ELEMENT

DESCRIPTION
Author Name
Kasey Randall
Mini-Unit Name
A Bone to Pick
Content Area(s)
Must include at least 2 (Language Arts and something else)
Language Arts (Reading, Writing, Speaking, and Listening)
Science

Grade Level(s)
6th grade
Duration
(6-10 days)
10 days
Unit Theme and Overview
In this unit students will gain an understanding of, fossils, dinosaurs, and archeologist while also working on their Reading,
Writing, Speaking, and Listening skills. This integrated unit is designed for six graders and will be completed in approximately 10,
60-minute sessions. Students will spend the first day learning and reading about dinosaur fossils and archaeologist by
participating in a read aloud and readers workshop. The next day the class will participate in an archaeology activity where they
will dig up their own fossil. They will then work to figure out the dinosaur their bone matches with. The following day will be
spent researching the dinosaur which their bone came from. Next the students will work on creating a science fiction comic strip
about the life and death of their dinosaur. They will have four days to complete this, each day focusing on a differ stage of the
writing process. In the end students will get to share their comic along with their research in class speed dating activity.

Text
Resources
(3-5)
Ten Little Dinosaurs by Pattie Schnetzler
How the Dinosaur Got to the Museum by Jessie Hartland
News paper comic strips
Newsela Articles for student research
https://newsela.com/search/#/?needle=Dino%20files
https://www.dogonews.com/search/dinosaur
https://www.readworks.org/find-content#!q:dinosaur/g:/t:0/f:0/pt:/features:/
https://kids.nationalgeographic.com/animals/hubs/dinosaurs-and-prehistoric/
Standards being addressed (from all content areas integrated)
Science
MS-LS4-2 Apply scientific ideas to construct an explanation for similarities and differences among modern
organisms and between modern and fossil organisms to infer evolutionary relationships. (SEP: 6;
DCI: LS4.A; CCC: Patterns)

Reading
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.

Writing
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Speaking and listening

CCSS.ELA-LITERACY.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.
Daily Learning Targets or Objectives
I can participate in a useful rears workshop gaining a better understanding of fossils and archeologist
I can use problem solving to determine the origins on my dinosaur bone
I can use I can use ____ strategy to gain new knowledge on the life and death of my dinosaur
I can brainstorm and create a quality draft connecting the facts I have learned about my dinosaur to my nonfiction narrative
I can rap up the draft of my comic
I can incorporate oniomania into on my comic strip making it more exciting and engaging
I can also successfully edit my comic
I can publish my finished comic strip on Canva
I can share my comic strip and the information I learned with my peers
I can also listen and learn from theirs

Final Assessment of student success

(Description of the Culminating Project)
Culminating Project:

Students will create their own prehistoric comic strip.

In this comic strip students will tell a comedic science fiction story of the dinosaur they dug up in class.

They will use but aren’t limited to a series of class provided articles for their research.

Students will connect the facts they learned in their research to their stories

Students will story line that flows nicely with an introduction middle and end

Students make sure have 6-8 scenes in their comic and use at least three examples of oniomania

Students will use temporal words similar to the mentor text to show sequence in their story.

Students will publish their comics on Canva.

Instructional Strategies and Activities

(10 days)
Technology must be integrated in a minimum of 2 days.
Lesson One: (1 day—60 minute lesson)

Objective/Learning Target: I can study and gain new knowledge of fossils, dinosaurs, and archeologist
I can describe China’s cultural traditions during the Mid-Autumn Festival.

Stage in the Writing Process: Studying

Type of Lesson: Writer’s Workshop

Mini-Lesson Description:
Show pictures of dinosaur fossils in a museum, how do you think these got here?

Read Aloud: How the Dinosaur Got to the Museum by Jessie Hartland
What’s another word we can use for the dinosaur hunter?
What do you think life was like for the dinosaurs?
What is a paleontologist? What do they do?
What is an excavator? What do they do?
What is a preparators? What do that do?

After reading: Can you summarize how a dinosaur gets from the ground to the museum? Discuss this with your group.

Individual Work time/Assessment: Students will have the remaining time to complete three task which will be due the next
class time. One, students will take a virtual reality tour of the Smithsonian museum of natural history dinosaur exhibit. Of the
exhibits shown students will look at two, and tell what dinosaur they looked at two interesting things they learned. Next
students will read more about archeologist independently. During or after reading students will answer these questions: Do
archeologist look solely for dinosaur bones? if no, what are some other thing they might look for? Of the 7 steps an
archaeologist follows to investigate a site which would you like to do and why? Finally, students I’ll head to national geographic
kids and take a dinosaur quiz. Students can take this as many times as that want but will need to sore at least a 9 out of 10 to
receive full credit.

