting, protecting Articles 2 & 3- entitled, distinction, origin, liberty,

security Jigsaw Articles- recognition (6), asylum (14),

persecution (14), invoked (14), prosecutions (14), contrary (14), found (16), dissolution (16), deprived (17), association (17), peaceful assembly (20), association (20), just (23), standard of living (25), fundamental (26), accessible (26)

Text-Dependent Questions: Below is a sampling of TDQs present for these lessons.

1. In Article 1, explain what the phrase “born free and equal means?”

2. For whom are these rights written? Explain how do you know.

3. Describe what ‘the spirit of brotherhood’ means in Article 1.

4. How does the structure of the UDHR help in your reading of the text?

5. Why did the United Nations decide to enact these rights?

6. What did the United Nations hope to accomplish by composing these “universal rights”?



Reading Informational TextsRI.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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is




Texts 1. Mexican Repatriation in the 1930s (N/A, film clip)

https://www.youtube.com/watch?v=V2TLxJgAWHw 2. “Mexican Migrant Workers in the 20th Century”

(1100L, informational text) by Jessica McBirney http://bit.ly/2iofIWd

3. “La Lena Buena” (1110L, nonfiction essay) by John Phillip Santos See textbook p. 491 anchor text

4. Cesar Chavez- Biography for Children https://www.youtube.com/watch?v=-yDOjZMON78 (film clip)

5. “Cesar Chavez’s 1984 Address to the Commonwealth Club” (930L, speech) http://bit.ly/2c7F2dr anchor text https://www.youtube.com/watch?v=qB1jwR1h9qo (live audio recording)







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6th Grade English Language Arts 4th Quarterconveyed 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.6.8 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.


Speaking & ListeningSL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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.6.3 Delineate a speaker’s argument and specific claim, distinguishing claims that are supported by reasons and evidence from claims that are not.

WritingW.6.2 Write informative/explanatory texts to

RI.6.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.6 Provides a statement of an author’s point of view in a text. RI.6.6 Provides a statement of an author’s purpose in a text.RI.6.6 Provides an explanation of how the author’s point of view or purpose is conveyed in the text.

RI.6.7 Demonstrated the ability to integrate information presented in different media or formats and develop a coherent understanding of a topic or issue.

RI.6.8 Demonstrate the ability to trace and evaluate an argument and specific claims in a text.RI.6.8 Demonstrate the ability to distinguish claims that are supported by reasons and evidence from claims that are not.




Speaking & ListeningSL.6.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.6.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful, well-reasoned exchange of ideas. (2)

“La Lena Buena” Text Complexity Analysis Lexile- 1110L Meaning: Slightly Complex Text Structure: Moderately Complex Language Features: Moderately Complex Knowledge Demands: Moderately Complex

Chavez’s Speech Text Complexity Analysis- Lexile- 930L Meaning: Moderately Complex Text Structure: Slightly Complex Language Features: Moderately Complex Knowledge Demands: Moderately Complex

Tasks: Multiple reads of text; focus on close read,

conceptual annotation, and comprehension. Complete guided notes for multimedia materials Engagement in Text Dependent Questions through

the gradual release process and student discussions in pair/share, whole class, and in quads.


Day 1- Students watch the video about the “repatriation” or

“deportation back to Mexico” of Mexican immigrants and Mexican-American citizens in the United States during the 1930s.

Consider having students answer the following questions after watching the clip: What were some of the effects of prejudice against Mexican-Americans? What was the effect of their hybrid identity, “Mexican-American”? Discuss

Day 2- Students briefly review yesterday’s reading and

discussion. Students read “Mexican Migrant Workers in the 20th

Century” and “La Lena Buena.” Then work with a partner to answer TDQs.

Day 3-5 Students watch brief film clip about Cesar Chavez

and take notes (key details that students should record are highlighted in the video).

Students should read Chavez’s speech. (Consider


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6th Grade English Language Arts 4th Quarterexamine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.







playing audio version but stress to students that the text is not word for word). Discuss whole group during reading. (Due to the length of the speech, it will likely take 2 class periods to read closely and discuss).

Students complete TDQs in small groups or via Fishbowl activity.


Essential vocabulary is as follows: deport, immigrant, migratory flourish, assert, dignity, intimidation, reap,

inevitability, tainted, humiliation, creed, enrich


Text #2:1. What is the central idea of the text?2. What is the author’s purpose for putting the word

“taking” in quotation marks in paragraph 5? Cite evidence from the text in your response.

3. What does the term “migratory workers” mean as it is used in paragraph 6? What phrase from the text best supports your answer?

