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Friendship
Unit Overview
FRIENDSHIP
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6th grade |
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6 lessons |
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Ralph Waldo Emerson said, “The only way to have a friend is
to be one.” To have a good friend one must be a good listener,
be slow to hurt the other one’s feelings, be understanding,
complimentary, be able to disagree without being hurtful, be
dependable, respectful, trustworthy, encouraging, and caring,
friendship comes in all shapes and forms, but a good friend is
hard to find. |
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Students give and follow
multi-step directions, identify and discuss cause and effect,
analyze content and accuracy of writing using the theme of
friendship. |
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This unit contains six lessons. In this unit, students investigate
the meaning of friendship by focusing on fiction and nonfiction stories and
articles. Exploring friendship helps students understand how to be good friend. |
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Handouts including graphic
organizers |
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Formative and
Summative
Assessment Part One,
Part Two, Part
Three |
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Glossary
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Unit
Plan: Lessons
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Friendship in Media |
Word |
HTML (with links to
documents) |
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Creating a Friendship Bracelet |
Word |
HTML (with links to
documents) |
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Giving Oral Directions |
Word |
HTML (with links to
documents) |
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Expository Writing |
Word |
HTML (with links to
documents) |
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Evaluating Non-Fiction Texts |
Word |
HTML (with links to
documents) |
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Essay of Viewpoints in Media Performance
Event |
Word |
HTML (with links to
documents) |
Essential
Questions:
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As you review various media
pertaining to friendship, why is it important for you to identify and explain
media-directed viewpoints? |
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Why is it important to be able to
read and follow directions?
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Why is it important to be able to
give oral directions?
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What are the essential elements of
expository writing?
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| Why should you be able to evaluate
information accurately from a nonfiction text? |
Summative Assessment and
Scoring Guides:
GRADE-LEVEL EXPECTATION CONTINUUM
TARGETED LEARNING
represents the specific Grade-Level Expectations (GLEs) that are taught and
assessed in this unit. Student mastery of these skills is expected at this
grade level. PREVIOUS LEARNING indicates student’s probable beginning
skill level. FUTURE LEARNING provides the “next step” for instruction or
student application of communication arts skills and concepts. Bolded terms are
glossary items.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Read and follow
multi-step directions to complete a task.
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Read, follow,
and give multi-step directions to complete a complex task. |
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Write
expository paragraphs (emphasizing compare/contrast) with an
effective topic sentence, three or more supporting details and a
concluding sentence. |
W3C Write expository paragraphs
(including cause and effect) with a strong controlling idea and
supporting and concluding sentences, appropriate, logical sequence,
relevant details, facts or examples from one or more sources.
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Write
expository paragraphs (including cause and effect) with a strong
controlling idea and supporting and concluding sentences,
appropriate, logical sequence, effective writing techniques(e.g.
imagery, humor, point of view and voice).
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Give and
concise oral multi-step directions.
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LS2 Give clear and concise oral
multi-step directions to complete a complex task. |
Give clear and
concise multi-step directions to complete a complex task.
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Analyze
messages conveyed in various media (i.e. videos, pictures, websites,
artwork, plays, and/or news programs). |
IL2 Identify and explain
viewpoints conveyed in various media (e.g. videos, pictures,
websites, artwork, plays, and/or news programs. |
Identify and
explain viewpoints conveyed in various media (e.g., videos,
pictures, websites, artwork, plays, and/or news programs). |
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Use details
from nonfiction text to answer questions. |
R3C Evaluate the accuracy of
information from a nonfiction text. |
Use details
from text to evaluate the accuracy of information from a nonfiction
text. |
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Write
expository and persuasive paragraphs (emphasizing cause and effect) |
W3C Write expository
multi-paragraph essays. |
Write
expository multi-paragraph essays drawing from a variety of sources. |
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