Virtual reality tour

what do archaeologist do?
Dyno quiz

Debrief: Students will share one new thing that they learned either thought the read aloud or their own work time.

Assessment: Virtual reality tour, archaeologist questions, and dyno quiz

Lesson Two: (1 day—60 minute lesson)

Objective/Learning Target: I can use problem solving to determine the origins on my dinosaur bone

Stage in the Writing Process: Studying

Type of Lesson: Science workshop

Mini-Lesson Description:
Yesterday we talked and read about what an archaeologist does, today you guys are going to get a chance to be archaeologist.
We’re going to focus on the execution, processing, and analysis stage of an excursion. Who can describe these stages for me?

Individual Work time/Assessment:

Today that’s what we are going to do. First you will look in these sand pits for bones just like a archeologist would. Once you
have found a bone you will need to dust it and clean it off. Then using clues from the bones and around the room, you will need
to figure out what dinosaur your bone belongs to.

Bones will have several clues with then such as: I was an omnivore, I roamed the earth 66 to 68
million years ago, I was an aquatic dinosaur. Around the room there will be list of dinosaurs that
match each clue or resources that will help them answer each question. Students will have to narrow
down the list of potential dinosaurs eventually discovering which dinosaur belongs to them.

Debrief: students will need to come to me and tell me which dinosaur and I will tell them weather
they are correct or not.

Assessment: none

Lesson 3: (research day 1—60 minute lesson)

Objective/Learning Target: I can use I can use The What? So what strategy to gain new knowledge on the life and death of my
dinosaur

Stage in the Writing Process: Research

Type of Lesson: reading workshop

Mini-Lesson Description: Over the past two days we have looked at what an archeologist does, today we are going to look at
dinosaurs more specify the dinosaur’s you guys dug up yesterday. Later on, you guys are going to be writing about these
dinosaurs so it’s important we learn as much as we can in these next two days.

I will model this strategy with the article they read the first day What Do Archeologist do?

Research before they dig

 Archeologist look into the history and landscape of the area they are
exploring, they do this to gain clues about what they might find before they

It’s important to change the wording and structure of the information you find in order to
avoid plagiarism.
Its also important go gain as much information as you can because it will make you writing
mush easier later on.

Students will be given resources to use for their research

Newsela Articles for student research

https://newsela.com/search/#/?needle=Dino%20files
https://www.dogonews.com/search/dinosaur
https://www.readworks.org/find-content#!q:dinosaur/g:/t:0/f:0/pt:/features:/
https://kids.nationalgeographic.com/animals/hubs/dinosaurs-and-prehistoric/

Individual Work time/Assessment:

As student’s research students they will use note cards to write the main points they find in each article and why it matters to
the life and death of their dinosaur. They will also need wo write where they got their information from on the back of their not
cards so they can site it later on. Students will hand in these note cards to be looked over.

I will be holding conferences during work time as well checking on the progress of student’s research and going over the
strategy one on one to help them find good information

Debrief: students will share one interesting thing they have learned with other students who have the same dinosaur as them

Assessment: Research note cards, conferences

Lesson 4: ( research 2 day—60 minute lesson)

Objective/Learning Target: I can incorporate oniomania into on my comic strip making it more exciting and engaging

Stage in the Writing Process: Drafting

Type of Lesson: Writing Workshop

I will again be doing conferences much the same as the previous day

Debrief: students will again share one interesting thing they have learned with other students who have the same dinosaur as
them. I will give then a slight overview of the comic they will begin writing in the next class so they can think about possible
ideas.
Assessment: students will again give me a thumb up, to the side, or down on how confident they feel in their research, students
conferences

Lesson 5: ( 1 day—60 minute lesson)

Objective/Learning Target: I can brainstorm and create a quality draft connecting the facts I have learned about my dinosaur to
my nonfiction narrative

Stage in the Writing Process: brain storm/drafting

Type of Lesson: writing workshop

Mini-Lesson Description: today hopefully you will all brainstorm and walk out of here with a quality draft for science fiction
comic. Your comics should be 6-8 squares long and reflect on an aspect of your dinosaur’s life, death, or a combination of both.
But before we do this I think you need a little inspiration.

I will read Ten Little Dinosaurs by Pattie Schnetzler aloud to the class.
What are some facts about each dinosaur the author used to tell the story of each dinosaur?
How does the author use comic relief to make you laugh or smile about these facts?