4. In the context of this article, how does prejudice emerge? What are some of the effects of this prejudice? Cite evidence from the text.

5. Even when the United States had high unemployment, it still granted visas to immigrants seeking work. Was this fair? Why or why not?

6. Agriculture is important because everyone needs to eat, and yet migrant workers were paid low wages for decades (and in many cases, they still are). Is this fair? Why or why not?

7. Based on the text, how did change eventually come about for migrant workers in the United State?

Text #3:1. What role do trees play in Tio Abran’s decision to


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6th Grade English Language Arts 4th Quarterstay and then to leave Mexico?

2. What details in the story show that Tio Abran was an expert in his field?

3. Why was it a problem that Tio Abranc could only find huisache wood?

4. What are the ‘trecheries’ that Tio Abran experiences that cause him to leave Mexico.

5. Why does the author include the Spanish phrase after the first paragraph?

6. Why do the revolutionaries take Tio Abran’s wood?7. What does Tio Abran say the day he arrives in San

Antonio Mexico? What does this remark tell you about his feelings toward Mexico?

8. What human rights (from the UDHR) were being denied to Tio Abran

9. What human rights (from the UDHR) was Tio Abran in this text seeking?

10. Did he gain those rights? Use evidence from both texts in your answers.

Text #5:1. What are some of the awful conditions Chavez

says farmworkers are subjected to on a daily basis?

2. According to Chavez, what are the consequences of the current situation on the children of farm workers?

3. In the section “If it could happen in the fields it could happen anywhere” What is the “it” Chavez is referring to? Who was ‘it’ happening to?

4. What event caused the farmworkers to lose their legal protections? What paragraph from the section “the Right to Vote is not real” shows this?

5. Why were boycotts an effective tool for the farmworkers union?

6. In the section, “Boycotting grapes’ what changes do the farmworkers have to make to their messaging?

7. Why does Chavez believe “the growers only have themselves to blame?

8. In the section “The only hope was organizing,” Chavez uses the word exploitation. What does this word mean? Why does Chavez use this word to describe his experience (what are the connotations)?

9. Why does Chavez choose to begin his speech with


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6th Grade English Language Arts 4th Quarterthe story of the 32 Bracero workers who died in a automobile crash?

10. Why is the word “Humiliation” significant in the section “Cursed to a Life Without Pride”? (Alternately: why does Chavez describe the farmworker’s experience as ‘that common humiliation?”)

11. Why did Chavez choose to give this speech to the commonwealth club?

12. What is Chavez’s main goal? How does this speech help accomplish that goal?

13. Read the first paragraph of the section: “Child Labor is Still Common.” Based on this paragraph, what can we infer Chavez believes about the growers?



Reading Informational TextsRI.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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.6.8 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.





Texts 1. Cesar Chavez’s 1984 Address to the Commonwealth

Club” (930L, speech) http://bit.ly/2c7F2dr anchor text https://www.youtube.com/watch?v=qB1jwR1h9qo (live audio recording)

2. “Immigration Reform: Our Farms and Food Depend on It” (N/A, video clip) by the New York Farm Bureau https://www.youtube.com/watch?v=dJn2YquF1sg

3. “Morgan Spurlock Becomes a Fruit Picker” (N/A, video clip) by CNN http://bit.ly/2jIasOV

4. “Produce Pickers Go on Strike” (950L, informational text) by the Los Angeles Times http://bit.ly/2jbdWby

5. “Tomato Pickers Win Support of Huge Markets to Improve Work Conditions” (940L, informational text) by the Sun Sentinel http://bit.ly/2iLavFz

6. “Farmers Want Law to Keep Immigrant Workers” (1060L, informational text) by the McClatchy-Tribune https://newsela.com/articles/farmers-immigration/id/174/













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6th Grade English Language Arts 4th QuarterLanguageL.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, and listening.L.6.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies

Speaking & ListeningSL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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.6.3 Delineate a speaker’s argument and specific claim, distinguishing claims that are supported by reasons and evidence from claims that are not.

WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; quote or paraphrase the data




L.6.2 Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening




SL.6.3 Demonstrates ability to delineate a speaker’s point of view.SL.6.3 Demonstrates ability to evaluate a speaker’s


Day 1 & 2-Students complete the following assignment in pairs:

What human rights did Caesar Chavez fight for on behalf of migrant workers?

Explanation: After reading “Cesar Chavez’s 1984 Address to the Commonwealth Club” identify and trace his struggle to realize Human Rights for himself and migrant farm workers. In your response be sure to:

Cite Evidence from the Universal Declaration of Human Rights to show that Chavez is fighting for a ‘Human Right”

Summarize Chavez’s explanation of their fight for that right (what is the right, how was it lacking/infringed, what did they do to fight for it).

