SYRACUSE CITY SCHOOL DISTRICT UNIT DESCRIPTION

Revised: 7/24/2014
SYRACUSE CITY SCHOOL DISTRICT
Grade 06 Unit 02 Unit Template
Reading Informational Text
Reading Standards:RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.8
UNIT DESCRIPTION
This Analyzing Informational Text unit is designed to support students as they analyze and navigate informational
texts. Through the use of a variety of informational texts that address current issues as well as issues aligned to grade level
content curriculum, students will develop the skills necessary to comprehend and analyze increasingly complex levels of
informational text.
Teachers will provide explicit instruction and guided practice opportunities for students to identify and track development
of central ideas in texts, how authors use words and structure to shape a text, and how authors back up their arguments
with relevant evidence.
Implementation Dates: November 10, 2014 –
December 5, 2014
Unit Assessment Dates: December 8, 2014 –
December 9, 2014
Page 1
CCLS
Coded Standard
Concept Elaboration
-understand that the central idea can be
found in various informational texts
RI.6.2
DETERMINE a central idea of text and how it is
conveyed through particular details; provide -explain the central idea by providing
a SUMMARY of the text distinct from personal sufficient examples from the text
opinions or judgments
-explain the central idea by providing an
objective text summary that supports it
Assessment Questions
Determine a central idea in the article,
“Should You Have A Pet In Your Classroom?”
Summarize this article in a way that shows
clear examples of this central idea. Make sure
to use details from the beginning, middle, and
end of the text to support your answer.
-identify key individuals, events and ideas
RI.6.3
RI.6.4
In the second paragraph the idea of bullying
ANALYZE in detail how a key individual, event, -analyze the importance of individuals, events
is introduced. How does the idea of bullying
or idea is introduced, and elaborated in a text or ideas
relate to the central idea? Make sure to use
(e.g., through examples or anecdotes).
-use examples from the text to support their
details from the text to support your answer.
analysis from the beginning to the end
-understand that the meaning of a word can Sometimes author’s use words and phrases
that have double meanings. What does the
be determined using context clues
DETERMINE the meaning of words and phrases
phrase “squashing the bug” mean in the third
-determine dictionary definitions and multiple
as they are used in a text, including figurative,
paragraph? Why did the author choose this
connotations of words and phrases
connotative, and technical meanings.
phrase? How does this phrase help to convey
--identify the meaning of a word that would
the central idea? Make sure to use details
best relate to the central idea
from the text to support your answer.
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.6.8
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.
-identify various text structures
-understand that text structure organizes the
ideas
-identify and interpret the sentence,
paragraph, chapter or section that
contributes to the development of the ideas
-understand that an argument can have
multiple sides
-identify the argument and specific claims
from the beginning to the end of the text
-distinguish between supporting details and
non-supporting details
Page 2
The author includes a table of the “Worst
and Best Classroom Pets.” How does this
table contribute to the central idea? Make
sure to use details from the text to support
your answer.
