DPS Unit Map

Grade 6 ELA Unit 3: Research Reading & Writing

UNIT FOCUS STANDARDS

RI.6.6
Determine an authors point of view or purpose in a
text and explain how it is conveyed in the text.
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.
W.6.2
Write informative/ explanatory texts to examine a
topic and convey ideas, concepts, and
information through the selection, organization,
and analysis of relevant content.
a. Introduce a topic; organize ideas,
concepts, and information, using
strategies such as
definition, classification,
comparison/contrast, and cause/effect;
include formatting (e.g.,
headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts,
definitions, concrete details, quotations,
or other information and examples.
c. Use appropriate transitions to clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section
that follows from the information or
explanation presented.
W.6.8
Gather relevant information from multiple print and
digital sources; assess the credibility of each
source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
providing basic bibliographic information for
sources.
17 October 2014

Rhonda Faircloth Kaye

9 Weeks

Stage 1: Examine and Unpack Standards

Transfer Goal
Students will be able to independently use their learning to

Read and gather credible information from multiple sources to answer a question.
Write to convey information clearly and precisely in a way that is appropriate for a given audience and purpose.

Making Meaning
UNDERSTANDINGS
Students will understand that

ESSENTIAL QUESTIONS

Authors control what the reader knows through the

choices he/she makes.
Authors use informational/expository writing to
convey real-world information.
We write to make meaning of what we read.
The purpose and the audience of a piece influence
how information is presented.

How do effective writers inform, explain, and report

information?
How does purpose and bias shape the structure and
organization of an informational text?
How do authors control the message in what they write?
What makes information true and relevant to an expository
essay?
Is some information better than other information when
writing an expository essay? How do we judge?

How do I use what I know about what good authors do

to write my own informational text?
Acquisition
KNOWLEDGE
SKILLS
Students will know
Students will be able to
Informational text
Describe an authors purpose for writing
What it means to explain (expository)
Identify an intended audience
Authors purposes (to inform, explain, persuade,
Analyze how an author addresses an audiences needs
entertain)
Identify authors viewpoint and/or bias
Authors viewpoint (perspective, bias, attitude)
Describe how an authors choices reflect their bias
Strategies for developing viewpoint
Describe how choices shape content
Media formats
Determine the organizational structure of an
Relevant information (facts, definitions, concrete
informational piece
details, personal experience, quotations,
Select an appropriately narrow topic for research
interviews)
Common organizational structures of informational Integrate information from multiple sources into a new product
texts
Write an informational piece that meets the needs of a

Relevant vs. irrelevant information

Reliable vs. unreliable sources
Formatting features
Graphics & multimedia
Domain-specific vocabulary and when it should be
used
Primary & secondary sources

Curriculum, Instruction and Assessment

particular audience and uses text structure, graphics, visual aids

or other media to convey facts gathered from research.
Analyze and use primary and secondary sources
Distinguish between relevant and irrelevant information
Distinguish between reliable and unreliable sources.
Give credit for ideas to avoid plagiarism
Page 1 of 4

DPS Unit Map

Grade 6 ELA Unit 3: Research Reading & Writing

9 Weeks

Key Vocabulary
Tier 3 Vocabulary Words
audience
bias
connotation
Tier 2 Vocabulary Words
annotation
blog
broadcast
citation
digital source
domain-specific

counterclaim
denotation
explanatory

expository
point of view/perspective
purpose

speaker
topic
transition

viewpoint

extraneous
film
format
informative
integration
journalism

medium
platform
structure
multimedia
portal
summarize
navigation
print source
summary
occasion
qualitative
synthesis
paraphrase
quantitative
website
plagiarism
relevant vs. irrelevant
wiki
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria Assessment Tasks
Objective Multiple Choice Common Formative Assessments
Common District Assessments #5 (CDAs) Deadlines YR: 2/4, TR: 2/11
CDA #6 on Deadlines YR: 2/27, TR: 3/13

6 Traits Argumentative Writing Rubric NC Write (PEG) DPS District Cumulative Assessment: Writing a Factual Report
Content & Textual Evidence Rubric NCWrite (Teacher) NCWrite Task - Deadline YR: 3/19, TR: 3/25
Specific Task Rubric: Engages the reader with a hook that
presents the topic, uses an organizational structure
appropriate for audience, purpose and task, develops the
topic with relevant facts, definitions, and quotes, uses
appropriate transitions, accurately uses and explains
precise vocabulary, uses formatting, graphics and
multimedia to aid comprehension, and features an
appropriate concluding statement.
Other Evidence Embedded Stage 3 Learning Events
Teacher Determined Minute by Minute Assessments
PLC Determined PLC-Created Formative Assessments
PLC Determined Speech, Debate or Socratic Seminar
DPS 6-8 RACER Constructed Response Rubric Text-Dependent Constructed Response Question & Tasks
17 October 2014