This is what you guy are going to try and incorporate in a comic today. The best way to start of is thinking of a short, amusing
tale or a humorous skit featuring a joke for your comic

Individual Work time/Assessment:

Students will spend the first 10-15 minutes brainstorming ideas with students who share their same dinosaur. We will then do a
quick wrap around letting then share their ideas. After that students will spend the remaining time taking their skit or tale and
making it into a draft. I will place comics on the tables for them to look at and gain more inspiration.
*at this stage the illustration are not as important as the captions and dialogue. Students can draw doodles of what they
might look like but should mainly focus on the words.

I will be conferencing again with students asking question like; what facts are you incorporating in your comic? How does this
relate to the story? Does the order of you comic make sense?

Debrief: I will point out students that I connected with who have a good start to their comic
I noticed___ had a really good opening scene in her comic
____ has really interesting why of incorporating the diet of their dinosaur in their comic
____’s comic flows really nice would you mind sharing a few scenes for us

Assessment: none

Lesson 6: ( 1 day—60 minute lesson)

Objective/Learning Target: I can wrap up the draft of my comic

Stage in the Writing Process: drafting

Type of Lesson: Writing workshop

Mini-Lesson Description: I will open the class with a small mini lesson, we will look at different comics as a class talking about
what we like and dislike about each one.

Individual Work time/Assessment:

Students will continue to work on their drafts and should finish them today. A completed draft will be due the following class.
Students who finish their drafts can start developing ideas for images deeper

I will be continue conferencing the same questions as the previous day.

Debrief: “So today hopefully you were all able to complete the first draft of you comics”
Students will share with their favorite part of their comics with their groups.

Assessment: none

Lesson 7: ( 1 day—60 minute lesson)

Objective/Learning Target:
I can incorporate oniomania into on my comic strip making it more exciting and engaging
I can also successfully edit my comic

Stage in the Writing Process: Revising

Type of Lesson: Writing workshop

Mini-Lesson Description:
I will show examples of comic strips that have oniomania in them

The thing that all these comics have in common in the use of onomatopoeia.

onomatopoeias are popular in comic books and graphic novels because they are words that sound like what they describe. It’s a
way of expressing sounds in writing to make your reader feel more engaged in you writing.
The class will participate in a sound walk in which they will close their eyes and I will play sounds as we listen we will talk out
how to write each sound we here and situations they could use them in a comic.

While you guys need to add at least three examples of onomatopoeia in your comics you will also need to edit you comics as
well, so you need to make sure you are having good time management.

Individual Work time/Assessment:

Students will spend about the remainder of class adding their three examples of onomatopoeia into their comics. They will also
need to edit their comics in this time as well.
I will again have conferences with students to look at their comics. I will try and focus on the students who I think might have
trouble editing their comics helping them with spelling and punctuation.

Debrief: As a class we will review onomatopoeia and take a sort quiz as an exit ticket.

Assessment: onomatopoeia quiz, conferences

Lesson 8: ( 1 day—60 minute lesson)

Objective/Learning Target: I can publish my finished comic strip on Canva

Stage in the Writing Process: publishing

Type of Lesson: Writing workshop

Mini-Lesson Description: Over the past week we have studied, researched, brainstormed, drafted, edited and revised our comic
strips today were going to do the final stage of the writing process and publish our comics. Who can tell me what happens in
this stage?

To do this we are going o use a site called Canva. I will model how to use this website for the class including how to add
backgrounds, images, captions, and dialogs. In the end I will shoe them an example of what a finished comic on Canva looks like.

Individual Work time/Assessment:

Students will spend the rest of class creating their comic in Canva.

I will be walking around the room checking on their progress and helping students who may be struggling with the program.

Debrief: Students will share one cool thing that they did in their comic with Canva after that I will briefly describe how
tomorrow’s sharing activity will work

Assessment: none

Lesson 9: ( 1 day—60 minute lesson)

Objective/Learning Target:
I can share my comic strip and the information I learned with my peers
I can also listen and learn from theirs

Stage in the Writing Process: Sharing

Type of Lesson: Speed sharing

Mini-Lesson Description: Today we are going to share our final comics but before we do that we need to do one more thing.
Several days ago, you dug up some dinosaur bones and research a dinosaur with these bones and all throughout the creation of
your comics we’ve talked about connecting the information that you’ve learned about your dinosaur to your stories, that what
we’re going to day.

I will hand out printed copies of the comics.

Take the information that you wrote on your notes cards and write it next to, on top of, or under the square that it best matches
to.

I will show them the comic that I made the previous day with facts around it as an example.