Language Standards:
L.6.3.a, L.6.3.b, L.6.5.c
Lesson Suggested Pacing Guide
Spiraled Reading Standards:
RI.6.1, R.6.10
Embedded Writing Standards
W.6.2, W.6.9
Embedded Language Standards
L.6.1.e, L.6.2.b, L.6.6
Assessment Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
Rubrics and Scoring Guide Links
QuickWrite/Short Response NYSELA 2-point Response Rubric
Extended Response NYSELA 4-point Rubric
Recommended Texts
Central Text: Heroes of the Environment by Harriet Rohmer [Lexile 1070]
Lasting Contributions In Ancient Egypt:
Lasting Contributions In Our Time:
 “The Three Queens of Egypt,” by Vicki Leon in
 “Malala the Powerful,” by Kristin Lewis [Lexile 880] pdf
Glencoe [Lexile 830]
 Excerpts from: “Let Us Wage A Glorious Struggle,” pdf address by Malala Yousafzai,
 “Cleopatra: Egypt’s Last Queen” [Lexile 580]
delivered at the United Nations Youth Assembly
pdf
 Malala Yousafzai Continues Her Fight For Education One Year Later video
 Egypt: Ancient and Modern pdf
 “Guide to the ‘Unknown’,” by Dan Risch [Lexile
 “One Woman’s Way” in Glencoe inTime Magazine [Lexile 960] html
1090] pdf
 Excerpts from: The Nobel Peace Prize 2003 Acceptance Speech by Shirin Ebadi html
 “Egypt’s Ageless Goddess,” by Jennifer
Pinkowski [Lexile 1180] pdf
 “Ryan Hreljac: Can-Do Kid” in Glencoe inTime Magazine [Lexile 820] html html2
 “2,000-Year-Old Homework!,” by Joli Allen
 Ryan’s Well Foundation html
[Lexile 880] pdf
 The Origin of (Papyrus) Paper In Ancient Egypt
 “Hurricane Heroes,” by Thomas Fields-Meyer, Steve Helling, and Lori Rozsa in Glencoe
pdf
[Lexile 910] (Related text for alternate view: Hero firefighter who saved woman from
burning home faces investigation -because he gave her his air mask during rescue
Web Resources:
html)
Egypt’s Golden Empire
Queens of Egypt
The Pyramids App
Page 3
Big Ideas
Essential Questions
Readers use informational text to grow ideas about everyday issues and people.
How do readers analyze and evaluate informational text?
Readers know that an author provides evidence to support his/her claim about a topic. How do author’s communicate a central idea?
Readers know that authors use different structures to convey ideas.
Vocabulary
Anchor Charts
contribution, justification, elaborate, benefit, structure, convey, hero, factor, issue, verify Coding Text
Text Structure
Teaching Resource:
Text Features
Selecting Tier 2 Words: Beck Resource (specifically refer to the chart on pg. 19)
Boxes & Bullets
Vocabulary Instruction: Cracking the code
Central Idea vs. Theme
(From The Thoughtful Classroom Portfolio Series - Word Works: Cracking Vocabulary’s Code)
Nonfiction Roadmap
Outcome:
Readers know that key
individuals, events, or details
are introduced, illustrated,
and elaborated in a text.
Unit Framework
Chunk 3
Outcome:
Readers can identify the use
of words and phrases
including figurative,
connotative, and technical
meanings.
Outcome:
Readers pay attention to
the structure and how it
develops the central idea.
Chunk 5
Outcome:
Readers will assess the
reasoning behind a
claim(s) and delineate
between irrelevant and
relevant evidence.
Teaching Points:
2.4-2.6
CCLS Standards:
RI.6.3
Outcome Assessment #2
Teaching Points:
2.7
CCLS Standards:
RI.6.4
Outcome Assessment #3
Teaching Points:
2.8-2.9
CCLS Standards:
RI.6.5
Outcome Assessment #4
Teaching Points:
2.10-2.12
CCLS Standards:
RI.6.8
Outcome Assessment #5
Chunk 1
Chunk 2
Outcome:
Readers can determine
central idea and provide a
text summary of important
details related to the central
idea.
Teaching Points:
2.1-2.3
CCLS Standards:
RI.6.2
Outcome Assessment #1
Page 4
Chunk 4
Standard/
Teaching Points
Outcome
(Lesson Objectives)
RI.6.2 Readers can 2.1 Readers gather possible clues
determine central
about the central idea by
idea and provide a reading a chunk of text and
text summary of
asking, “What is this saying?” and
important details
“How does this fit with what’s
related to the central been said so far?”
idea.
Instructional Resources
& Tools
QuickWrite: Write a gist
Students use nonfiction roadmap LearnZillion
statement: What big idea is the anchor chart and roadmap for Determine Central Idea
author trying to make readers
the gist
think about?
TRWPVimeo
Student prompts:
Whole Class Instruction
One big idea in this section is...For to Help Students Read
example...
Informational Texts
The idea about… comes up
Fluently, with an Eye
again; for example...
