Week 1

6th Graders Zoo!
Unit Launch Definition

Lesson Launch: 1 day Prerequisite(s):
Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. !!SS."LS-L#$"%&!'.L.6.()
Essential
uestion:
*hat is the definition of the word +oo, *hat do students need to learn to be able to answer the Essential uestion, !ssess"ent Pro"#t $%: #dentify the multiple-meanings for the word +oo.
!cti&atin' (trate'):
*ntroduce the stor): Students will draw an d write a short story using the two definitions of the word +oo. Students will get into groups and share their stories.
+e) ,oca-ular) .ords to /e&ie0:

-oo
1eachin' (trate'ies:
$hink-.air-Share
6th Graders !r'ue !-out !ni"al /i'hts! 2#inion

Lesson Launch: 1 day Prerequisite(s):
Students will be familiar with formulating opinions !!SS /*1). $his module will help students mo0e from 1supporting an opinion2 to 1arguing for a position based on claims that are grounded in reasons3e0idence2 !!SS 6*1). Students will ha0e the ability to use oral language to achie0e a purpose !!SS /SL().
Essential
uestion:
4ow do writers support their opinions, *hat do students need to learn to be able to answer the Essential uestion, !ssess"ent Pro"#t $%: #dentify reasons that will support an opinion about the 5uestion of whether or not to keep 4alitosis from the story Dog Breath by 6a0e .ilkey.
*ntroduce the stor): Students will pre0iew the story Dog Breath by 6a0e .ilkey and use the prediction handout to predict what the conflict in the story might be see &ttachment &: 7ad 7reath 6ebate .reparation). $he teacher should walk around the room with the book and say to the students, 1Look at the co0er and think about the title to make your predictions.2 & student8s predictions could say, 1# think that 99999999999 because999999.2
+e) ,oca-ular) .ords to /e&ie0:

:pinion Support
1eachin' (trate'ies:
$hink-.air-Share, $hink &loud, ;odeling, 6ifferentiated <se of =raphic :rgani+ers, 6irectional >eighbors
/e&ie0 of Grade 3 (tandards: 4or"ulatin' an 2#inion

1. /ead the stor): $he teacher will read Dog Breath or a similar title). $he purpose of the acti0ity is to engage students with an animal-related, debatable topic without worrying about the potential barrier of reading for struggling readers. 5a6e a Decision: :nce the teacher is finished reading the story, the students will then use the 'ra#hic or'ani7er see &ttachment 7: @ictional Source =raphic :rgani+er) to list story-based reasons why 4alitosis would be both a good pet and a bad pet. $he teacher can model the first few reasons on a Smart 7oard, o0erhead, or multimedia proAector. Students will then share out for both sidesBC student reasons why a pet owner would keep 4ali and C reasons for not keeping him. &fter sharing out sample reasons, students will decide whether they think they personally would want to keep 4ali good pet) or not bad pet). $hey then circle their choice on the bottom of &ttachment 7. $he teacher makes it clear that students are expressing their o#inion based on reasons presented in the story alone. <se a timer to time this acti0ity for 1/ minutes.
?.
Assessment Prompt #1:

Students will pair with a directional neighbor and share out the final decision they made about the dog and why. .airs need to also share the information they used from the text to support their opinion e.g., keeping him because he is a lo0ed pet, not keeping him because he smells up the whole house). $he teacher can check completed graphic organi+ers to make sure that reasons listed are text-based and in the correct column. /e&ie0 (tudent Decisions: !all on additional students to pro0ide different pieces of information for why students did or did not choose 4alitosis after reading the book Dog Breath. 1eacher note: Students who ha0e not successfully formulated an opinion and3or offered text-based support for that opinion will need additional re0iew of grade / standards for writing to formulate and defend opinions. &dditionally, teachers do not need to use the words claims, reasons, and evidenceD they are introduced in the next segment as the 0ocabulary of argument.
6th Graders !r'ue !-out !ni"al /i'hts! *ntroduction to !r'u"ent

Lesson 8once#t: $he first &c5uisition Lesson introduces the lan'ua'e of ar'u"ent through de-ate9 Lesson 1i"e: &pproximately C days Prerequisite(s):
Students will ha0e the ability to use oral language to achie0e a purpose !!SS /SL(). Students will be familiar with formulating opinions !!SS /*1) based on reasons. $his module will help students mo0e from 1opinions based on reasons and e0idence2 to 1arguing for a position based on claims that are grounded in reasons3e0idence.2
8o""on 8ore (tandard(s) E:#licitl) 1au'ht: Reading Literature Standards

6/L% !ite textual e0idence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Reading Informational Text Standards

6/*; $race and e0aluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and e0idence from claims that are not.
Essential
uestion:
4ow are reasons and e0idence identified and used to support claims that defend a position, *hat do students need to learn to be able to answer the Essential uestion, !ssess"ent Pro"#t $%: Locate and identify position, claims, and 0erifiable reasons3e0idence that can be used to support the claims made. !ssess"ent Pro"#t $<: 4ow are reasons and e0idence identified and used to support claims that defend a position,
#n groups, students will sort words into different categories B1organi+ed debate2 and 1unorgani+ed debate.2 See &ttachment !: *hat ;akes a =ood 6ebate, 6ebrief &cti0ating Strategy by asking students to summari+e the difference between a structured, organi+ed debate and an unorgani+ed free-for-all. 7ecause many students may not ha0e e0er seen a debate, the teacher may need to pro0ide some background knowledge e.g., presidential debates). !lternati&e E 4a0e students do a wordsplash for the word 1debate.2
,oca-ular) to Pre&ie0: (tandards=-ased &oca-ular)

