Unit Title: Miranda: More Than Words Essay Contest

Grade Level(s): 6

Subject/Content & Topic Area(s): Writing, Brainstorming

Key Words: Credible Sources, Miranda, Idea Web
Designed By: Kelly Jenks

Time Frame: 3 Weeks

School District: Fraser Public Schools

School: Salk Elementary

Brief Summary of Unit (including curricular context and unit goals):

This unit is a writing unit on brainstorming ideas for a given topic, Miranda: More than
words, for an essay contest. The goal of the unit is to encourage students to enjoy writing
through teaching them how to brainstorm ideas in order to tie topics that they are told to
write about into essays that they want to write. Throughout the unit, students will be
required to find and organize credible sources in collaborative ways. There will be three
performance tasks (PT): One PT on credible sources, a PT on understanding various aspects
of the term Miranda, and a PT on organizing information by making an idea web.

Title:

Law Day Essay Contest

Subject/Course: Writing

Topic: Miranda: More Than Words

Grade: 6

Designer(s): Kelly Jenks

Stage 1Desired Results

Established Goal(s):
CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
6.W.2a 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.

Enduring Understanding(s): Big

Ideas
Students will understand that
You must make sure that where you
get your information from is able to
be trusted
To do things well, you first need to
understand what they are through
research
Organization helps you find and
understand things

Essential Question(s):

How do you know when

information is credible online?
Where do ideas for writing come
from?
How is Miranda more than a
word?

(Knowledge)

(Skills)

Students will know

What credible sources are
How to gather information to help
brainstorm ideas for writing.
How to organize information and
ideas into a web
The different aspects of Miranda
(i.e. the person, laws, court case,
and how it ties to the US
Constitution).
How to analyze a topic and
determine how to write an essay
that is of interest to them.

Students will be able to

Find and use credible sources online
to uncover information
Create webs to organize information
and ideas
Use information gathered to form
ideas/opinions on a topic
Connect history to self
Take a topic and decide how to
write an essay that they are
interested in

Stage 2-Determine Acceptable Evidence

Performance Task(s)* (2-3 tasks):
1) Understanding credible/non-credible sources: Students will be reminded of
how to identify credible and non-credible sources by defining the term credible
in there writers notebooks, by discussing what makes sources credible in small
groups, and through watching three short videos (Evaluating Sources for
Credibility, Credible Websites, Is Wikipedia a Credible Source). Students will
then be asked to use their iPads to find credible information on the theme of
Miranda, and to post good sources to a Padlet blog on Itslearning (our schools
learning management system).
2) Gain knowledge and gather information: Students will discover what the theme
Miranda means by searching for online sources and taking notes on various
topics in teams. Each team will be given a specific topic that relates to the theme
of Miranda. They will demonstrate what they have learned through creating a
poster that explains the term and how it relates to the essay theme and sites the
credible sources that were used. They will also be asked to present their findings
to the class. The posters will be hung on a wall in our classroom for students to
reference when deciding upon a topic and during the pre-writing stages of writing
their essays.
3) Popplet Idea Web: After a class discussion on idea webs, student will watch two

videos that explain what idea webs are (How To Make A Mind Map and Creating
a Mind Map with Catherine Madden and FiftyThree). Students will then organize
their information and ideas on Miranda in a web using the Popplet app on their
iPads. As stated in the Popplet web site, with the use of the Popplet app, Students
can capture facts, thoughts, and images and learn to create relationships between
them.
Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):
1. The unit begins by accessing any prior knowledge of the theme (Miranda)
in a class discussion.
2. Lessons include oral discussions about essential questions to help students
uncover the big ideas on this lesson.
3. Lessons also include small group/partner discussions about the theme
(Miranda) and what students are learning.
4. Formative assessments on the topic done throughout the lesson in the form
of a pre/post assessments and journal entries:
Pre/Post Assessment Question:
1. How is Miranda more than just words?
Journal Topics:
1. How do the various topics fit together?
2. Which topics interest you the most?
3. What does the term Miranda mean to you and your
life?
Student Self- Assessment and Reflections:
Students will reflect upon the performance tasks and use what they learned to help
create a big class web on the topic (Miranda).
Students will assess their knowledge by comparing and contrasting their answers
to the question (How is Miranda more than just words) asked in the pre and post
assessments.

Performance Task Blueprints-Provide a blueprint for at least one

task.
What understandings and goals will be assessed though this task? What
essential questions will be uncovered in this performance task?
PT #2: Gain knowledge and gather information
Big Idea(s): Students will understand that
Essential Questions:

To do things well, you first need to

Where do ideas for writing come

understand what they are through

from?
research.
Through what authentic performance task will students demonstrate
understanding? Describe task(s) in detail so students clearly understand
the expectations. (Optional use of GRASPS here)
Performance Task 2- Gain knowledge and gather information: In this lesson, students
will work on using credible online sources to gather and organize information on the
different aspects of the topic, Miranda. A notes outline will be provided.
Directions/Steps:
You decided as a class that you would like to enter the Macomb County Bar foundation
Law Day Essay contest. The theme is: Miranda: More Than Words. As a writer, you
need to understand that there are different aspects to the theme of Miranda before you
can begin to write your essay. Once you gain some knowledge of the different aspects,
you will be able to choose a topic that is of interest to you and tie it to the essay contests
theme.
Brainstorming and gathering information are extremely important parts to the writing
process. The more that you learn about your topic, the better equip you are to write a
wonderful essay that youre a) interested in writing and b) proud of. I have outlined 9
topics that fit under the theme of Miranda. I will place you in teams of 3 and give each
team a research topic.
Create a poster to record interesting and/or important information and credible
sources on your topic to present to the class. Use the poster outline and rubric as a
guide.
While conducting your research, keep the following questions in mind:
1. How do the various topics fit together?
2. Which topics interest you the most?
3. What does the term Miranda mean to you and your life?
4. How is Miranda more than just words?