Cite evidence from Chavez’s speech to prove:o That his fight aligned with the one of the

right’s laid out in the UDHR.o If his fight was successful or

unsuccessful. o If it was successful, why was it

successful?o If it was unsuccessful, what did he plan to

do about it?

Day 3- Students finish activity from yesterday if necessary. Review Cesar Chavez’s main points from his 1984

speech. Show two video clips about migrant workers’

working conditions. Students should take notes and write summaries of the clips.

Day 4 & 5- In small groups, students participate in a jigsaw of

selected articles about migrant workers. o As students view each document, they

should record notes about in each text, and discuss.

Read their articles slowly once. Reread, annotate, and underline key vocabulary. Read again and refer back to the UDHR to


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6th Grade English Language Arts 4th Quarterand 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.

reasoning and use of relevant evidence.





determine which human right is being addressed and summarize

Move back to their groups and share the information from the text.



Text #5: 1. Select the paragraph from the section that explains

the cause behind the protest becoming worse and more violent.

2. Read the following sentence from paragraph 4 of the article.

“It was the first strike by farmworkers here in years.”

In which of the sentences that follows does the word "strike" have the same meaning as used in the sentence above?

3. What is the meaning of the word "ugly" as used in the following sentence?

“The protests started peacefully, but turned ugly as some people began taking over government buildings and a police station.”

Text #6:1. Write a detailed summary of the text.2. Describe the MOST LIKELY reason why the author

includes the description of Benitez's experience in the introduction [paragraphs 1-4].

Text #7:1. What type of figurative language is the phrase “the

bottom line” from paragraph two? What does it mean?

2. Which paragraph from the "Worker Caps" section of the text contains a word that means a "suggestion" or "plan"?

3. Write a paragraph that explain the central idea of the text and include two details from the article as evidence to support your response.


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Week 4 TN Ready Standards Evidence Statements ContentReading Informational TextsRI.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.6.6 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.

Reading LiteratureRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 Determine a theme or 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.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text

LanguageL.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.6.4 Determine or clarify the meaning of unknown and multi-meaning words and



RI.6.6 Provides a statement of an author’s point of view in a text. RI.6.6 Provides a statement of an author’s purpose in a text.RI.6.6 Provides an explanation of how the author’s point of view or purpose is conveyed in the text.

RI.6.7 Demonstrates the ability to integrate information presented in different media or formats and develop a coherent understanding of a topic or issue.

Reading LiteratureRL.6.1 Provides textual evidence to support analysis of what the text says explicitly. RL.6.1 Provides textual evidence to support analysis of inferences drawn from the text.

RL.6.2 Provides a description of how the theme or central idea is conveyed through particular details.RL.6.2 Provides a summary of the text distinct from personal opinions or judgments.

RL.6.4 Demonstrates the ability to determine the meaning of literal and figurative language (metaphors and similes) in literary text.RL.6.4 Provides and analysis of how an author’s word choice affects tone and meaning.

RL.6.6 Provides a statement of an author’s point of view in a text. RL.6.6 Provides a statement of an author’s purpose in a text.

Texts1. “The Circuit” (730L, short story) by Francisco Jiménez

See textbook p.274 anchor text2. “Migrant Kids Uprooted” (1040L, informational text) by

the Associated Press http://bit.ly/2jb8ghQ 3. Who We Are: A Peek Into the World of Migrant Youth

(film clip) http://bit.ly/2jbmPlC 4. Education for Migrant Students (film clip)

https://www.youtube.com/watch?v=5fPqDb6R1pE 5. Fingers to the Bone: Child Migrant Workers in the

United Stated (film clip) http://bit.ly/2iooCmn

“The Circuit” Text Complexity Analysis- Lexile- 730L Meaning: Very Complex Text Structure: Moderately Complex Language Features: Moderately Complex Knowledge Demands: Very Complex





Day 1- Students read “The Circuit” independently, taking

notes and annotating the text as they read. Students work in pairs to draft a summary of the

story.

Day 2- 3 Students participate in close reading of the text to

complete text dependent questions. Teacher reads aloud. Students read the same passage silently. In pairs, students answer sequenced questions

about the text. Special focus is placed on Panchito’s tone throughout the story.

Complete TDQs for homework if necessaryLinks not working? Copy and paste into Google Chrome Shelby County Schools

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phrases based on grade 6 reading and content, choosing flexibility from a range of strategiesL.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.