Towards Main Ideas and
This part teaches me…
Key Details
2.2 Readers support or verify their QuickWrite: Reread roadmap
Boxes and Bullets organizer
Strategies That Work:
thinking around the central idea and gist statements. What
Teaching
by noticing as they read from
information keeps coming up?
Comprehension for
one paragraph to another
Are new ideas being presented?
Understanding and
whether the paragraphs
Engagement 2nd Edition
continue to build on one central
by Harvey & Goudvis
idea, or whether another idea is
(Chapter 10: Determining
being presented
Importance in Text)
2.3 Readers explain the central
Ticket Out the Door: Write a
Delete, Substitute, Keep.
idea by providing a text summary summary of the text stating the
Summarization in 3 Steps
Classroom Instruction
of important relevant details
central idea with the supporting 1. Delete-draw a line through
that Works by Marzano,
anything
that
is
trivial,
details
Pickering & Pollock
redundant, or repetitive
Checks for Understanding
Supports & Scaffolds
2.
3.
Substitute-replace specific terms (Chapter 3: Summarizing
and Notetaking)
with general terms
Keep-determine a good topic
sentence that contains the
author’s claim.
(Marzano, Pickering and Pollock, 2001)
RI.6.3 Readers know
that key individuals,
events, or ideas are
introduced,
illustrated, and
elaborated in a text.
2.4 Readers can identify key
individuals, events and ideas in a
text by relating them to the
central idea
QuickWrite: Explain why it was
important for the author to
introduce the individual/
event/idea at this point in the
text.
Code and roadmap text within
each article using post-it notes,
flags, or within writing journals,
making sure to label each of the
details as an individual, idea, or
event.
2.5 Readers can analyze the
Stop and Jot: What more
Student prompts: The idea about
importance of individuals, events information do I have? How does … comes up again; for
or ideas by asking:
it relate to earlier parts of the
example...
Page 5
LearnZillion
Analyze Key Events Using
a Timeline
Do I Really Have to
Teach Reading?:
Content
Comprehension, Grades
6-12 by Chris Tovani
Standard/
Outcome


Teaching Points
(Lesson Objectives)
What more information do I
have?
How does it relate to earlier
parts of the text?
2.6 Readers elaborate on key
individuals, events or ideas by
asking:
Where does the author provide
an example, or anecdote, to
support the development of an
individual/event/idea?
RI.6.4 Readers can
identify the use of
words and phrases
including figurative,
connotative, and
technical meanings.
Checks for Understanding
Supports & Scaffolds
text?
Stop and Jot Graphic Organizer
Trailing the Text Graphic
Organizer
Ticket Out the Door: Choose a
small detail or anecdote and
trace back to key individual,
event, or idea.
Instructional Resources
& Tools
(Chapter 6: Holding
Thinking to Remember
and Reuse)
Student prompts: I just read …
that fits with the earlier part
because ...
LearnZillion
2.7 Readers know that authors
QuickWrite: What do the author’s Provide words from the text
illustrating denotation,
Determine the meaning
use specific words to develop the words mean? If there is more
connotation and technical
of words by determining
central idea by distinguishing
than one meaning, which
meanings.
the denotative and
meaning does the author intend?
between denotation,
For example, in Hurricane Heroes: connotative meanings
connotation, or technical

She came into the makeshift
meanings. They ask themselves:
emergency unit in the parking lot of a
Effective Vocabulary
damaged Pensacola hospital where
 What do the author’s words
Instruction
Wegner was stationed after Ivan.
mean?
(denotative)
 If there is more than one

Wegner is an anesthetist who lives in
Tampa (technical)
meaning, which meaning

”He was my angel,” says Ginny.
does the author intend?
(connotative)
RI.6.5 Readers know 2.8 Readers recognize that text
how a particular
have different structures that
sentence,
organize ideas by previewing the
paragraph, chapter, text and asking themselves:
or section fits into the  What is the effect of this
overall structure of a
structure? OR
text and contributes  How does this structure help
to the central idea.
me to make meaning?
