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SSA Sixth Grade Author/Illustrator Unit of Study: Brian Pinkney

Inquiry Unit of Study/Essential Question:

-How does an author and/or illustrator reveal parts of their own story through their words and/or art?
-What information does the author want us to know?
-How does the author help the reader learn the information?
Created by:

Date originated: May 2014


Summer School

Grade: 6

Time Frame: June-July

What do I expect students to know and do?

Standards addressed in this unit.
Bold priority benchmarks that will be assessed for mastery.
Literature Benchmarks: Cite textual evidence including inferences Analyze how text structure (sentence, chapter,
scene or stanza) contributes to development of theme. Analyze how plot unfolds and characters respond or
change. Explain how author develops point of view. a. Self-select texts for personal enjoyment,
interest, and academic tasks.
Informational Benchmarks: Cite textual evidence including inferences Determine main idea and details that convey it;
summarize objectively Analyze how individual, event or idea is introduced,
illustrated and elaborated on.
Writing Benchmarks:

Learning Targets (student-friendly language):

Limit to 3-4 targets which will be assessed on benchmarks

I can explain my thinking and connect it

back to the text.
I can explain how the writers choice of
text structure helps me understand the
I can sustain reading zone (manage my
own distractions and self-select texts at
a just-right level).

I can explain my thinking and connect it

back to the text.

I can clearly communicate my thinking Produce clear and coherent writing in which the

development, organization, and style are appropriate to
task, purpose, and audience.
Speaking, Viewing, Listening and Media Literacy Engage effectively in a range of collaborative
discussions with diverse partners on grade 6 topics, texts,
and issues, buliding on others ideas and expressing their
own clearly.
Language: Demonstrating the understanding of figurative
language, word relationships and nuances in word meanings to
extend word consciousness.

Concepts/Vocabulary/Enduring Understandings:
Story structure

through writing.

I can clearly express my ideas.

I can actively listen to the ideas of
I can build on the ideas of others.

Reading Zone language

Stacking your thinking
Illustrator (how paired with authors, visual literacy)

How will I know they are learning it?

Formative Assessments:
Independent Reading Zone chart (teacher updates in SS
Writing About Reading in Readers Notebook
Individual Conferences
Reading Zone Fluency Check
Interactive Read Aloud participation
Writers Talk
Share out at the end of class

What will I do when they have mastered learning?

How will I know they have learned it?

Summative Assessment:
Favorite book Book Talk
Book Trailer (multimedia)--collaborative
Scratch art/illustration--(paper from Michaels or
Ginas retro idea)
Skype each others classes
Multiple Timeline--authors life and books/
changes in art style
Author brochure
Photobooth recordings of students answering a

What will I do when they havent learned?

Providing options for students to go deeper

Strategies for Scaffolding:

Community anchor charts



Instructional Activities (day to day/week to week lesson planning):

*Interactive Read-aloud
*Writing About Reading
*Managed Independent Learning (Guided Practice, Independent Reading and Writing)

Instructional Resources (include texts, technology, instructional materials):

*Brian Pinkney texts
*Reader notebooks
*Brian Pinkney DVD
*Web links
*Genre Study
*Chart paper