Speaking & ListeningSL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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.

WritingW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.9 Draw evidence from literary or informational texts to support analysis, reflection and research.

RL.6.6 Provides an explanation of how the author’s point of view or purpose is conveyed in the text.








Day 4- Read “Migrant Kids Uprooted” and complete a

Venn diagram of Panchito’s experiences with those of Claudia Morales. Discuss.

Day 5- Students watch three film clips about life as

children of migrant farmers in the United States. Consider having students summarize the clips or complete guided notes.


p. 275- sharecropperp. 276- jalopyp. 276- accompaniedp. 277- galvanizedp. 277- detectp. 278- strainp. 278- labor campp. 279- instinctively/instinctivep. 279 - jotted p. 279- dronep. 280- gradep. 280- acidp. 280- savorp. 280- enrollp. 281- enthusiastically


1. What are the different family member’s attitudes towards having to move? Use evidence to explain why each one feels that way.

2. On page 279 the author states, “Around nine o’clock the temperature had risen to almost one hundred degrees.” How does Panchito react to working under these conditions? Cite evidence from the text to support your response. What is Panchito’s attitude toward going to school? Cite evidence from the text to support your response.


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3. On pg. 275 the narrator describes the strawberry sharecropper not smiling as “natural.” Use textual evidence to explain what he means by this.

4. Who is the narrator? What information is revealed about him throughout the story?

5. On page 278 the author refers to the garage as home. What actions do the family take to make it a home? What does this tell us about how the family faces challenges?

6. On page 276 Jimenez writes, “Suddenly I felt even more the weight of hours, days, weeks, and months of work.” How does the use of the word weight and the elements of time (eg. hours, days, weeks, months) emphasize the difficult life of migrant farm workers?

7. What words does the author use to illustrate Papa’s reaction to seeing the school bus on page 280? What can we infer from his reaction?

8. Read the paragraph on page 277 that begins with “Papa parked the car….” What does this passage reveal about the life of migrant farmer workers and their families?

9. On page 281 when Panchito enters the office on his first day of school, he is startled when the woman speaks to him in English. “I had not heard English in months.” How has life as a migrant farm worker affected Panchito’s education? How does he work to overcome this challenge?

10. Panchito describes Mr. Lema as his best friend at school. How does Mr. Lema help Panchito deal with the challenges of his life on the circuit?

11. Evaluate the condition of Panchito’s human rights as based on the UDHR. (Relevant articles include: 4, 23, 24, 25, and 26.)

12. How are Panchito and his family’s human rights fully realized as told in the story? How are these rights challenged? Use evidence from the text as well as from the Universal Declaration of Human Rights (UDHR) in your response.

Week 5 TN Ready Standards Evidence Statements ContentReading Informational Texts Reading Informational Texts Texts

1. “More Kids Coming into U.S. Illegally on Their Own” Links not working? Copy and paste into Google Chrome Shelby County Schools

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6th Grade English Language Arts 4th QuarterRI.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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.6.8 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.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).

LanguageL.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, and listening.L.6.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies

Speaking & ListeningSL.6.1 Engage effectively in a range of

RI.6.1 Provides textual evidence to support analysis of what the text says explicitly. RI.6.1 Provides textual evidence to support analysis of inferences drawn from the text.





RI.6.9 Demonstrate the ability to compare and contrast one author’s presentation of events with that of another.



L.6.3 Demonstrates the knowledge of language and its

(950L, informational text) by Stateline.org http://bit.ly/2jbfP8h

2. “Seeking a Better, Safer Life, More Youths Crossing into U.S. Alone” (930L, informational text) by the Miami Herald https://newsela.com/articles/migrant-minors/id/3306/

3. “They’ve Crossed the Border, Now What?” (1060L, informational text) by the Associated Press http://bit.ly/2iL1zjw

4. “Tougher Measures Keep Children From U.S. Border Crossings” (1040L, informational text) by the Los Angeles Times https://newsela.com/articles/border-debate/id/6028/

5. “PRO/CON: Solving the ‘Children’s Border Crisis’” (1120L, informational text) by Linda Kelly and Roger Noriega https://newsela.com/articles/borderchildren-procon/id/4780/

Day 1 & 3- Students read articles 2-5 independently,

annotating the text and placing special focus on identifying information pertaining to:

o why children are leaving their home countries

o how their lives change once them get to the United States

Consider having students participate in a Socratic Seminar on the topic to discuss their findings in the texts.