6ebate &rgument .osition !laims3counterclaims %easons3e0idence %ebuttal
1eachin' (trate'ies: $hink-.air-Share, $hink &loud, ;odeling, 6ifferentiated <se of =raphic :rgani+ers, 6irectional >eighbors
*nstructional 8hun6 $%: 1he ,oca-ular) of !r'u"ent

1. Direct *nstruction on Difference >et0een 2#inion and !r'u"ent: "xplain to students that we all ha0e opinions offer examples such as 1# don8t like ;ountain 6ew2 or 1# lo0e Dancing with the Stars.2). "xplain that if we are asked why we do not like or do like something, we often 1support2 our opinions with claims that are based on personal experience. "xplain that this is fine in informal discussions, 7<$ 6 th graders need to understand what makes an 1&%=<;">$,2 which is different from expressing an opinion. &n argument is supported with 0erifiable pro0able) e0idence. Post Definitions: 2#inion can be based on personal experience as well as facts and statistics. !r'u"ents must be supported by only 0erifiable pro0able) e0idence and reasons clarify definition of 0erifiable: can be pro0en true or false with credible sources. 6ifferentiation: if students seem 1ready,2 also explain that 0erifiable also means that the reasons3e0idence hold true for most examples). 8o=construct a ,enn Dia'ra" or $-chartBteacher preference) for expressing opinions3arguing. .ost the diagram for students8 future reference. 7"=#> to complete the Fenn, which will be added to in next segment. Students will need to understand that both argument and opinion writing ha0e a .:S#$#:> a stance). 7oth can be supported by pro0able information, 7<$ personal experiences may >:$ be used to .%:F" an argument.
?.
C.
(.
*ntroducin' 1er"s Position? 8lai"s? and /easons@E&idence: <se the following paragraphs see teacher note below) to complete this part of the lesson: a. Labradoodles make the best pets. @irst of all, they are the perfect si+eBnot too big but not some little 1poofy2 dog either. $hey are also 0ery lo0ing. ;y Labradoodle sleeps with me e0ery night, and # Aust lo0e cuddling up with him. .resident and ;rs. :bama were going to get a Labradoodle, but they got a .ortugese *ater 6og instead. Still, if it was good enough for the .resident to consider, it8s good enough for me. #n fact, # named my Labradoodle 17o2 after the .resident8s dog. b. Labradoodles do not make good pets. @irst of all, you can ne0er be sure of a Labradoodle8s temperament. This is because any time you cross two breeds, such as a .oodle and a Labrador, you cannot be 1GGH sure about the genetic mix. So, although most Labradors tend to be gentle, many .oodles are 1high-strung2 and the S.!& does not recommend them to families with young children. @urthermore, Labradoodles can de0elop lots of health problems. #n fact, 0eterinarians and breeders note that both .oodles and Labrador %etrie0ers ha0e a tendency to de0elop hip and eye problems. *ith today8s troubled economy, no one wants to spend all their money to treat a pet8s medical conditions, which can cost thousands of dollars. c. Labradoodles make the best pets. & Labradoodle is a cross between a Labrador %etrie0er and a .oodleD that is why they are called a 1hybrid.2 $hey are good family dogs because they ha0e the peaceful disposition of a Labrador. #n fact, the S.!& recommends them for families with young children. $hey are also good for people who ha0e allergies to dog hair because like a .oodle, they don8t shed much. $hat means there are fewer allergens to bother people who ha0e allergic reactions to pet hair dander. >o wonder they ha0e become one of the most popular dogs o0er the past ten years. d. Labradoodles do not make good pets. @irst of all, they are big dogs so they eat a lot and need a lot of room to run. $hat can spell trouble for pet owners. @or example, my neighbor had a Labradoodle, and he was always running away. @inally, one day he escaped, and they found him later dead on the side of the road. 1eacher note: $eachers can replace abo0e paragraphs with topics appropriate for their students. $he idea is to stick with the topic of animals or to introduce the idea of animal rights.

Week 1

Uploaded by

Copyright:

Available Formats

Week 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Week 1

Uploaded by

Copyright:

Available Formats

6th Graders Zoo!

Unit Launch Definition

+e) ,oca-ular) .ords to /e&ie0:

6th Graders !r'ue !-out !ni"al /i'hts! 2#inion

+e) ,oca-ular) .ords to /e&ie0:

/e&ie0 of Grade 3 (tandards: 4or"ulatin' an 2#inion

Assessment Prompt #1:

6th Graders !r'ue !-out !ni"al /i'hts! *ntroduction to !r'u"ent

8o""on 8ore (tandard(s) E:#licitl) 1au'ht: Reading Literature Standards

Reading Informational Text Standards

,oca-ular) to Pre&ie0: (tandards=-ased &oca-ular)

*nstructional 8hun6 $%: 1he ,oca-ular) of !r'u"ent

You might also like