When time is up get their attention, and describe how that sharing activity will work.
Individual Work time/Assessment:
Students will have 10-15 minutes to put their facts on their on their comics

Students will rotate around the room visiting each other’s’ comics. Half the class stay at their spots as other students will rotate.
They will have 2 minutes to share their comic as well as what they learned about their dinosaur. After on full rotation the class
with switch and the other half will share while the rest rotate. I will also me rotate around the room assessing the students
comics as well at their presentations.

Debrief: After everyone has shared and seen each other comics students will talk in their groups about their favorite and least
favorite part of the project. Students will get a chance to share this and give me feedback about it.

Assessment: Comic and presentation

List of Assessments (formative and summative)

Formative:
Days Standard Artifact How it will be used
Day 1 MS-LS4-2 Virtual reality tour, To determine a baseline understanding of the
archaeologist questions, and science material, and who will need additional
dyno quiz research support during writer’s workshop time.

Day 2 CCSS.ELA- Research note cards This will check research progress and
LITERACY.RI paraphrasing abilities. This help me find the
.6.7 students who I should pull for conferences on the
second day of research.
Day 4 CCSS.ELA- Thumbs up, to the side, or This will check the progress of students work to
LITERACY.RI down let me know if they will need another day for
.6.7 research or if we can move on to the next step.

Day 7 CCSS.ELA- onomatopoeia quiz This will test students comprehension of the days
LITERACY.RI minilesson.
.6.4

Days CCSS.ELA- Writing Conferences This will be used to help students perfect their
3-7 LITERACY.RI writing and meet the rubric requirements on an
.6.7 individualized basis. Each student will get a
CCSS.ELA-
chance confess at least one with their teacher
LITERACY.W
.6.3.A prior to publishing their final comic on Canva.
CCSS.ELA-
LITERACY.W
.6.3.B

Summative:.
Day Standards Assessment Tool How it will be Used
After Completion CCSS.ELA- Final Rubric As the student's’ final score for this unit.
of Culminating LITERACY.W.6.3
project
CCSS.ELA-
LITERACY.SL.6.4

Rubric for Culminating Activity

Advanced-3 Proficient-2 Below average-1
Research skills Student has selected Student selected Students
CCSS.ELA- the most important most of the main information is
LITERACY.RI.6.7 information from the idea from the text, random, unclear,
research material this information and irrelevant to
provided in class. connects well to the the story. Students
Information is story. Student uses only uses one or
relevant and connects multiple class fewer resources.
 to the story. Student resources (2-3).
looked beyond class
materials for
information (4-5).
Comic structure and read Comic is interesting, Comic is interesting, Comic is none-
ability engaging, and easy to and easy to read. engaging and
CCSS.ELA- read. The author The author default to follow.
LITERACY.W.6.3 establishes a establishes a The story lacks a
character (or character (or clear character,
characters), a setting, characters), a setting, or has a
and show a clear setting, and show a non-logical
sequence of events. clear sequence of sequence of events.
Students go above events. Student has Student does not
and beyond the three examples of meet the
required amount of onomatopoeia on requirement of
onomatopoeia in their comic three examples of
their comic strip. onomatopoeia.
Presentation Student is calm and Student is calm and Student appears
CCSS.ELA- confident if their confident if their nervous in the
LITERACY.SL.6.4 presentation. They presentation. They presentation of
use appropriate eye have use their comic.
contact and adequate appropriate eye Presenter has
volume. Presenter contact, adequate minimum eye
shown they took the volume, and clear contact, poor
time to learn proper pronunciation. They volume, patriation.
punctuation of can connect events They have trouble
scientific terms in their comic to the connecting evet in
relating to their fact they learned their comic to the
dinosaur. Student can about their dinosaur. research they
easily connect events completed about
in their comic to the their dinosaur
fact they learned
about their dinosaur

Differentiation
Bases on the on the first day’s activities and other student knowledge factors student who I think may struggle or need extra
assistance with research and writing will strategically be given the same bone allowing me to focus more on this group if needed
and allowing them to work together.
Student resources and materials
List here and attach to the unit plan
1. Virtual reality tour, what do archaeologists do worksheets, and dino quiz
2. Dinosaur digging clues, digging martial, digging pits
3. Resources for research, notes cards
4. Comics out line sheet
5. Chrome books
6. Canva

Comics out line sheet for draft (will need to be enlarged)

Comic Out line sheet

 While scientists can’t tell for sure they
believe the T-rex’s had the hardest skull
Tyrannosaurini is the scientific name for the of all the dinosaurs. They think I might
Tyrannosaurus rex have been as strong or stronger than a
diamond.

The T-rex was not a fast runner. A Scientist believe the T-rex died about 85
modern-day moped could out run one. million years ago possibly due to giant
volcanic eruptions.