Days 4-5- See Performance Task

Mid-Term Performance Task

After cold reading the “PRO/CON: Solving the ‘Children’s Border Crisis’” article closely, choose which position best protects the human rights of migrant children as stated in the Universal Declaration of Human Rights and write an argumentative essay defending the author’s stance. Within your essay, cite evidence from the UDHR to show at least 3 rights that the author’s position protects and then describe the ways the author suggests protecting those rights.










DRAFT


collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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.

WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.

conventions when writing, speaking, reading, and listening








DRAFT



Weeks 6-9

Reading Selections/ Anchor TextsWeek 6-

1. You Have to Live in Somebody Else’s Country to Understand (N/A, poem) by Noy Chou http://bit.ly/2igONwV a. https://www.youtube.com/watch?v=THwcWDOnR9Y (audio version)

2. “Orientation Day” (870L, informational text) by Jennifer Wang https://www.facinghistory.org/holocaust-and-human-behavior/chapter-1/names-and-identity 3. “Names” (N/A, poem) by Ruth Stone https://www.facinghistory.org/names-ruth-stone 4. “Excerpts Related to the Theme of Names” (N/A, informational text) by Maya Lin and Julius Lester https://www.facinghistory.org/excerpts-related-theme-names 5. “Names/Nombres” (730L, personal essay) by Julia Alvarez See textbook p. 114 anchor text

Week 7-1. “The Rush of Immigrants” (1060L, informational text) by USHistory.org http://bit.ly/2igTBCJ anchor text2. Huddled Masses- America’s Immigration History Part 4 (N/A, film clip) http://bit.ly/2iLjmav 3. Growth, Cities, and Immigration: Crash Course in US History #25 (N/A, film clip) http://bit.ly/1NQVI9V 4. “America and I” (790L, memoir) by Anzia Yezierska https://www.commonlit.org/texts/america-and-i anchor text

Week 8- 1. America’s Immigration Battle By the Numbers (970L, informational text) by Sara Obeidat http://to.pbs.org/1WHw3n7 anchor text2. “Issue Overview: Immigration Reform” (830L, informational text) by Bloomberg News http://bit.ly/2jbi3EH 3. Border Battles: What you need to Know about Immigration Reform (N/A, interactive informational text) by KQED News http://bit.ly/2iocX7l

Week 9- Culminating Performance Task

Essential Questions: What lessons can we learn about human rights through reading literature and real life accounts? How have immigrants contributed to American history and culture? Performance Task:

Historically, why have people immigrated to the United States? Have they received the human rights they were seeking? You have read multiple texts this quarter about the immigrant experience. Use the following website to research the immigration experience of a particular group from

history: https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/introduction2.html Choose one of the groups to research from the side bar of the website. Write an explanatory essay in which you cite evidence from the UDHR and the website to show

what human rights they were seeking and if the group succeeded in securing the rights they sought.

Week 6 TN Ready Standards Evidence Statements Content


https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/introduction2.html

http://bit.ly/2iocX7l

http://bit.ly/2jbi3EH

http://to.pbs.org/1WHw3n7










DRAFT

6th Grade English Language Arts 4th QuarterCulminating Writing Task

Reading Informational TextsRI.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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.

Reading LiteratureRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2 Determine a theme or 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.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what the perceive when they listen or watch.





Reading LiteratureRL.6.1 Provides textual evidence to support analysis of what the text says explicitly. RL.6.1 Provides textual evidence to support analysis of inferences drawn from the text.

RL.6.2 Provides a description of how the theme or central idea is conveyed through particular details.RL.6.2 Provides a summary of the text distinct from personal opinions or judgments.

RL.6.3 Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes toward a resolution. RL.6.3 Provides a description of how the characters respond or change as the plot moves toward a resolution.

Texts 1. You Have to Live in Somebody Else’s Country to

Understand (N/A, poem) by Noy Chou http://bit.ly/2igONwV a. https://www.youtube.com/watch?v=THwcWDOnR9Y (audio version)

2. “Orientation Day” (870L, informational text) by Jennifer Wang https://www.facinghistory.org/holocaust-and-human-behavior/chapter-1/names-and-identity

3. “Names” (N/A, poem) by Ruth Stone https://www.facinghistory.org/names-ruth-stone

4. “Excerpts Related to the Theme of Names” (N/A, informational text) by Maya Lin and Julius Lester https://www.facinghistory.org/excerpts-related-theme-names

5. “Names/Nombres” (730L, personal essay) by Julia Alvarez See textbook p. 114 anchor text

“Names/Nombres” Text Complexity Analysis- Lexile- 730L Meaning: Very Complex Text Structure: Moderately Complex Language Features: Moderately Complex Knowledge Demands: Very Complex





Day 1- Complete lesson plan found here.

