Growing Up and Facing Change
Unit Overview
GROWING UP AND FACING CHANGE -- ALL CAPITAL
| 6th grade |
| 11 lessons |
| Students write a personal narrative that chronicles a sequence of three or more events and includes sensory details. This narrative is based on students’ experiences with growing up and facing change. Prior to the writing process, students explore a variety of texts that center on this theme. |
| lUse of sensory details to write a narrative. |
| This unit consists of eleven lessons. In examining texts students use details from the text to analyze the influence of setting on characters, plot, and resolution, explain cause and effect, and identify the problem-solving processes of characters and the effectiveness of solutions. |
| Handouts including graphic organizers |
| Formative and Summative Assessment |
| Glossary |
Unit Plan: Lessons
| How Change Affects Our Lives |
Word |
HTML (with links to documents) |
| Plot |
Word |
HTML (with links to documents) |
| Getting Ready to Become an Adult - Part One |
Word |
HTML (with links to documents) |
| Getting Ready to Become an Adult - Part Two |
Word |
HTML (with links to documents) |
| "Cat's in the Cradle" |
Word |
HTML (with links to documents) |
| "The Bracelet" |
Word |
HTML (with links to documents) |
| The Personal Narrative - Part One |
Word |
HTML (with links to documents) |
| The Personal Narrative - Part Two |
Word |
HTML (with links to documents) |
| The Personal Narrative - Part Three |
Word |
HTML (with links to documents) |
| The Personal Narrative - Part Four |
Word |
HTML (with links to documents) |
| The Personal Narrative - Part Five |
Word |
HTML (with links to documents) |
Essential Questions:
| How does change affect our lives? |
| How does setting affect character, plot, and resolution? |
How do characters solve problems and how effective are their solutions? |
How do sensory details enhance a personal narrative? |
How does an understanding of cause and effect help a reader follow the movement of the plot? |
How do writers sequence the events of a plot? |
Summative Assessment and Scoring Guides:
GRADE-LEVEL EXPECTATION CONTINUUM
Targeted Learning for this unit represents the specific Grade-Level Expectations that are taught and assessed in this unit. Mastery of these skills is expected mastery of students at this grade level. Previous Learning indicates students’ probable beginning skill level. Future Learning provides the “next step” for instruction or student application of Communication Arts skills and concepts. Bold type denotes the specific parts of a Grade -Level Expectation addressed in the unit.
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
R2C Use details from text to
- make inferences about setting, character traits, problem and solution and story events
- make predictions
- draw conclusions
- identify cause and effect
- compare and contrast various elements
- explain author’s purpose
|
R2C Use details from text to
- analyze the influence of setting on characters, plot and resolution (conflict and climax)
- explain cause and effect
- identify point of view and mood
- identify the problem-solving processes of characters and the effectiveness of solutions
|
R2C Use details from text to
- identify plot and sub-plot, theme and various types of conflict
- analyze cause and effect
- identify and explain point of view and mood
- determine how an incident foreshadows a future event
- evaluate the problem-solving processes of characters and the effectiveness of solutions
|
W3A Write personal narrative text that
- chronicles a sequence of events
- focuses on the development of a single event
|
W3A Write a personal narrative that
- chronicles a sequence of three or more events
- includes sensory detail and dialogue
|
W3A Write about personal experiences and revise by adding details and literary devices such as metaphors and symbols |
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