QuickWrite: What is the effect of Text Structure Anchor Chart
this text structure? How does this
structure help me to make
Student prompts: The text is
meaning?
organized by...I know this
because...
The author structured the text like
this so I can understand…
LearnZillion
Analyze text structure
using a flowchart
Text Structure Work Mat
Teaching Text Structure
Text Structure Resources
Page 6
Standard/
Outcome
RI.6.8 Readers can
trace and evaluate
an argument and
specific claims in a
text, distinguishing
claims that are
supported by
reasons and
evidence from
claims that are not.
Teaching Points
Checks for Understanding
(Lesson Objectives)
2.9 Readers reflect on a feature QuickWrite: Identify the text
of text and identify how it relates features that support the central
to the central idea by asking:
idea and explain the effect on
 Why did the author choose to the meaning of the text.
include this feature in the
text?
 How does this feature
contribute to the central
idea?
2.10 Readers identify the
argument and specific claims
from the beginning to the end of
the text by asking:
 What is the issue?
 What is the author’s position?
 What evidence is presented
to support the issue?
2.11 Readers distinguish between
supporting details and nonsupporting details by asking
themselves:
 Which of the evidence
presented is most relevant to
supporting the argument?
 Is the evidence reliable?
2.12 Readers understand that an
argument can have multiple
sides by asking:
 How does this other text
(media) convey the
same/different ideas?
 What is the same? What is
different?
 What is my interpretation of
the topic and how the
authors presented their
information?
QuickWrite: What is the issue?
What is the author’s position?
What evidence is presented to
support the issue?
T-Chart:
Author’s Claim
Supporting Details
Non-Supporting
Details
Supports & Scaffolds
Student prompts: The author
chose to include this feature in
the text because…
This effect of this feature on the
central idea is…
Text Feature Anchor Chart
Before reading, have students ask Reading Arguments:
themselves:
Think Like a Critic
 What does the title suggest?
 Who is the author and what Reading An Argument
are his or her qualifications? Resource
 What is the date of article?
 What do I already know
Making Connections
about the issue?
Between the Past and
Present Issues: What
Turn & Talk: Identify one
Would Cleopatra Do?
supporting detail from the text
using your notes. Record this on a
post-it note. Compile post-it notes
in order for other students to view
and share supporting details
further (Give One Get One)
Ticket Out the Door: How do the Differentiate between the
two texts (media) convey the
differing sides of an argument.
same/different ideas? What is the Activities could include a T-Chart,
same? What is different?
Board Relay, Sort Activity, Think
What is my interpretation of the Aloud, etc.
topic and how the authors
presented their information?
Page 7
Instructional Resources
& Tools
Language Standards
Week 1
Week 2
L.6.3.a
Vary sentence patterns
for meaning,
reader/listener interest,
and style.
L.6.3.b
Maintain consistency in
style and tone.
Day One
Explicit Skill
Instruction
8-10 minutes
Day Two
Guided Practice/
Partner Activity
10-15 minutes
Improving
Sentence Structure
pdf
Explicit Skill
Instruction
8-10 minutes
Day Three
Independent
Practice/ Do-ItNow
5 minutes
Day Four
Day Five
Review/ Small
Group Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Review/ Small
Group Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Review/ Small
Group Instruction/
Reteach
10-15 minutes
Assessment
10 minutes
Homework Practice
10-15 minutes
Guided Practice/
Partner Activity
10-15 minutes
Independent
Practice/ Do-ItNow
5 minutes
Style and Tone ppt
Homework Practice
10-15 minutes
Week 3
L.6.5.c
Distinguish among the
connotations
(associations) of words
with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty)
Explicit Skill
Instruction
8-10 minutes
Guided Practice/
Partner Activity
10-15 minutes
Connotation &
Denotation ppt
Independent
Practice/ Do-ItNow
5 minutes
Homework Practice
10-15 minutes
Page 8