Day 2- Complete lesson plan found here. Students complete free write about Ralph Ellison’s

quote about names and share. Students read and discuss “Orientation Day,” “Names,”

and “Excerpts Related to the Theme of Names”

Day 3- Students participate in close reading of

“Names/Nombres” to better understand the


https://www.facinghistory.org/resource-library/becoming-american-exploring-names-and-identities

http://www.pbs.org/independentlens/newamericans/foreducators_lesson_plan_01.html








DRAFT

6th Grade English Language Arts 4th QuarterLanguageL.6.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.L.6.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategiesL.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.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.

Speaking & ListeningSL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 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.6.3 Delineate a speaker’s argument and specific claim, distinguishing claims that are supported by reasons and evidence from claims that are not.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.

Writing

RL.6.4 Demonstrates the ability to determine the meaning of literal and figurative language (metaphors and similes) in literary text.RL.6.4 Provides and analysis of how an author’s word choice affects tone and meaning.

RL.6.5 Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot.

RL.6.7 Demonstrates the ability to compare and contrast the reading of a story, drama, or poem to listening to an audio, video, or live version of the text.

LanguageL.6.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening


L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.5c Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions).


Speaking & ListeningSL.6.1 Demonstrates ability to participate effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (1)SL.6.1 Demonstrates readiness for discussions by drawing on evidence from texts and other research on the topic or issue under study to stimulate a thoughtful,

complexities of assimilating to a new country. Teacher reads aloud. Students read the same passage silently. In pairs, students answer sequenced questions about

the text.

Day 4- Students prepare for a Socratic Seminar on the

following topics: How important is a name to our identity? Based on your study of the UDHR, should our name be

considered a human right? Students should find multiple pieces of evidence from

the various texts to support their answers to the questions and prepare for group discussion.

Day 5- Students participate in Socratic Seminar/group

discussion


Note: Create a graphic organizer with the following words and translations prior to first read and keep posted throughout the lessons on “Names/Nombres”:

p. 115 - sancocho- stewp. 117 - serapes- blanket worn by menp. 119 - madrina- god motherp. 119 - comadre- friend, gossipp. 120 - mis hermanas- my sisters p. 120 - primas- female cousinp. 120 - tios- uncles p. 120 - pudin- puddingp. 120 - tias- auntsp. 120 - vamonos- let’s go


Text #3:1. What words or phrases does Jennifer Wang use to

describe her identity? What words or phrases does she


DRAFT

6th Grade English Language Arts 4th QuarterW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.

well-reasoned exchange of ideas. (2)



SL.6.4 Demonstrates ability to present claims, findings, and points in a focused, coherent mannerSL.6.4 Demonstrates ability to use appropriate eye contact, adequate volume, and clear pronunciation when speaking to an audience.




Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few

use to describe her attitude toward her identity?2. What does Wang mean when she says “the ‘Jennifer’

clashing with the ‘Wang,’ the ‘Wang’ fighting with the ‘Jennifer’”? What examples does she provide to support this description of her name?

3. What might your name tell others about your identity? What stories about you or your family might your name reflect? What about your identity is simplified, hidden, or confused by your name?

Text #6:1. How does Julia respond when her classmates ask her

where she is from? Why does she respond this way? 2. What is the difference between how Julia’s family

pronounces her name and how native speakers pronounce her name? Explain why some native English speakers mispronounce Julia’s name.

3. Why did Julia’s mother quote Shakespeare, “a rose by any other name would smell as sweet”? (page 115)

4. On page 115 Alvarez states, “Ironically, although she had the most foreign sounding name, she and I were the Americans in the family". Explain what the author meant by this statement.

5. How did Julia’s older sister get her name? Why did the older sister have the hardest time getting an American name?

6. What is the significance of what happened with Mami and the other new mothers in the hospital? (page 116)

7. On page 117, why did the author state that her younger sister, Ana, “had the easiest time of all”? How did the pronunciation of Ana’s name change over time?

8. How does Alvarez’s attitude about her and her family being different change during the story? Site evidence from the story in your answer.

9. How does the title of the story capture the focus of Alvarez’s narrative?

10. How do the author’s feelings about her name change over time?

11. The term ethnicity means belonging to a social group that has a common national or cultural tradition. What does Alvarez mean by her statement on page 117 “ethnicity was not yet “in”?

12. Why does Alvarez choose to focus on her name so much? How does it help connect readers to the immigrant/first generation experience?

13. What do names represent for Alvarez and others?


DRAFT

6th Grade English Language Arts 4th Quarterminor errors in grammar and usage, meaning is clear throughout the response.