Rhonda Faircloth Kaye

Curriculum, Instruction and Assessment

Page 2 of 4

DPS Unit Map

Grade 6 ELA Unit 3: Research Reading & Writing

9 Weeks

Stage 3: Plan and Deliver Instruction

Professional Resources
DPS Literacy Framework
Text Structures: https://sites.google.com/a/dpsnc.net/dps-literacyframework/literacy-toolkit/text-structures
Sentence Frames & Transitions: https://sites.google.com/a/dpsnc.net/dpsliteracy-framework/five-pillars/writing/sentence-frames
Write In The Middle Video Series:
http://www.watchknowlearn.org/Video.aspx?VideoID=26655&CategoryID
=4981

Instructional Resources
VIDEO: Primary and Secondary Sources:
http://www.watchknowlearn.org/Video.aspx?VideoID=21306&CategoryID=4981
VIDEO: Formal vs. Informal Writing:
http://www.watchknowlearn.org/Video.aspx?VideoID=53152&CategoryID=5715
VIDEO: Paraphrasing:
http://www.watchknowlearn.org/Video.aspx?VideoID=25094&CategoryID=6957
LESSON: Comparing Print and Non-Print Text: http://www.readwritethink.org/classroomresources/lesson-plans/comparing-electronic-print-texts-68.html
LESSON: Teaching Non-Fiction Text Structures:
http://www.scholastic.com/teachers/lesson-plan/teaching-nonfiction-text-structures

Teacher to Watch:
https://www.teachingchannel.org/videos/teaching-about-textual-evidence

# of
Days
1

Summary of Key Learning Events, Opportunities, and Instruction

Standards Support

Topic of Lesson

What is informational writing? What is it used for? What

does it look like? How do I approach it differently than other
types of writing?
How do effective writers inform, explain and report
information?

RI.6.6

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8

RI.6.6

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8

How does purpose and bias shape the structure and

organization of an informational text?
Common District Assessment 4 (CDA 4) on RI.6.6

RI.6.6

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8

Deadlines YR: 2/4, TR: 2/11

17 October 2014

1 day to administer CDA

1 day for CDA review & targeted corrective
instruction
What makes information true and relevant in an expository
essay?
How do authors use different media to convey information to
particular audiences?
Rhonda Faircloth Kaye

Curriculum, Instruction and Assessment

RI.6.6

Lesson Resources
Standards Revisited on CDA 4: RI.6.1, RI.6.2

RI.6.6,
RI.6.7
W.6.8,
RI.6.7

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8
Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8
Page 3 of 4

DPS Unit Map

7

Grade 6 ELA Unit 3: Research Reading & Writing

How do authors control the message in what they write?

9 Weeks

W.6.8

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8

1 day to administer CDA

1 day for CDA review & targeted corrective
instruction
How do I use what I know about what good authors do to
write my own informational text?
Is some information better than other information when
writing an expository essay?

RI.6.6

Lesson Resources
Standards Revisited on CDA 5: RI.6.1, RI.6.2, RI.6.8

W.6.2

Lesson Resources
Supporting Standards: RI.6.1, RI.6.2, RI.6.8

Unit Performance Task: NCWrite Task: Writing a Factual

Report Deadline YR: 3/19, TR: 3/25

W.6.2,
W.6.8

Common District Assessment 5 (CDA 5) on RI.6.6

Deadlines YR: 2/27, TR: 3/13

10

Lesson Resources
Using the writing process (and available technology) to create and
revise writing (W.6.4, W.6.5, W.6.6, W.6.10)

Embedded As Appropriate:
Collecting and citing specific, significant evidence to support inferences (RI.6.1, RI.6.2)
Using annotation to enhance understanding of text (RI.6.1, RI.6.2, RI.6.3)
Summarizing texts without bias (RI.6.2)
Using pronouns correctly and effectively (L.6.1)
Using non-restrictive parentheticals correctly and effectively (L.6.2)

Recognizing the importance of word choice and its impact on meaning of a text (RI.6.1, RI.6.2, RI.6.4)
Using context clues, word parts, relationships between words, and connotations to figure out the meaning of unfamiliar words (RI.6.4, L.6.4, L.6.5)
Using the writing process (and available technology) to create and revise writing (W.6.4, W.6.5, W.6.6, W.6.10)

17 October 2014

Rhonda Faircloth Kaye

Curriculum, Instruction and Assessment

Page 4 of 4