14. How does the description of Julia’s extended family on pages 118-119 further reveal her need to fit in?

15. Alvarez is not an immigrant, yet she is treated like she isn’t from the country from which she was born. Why is this according to the details in the story? How might this have influenced her decision to write this narrative?



Reading Informational TextsRI.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.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.

LanguageL.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.6.4 Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of




RI.6.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.5 Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas.

RI.6.6 Provides a statement of an author’s point of view in a text. RI.6.6 Provides a statement of an author’s purpose in a text.RI.6.6 Provides an explanation of how the author’s point of view or purpose is conveyed in the text.


Language

Texts 1. “The Rush of Immigrants” (1060L, informational text) by

USHistory.org http://bit.ly/2igTBCJ anchor text2. Huddled Masses- America’s Immigration History Part 4

(N/A, film clip) http://bit.ly/2iLjmav 3. Growth, Cities, and Immigration: Crash Course in US

History #25 (N/A, film clip) http://bit.ly/1NQVI9V 4. “America and I” (790L, memoir) by Anzia Yezierska

https://www.commonlit.org/texts/america-and-i anchor text

“The Rush of Immigrants” Text Complexity Analysis- Lexile- 1060L Meaning: Slightly Complex Text Structure: Slightly Complex Language Features: Very Complex Knowledge Demands: Moderately Complex

“American and I” Text Complexity Analysis- Lexile- 790L Meaning: Moderately Complex Text Structure: Moderately Complex Language Features: Moderately Complex Knowledge Demands: Moderately Complex





Days 1-2 Students participate in close reading of the “The Rush

of Immigrants” to better understand the influx of immigrants from all over the world in the late 19th and






DRAFT

6th Grade English Language Arts 4th QuarterstrategiesL.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.


WritingW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.

L.6.1 Demonstrates command of the conventions of standard English grammar and usage when writing and speaking.







Clarity of Language

early 20th centuries.o Teacher reads aloud.o Students read the same passage silently.o In pairs, students answer sequenced

questions about the text.Day 3-

Students watch both film clips and discuss. Consider creating a guided notes handout to accompany the clips.

Days 4-5- Students partner read “America and I” and answer text

dependent questions. Due to the length of the text and moderately difficult language, some students may need scaffolding to synthesize the material.


Essential Academic Vocabulary: prosperity, literate, torment, illiterate, regime,

destitute, beckon, enclave, integration, zeal, hostility, stifled, clamor, sap, sterile, steerage, simper, avid,

ghetto, sweatshop, tenement, maw, implore, bore, utopia, chimera, undaunted, pestilence, indomitable


Text #1:1. What does the phrase “melting pot” in paragraph 11

imply about American culture?2. Describe how Americans responded to the arrival of

the new immigrants, according to the text. Which phrase from the text best supports your answer?

3. How does the author develop the idea that life was difficult for the new immigrants coming to live the “American Dream?” Provide evidence form the text in your answer.

4. How does the story of there immigrants relate to the varied experiences American immigrants have today? Do you think America has grown more of less accepting of immigrants today? Explain.

5. America claims to be the great melting pot. Based on


DRAFT

6th Grade English Language Arts 4th QuarterThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.


the text, how has America acted in support or in defiance of this characterization?

Text #2- 1. Explain the theme of the text.2. How does the author describe the “Old World” in

comparison to America in the beginning of the text? Cite evidence from the text to support your response.

3. What does the author mean in paragraph 6 when she says she will no longer be a “slave of the belly”? Which phrase from the paragraph supports you answer?

4. What details from the text best describe the narrator’s first employers?

5. What does the attitude that the narrator’s first American employers have towards her say about the author’s perspective of the American work ethic?

6. How does the author utilize darkness and light as imagery throughout the text? What is the purpose of this?

7. In paragraph 45, the narrator asks herself: “Where is America? Is there an America?” Write an interpretation of what the author means and how this contributes to the theme of the text.

8. Summarize what the narrator believes is different in her.

9. In the context of this text, how has America changed over time- for both workers and immigrants? Cite evidence from the text and other texts from this unit to support your answer.

Week 8 TN Ready Standards Evidence Statements Content

Building knowledge through content-rich nonfiction


Reading Informational TextsRI.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.6.4 Determine the meaning of words and



RI.6.3 Provides detailed analysis of how a key individual, event or idea is introduced in a text (e.g.,

Texts 1. America’s Immigration Battle By the Numbers (970L,

informational text) by Sara Obeidat http://www.pbs.org/wgbh/frontline/article/americas-immigration-battle-by-the-numbers/ anchor text

2. “Issue Overview: Immigration Reform” (830L, informational text) by Bloomberg News https://newsela.com/articles/overview-immigration-reform/id/20159/

3. “Border Battles: What you need to Know about Immigration Reform” (N/A, interactive informational text) by KQED News http://ww2.kqed.org/lowdown/2014/07/24/what-you-


http://ww2.kqed.org/lowdown/2014/07/24/what-you-need-to-know-about-immigration-reform/

https://newsela.com/articles/overview-immigration-reform/id/20159/

https://newsela.com/articles/overview-immigration-reform/id/20159/

http://www.pbs.org/wgbh/frontline/article/americas-immigration-battle-by-the-numbers/

http://www.pbs.org/wgbh/frontline/article/americas-immigration-battle-by-the-numbers/

DRAFT

6th Grade English Language Arts 4th Quarterphrases as they are used in a text, including figurative, connotative, and technical meanings.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.



WritingW.6.1 Write arguments to support claims with clear reasons and relevant evidence.

through examples and anecdotes). RI.6.3 Provides detailed analysis of how a key individual, event or idea is illustrated in a text (e.g., through examples and anecdotes).







need-to-know-about-immigration-reform/ anchor text

America’s Immigration Battle By the Numbers Text Complexity Analysis-

Lexile- 970L Meaning: Slightly Complex Text Structure: Slightly Complex Language Features: Moderately Complex Knowledge Demands: Very Complex





Days 1-5 Students should read the texts and record facts about

immigration reform. The resources have a vast array of percentages and explanations about the current immigration issues facing the US.

Once students have studied the texts, consider having them present their findings in some type of presentation format.



Text #3:1. Summarize the three major waves of voluntary

immigration to the United States, including the key characteristics that make them all unique.

2. What primary reason keeps the issue of immigration reform on center stage in the US?

3. Using evidence from the text, explain the term “comprehensive reform.”

4. What role did former President Reagan play in immigration reform in 1986?


http://ww2.kqed.org/lowdown/2014/07/24/what-you-need-to-know-about-immigration-reform/

DRAFT

6th Grade English Language Arts 4th QuarterW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.






5. Describe the mandates included in the immigration bill, including the importance of “amnesty.” Who supported the bill? Explain why it was considered a success or failure for the country.

6. Read the graph about undocumented immigrants and analyze the statistics.

7. Based on the text, infer what the term “bipartisan” means and why it’s important to passing bills in the US.

8. Summarize the 4 main parts of the Senate bill drafted in 2013 to address immigration reform.

9. What were the effects of Alabama’s strict law on undocumented immigrants? Based on the data, infer how the entire country was impacted.

10. Who are DREAMers? What obstacles do they face in the US?

11. Based evidence from the text, what suggestions do you recommend to Congress in an effort to create comprehensive immigration?



Reading: Informational text 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.6.4 Determine the meaning of words and


RI.6.2 Provides a statement of the central idea(s) of a text. RI.6.2 Provides an objective summary of the text distinct

Texts 1. The Universal Declaration of Human Rights (1430L,

primary source) by the United Nations General Assembly http://www.un.org/en/universal-declaration-human-rights/ anchor text

Day 1-5- Students should spend the week researching and

completing the culminating performance task for the




DRAFT

6th Grade English Language Arts 4th Quarterphrases as they are used in a text, including figurative, connotative, and technical meanings 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.

LanguageL.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, and 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.

WritingW.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of 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.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.W.6.7 Conduct short research projects to answer a question, drawing on several

from personal opinions or judgments.

RI.6.4 Demonstrates the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical). RI.6.7 Demonstrated the ability to integrate information presented in different media or formats and develop a coherent understanding of a topic or issue.



L.6.3 Demonstrates the knowledge of language and its conventions when writing, speaking, reading, and listening




Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and

unit. See below.

Culminating Performance Task

Historically, why have people immigrated to the United States? Have they received the human rights they were seeking?

You have read multiple texts this quarter about the immigrant experience. Use the following website to research the immigration experience of a particular group from history: https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/introduction2.html

Choose one of the groups to research from the side bar of the website. Write an explanatory essay in which you cite evidence from the UDHR and the website to show what human rights they were seeking and if the group succeeded in securing the rights they sought.





DRAFT

6th Grade English Language Arts 4th Quartersources refocusing the inquiry when appropriate.W.6.8 Gather relevant information from multiple print and digital sources, assess the credibility of each source; 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.

conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.



map gr6 q4.d… · web view. anchor text “issue overview: immigration reform ... stifled,...

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