What student products and/or performances will provide evidence of

desired understandings?
Performance: The teacher will know that
students understand that to do things well,
you first need to understand what they are
through research if they explain:
Their research topic via presentation
Their thoughts on the 4 question in a
whole group discussion

Product: Students will produce

A poster that includes interesting
and/or important information using
credible sources on their topic to
present to the class
A post to a discussion board
answering the following 4
questions after all presentations
1.
2.

How do the various topics fit

together?
Which topics interest you the

3.

most?
What does the term Miranda
mean to you and your life?

By what criteria will student products and performances be

evaluated? Provide standards or rubrics by which the task
will be judged.
Poster Topics

Poster Outline

Theme: Miranda
Group Topics:
1. The United States Constitution
2. The Bill of Rights
3. Constitutional Amendments
4. The Fifth Amendment
5. Supreme Court
6. Landmark Supreme Court Cases
7. Miranda (the man)
8. Miranda vs. Arizona (1966)
9. Miranda Rights and the Miranda
Warning

Topic: Write your topic on the top of

your poster.
Summary: Explain what you learned
about the topic.
Salient Quotes: Direct quotes that
are very well written, important,
make you think
"quote" (source)
"quote" (source
Iteresting Facts:
Interesting fact
Interesting fact

Our Notes: Make connections,

explain how your topic
applies to Miranda
Students will be evaluated on their presentations based on whether of not their sources are
present and credible, the amount of facts presented, and the professionalism in which they
present their poster to the class. The following grading scale will be used to judge each
group on the task:
Group Members:
_________________________________________________________________
Topic: _____________________________________
Miranda Poster Rubric
Credible Sources Cited
3
Variety of
credible sources
cited

2
One credible
sources cited

1
Sources cited, but
not Credible

0
No sources cited

Facts Presented
3
5+ interesting/important
facts provided that have
to do with the topic

2
3-4 facts
provided and
facts have
mostly to do
with the topic

1
1-2 facts
provided and/or
facts presented
have little to do
with the topic

0
No facts
presented

Professionalism of Presentation
3
Poster is neat,
group members
are
knowledgeable
about the topic

2
Poster is
somewhat neat,
group members
are somewhat
knowledgeable
about the topic

1
Poster is messy,
group members
know little about
the topic

0
Poster
incomplete/not
present, members
of group do not
know about the
topic
Score: _____/9

After all 9 topics have been presented, a whole group discussion will be held. The
following 4 questions will be discussed:
1. How do the various topics fit together?
2. Which topics interest you the most?
3. What does the term Miranda mean to you and your life?
*This will be an informal assessment

Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements.
o Students decided as a class that they would like to enter the Macomb County Bar
foundation Law Day Essay contest. The theme is: Miranda: More Than Words.
We have been working on finding and citing credible sources throughout the year
using topics that have been given to us by our school district. As a class, we are
headed towards realizing that even if a writing topic that is not particularly
interesting is given, one can figure out how to write an essay that sparks their
creativity and interest through gaining knowledge (using credible sources) and

organizing their ideas. I will make sure that students are aware of their goal by
modeling how I do this using an essay I wrote for college, posting the goals in our
classroom, and revisiting the big ideas and essential questions daily.
o Students will gain knowledge and interest in topics that fall under the theme of
Miranda by participating in and listening to group presentations. They will also
reflect upon their learning through class discussions, posting to discussion boards,
and by revisiting and revising the 4 questions asked throughout the unit (How do
the various topics fit together, Which topics interest you the most, What does the
term Miranda mean to you and your life, and How is Miranda more than just
words).
o Students will need to be placed into groups that will work well together and be
productive. Working in groups is a great way for students to get to know each
other and showcase their strong suits. I anticipate that some groups will need to be
monitored and redirected more than others, but the activities will be embraced
enthusiastically due to students participation in deciding to participate in the
essay contest. Students will also be engaged in the lessons because they get to
interact with one another, share ideas with one another, choose a topic that they
are interested in or connect with, and they could possible win an award for their
essay. Students that struggle with writing will be allowed to verbalize their ideas
or type them on their iPad.
o The lessons will be taught during our hour and a half ELA block. Presentations
will require microphones so that all students can hear and a seating arrangement
in which all students can see the presentations. Out classroom environments in
very positive. We have been focusing on working together in groups and being
respectful, so I do not anticipate any major negative behaviors from students.
W: Where & Why? Where are we headed? Why are we headed there? What are
the students performance obligations? What are the criteria by which student
work will be judged?
o We are headed towards comprehending a complex term through gathering and
organizing information. Thus far, we have been discussing how to gather
information using credible sources, and have written two research-based essays.
However, low student interest in the topics has resulted in minimal effort.
Students are not fully aware of how to decide what types of sources are
credible, the importance of gathering and organizing information, and how they
can turn a given topic into something they care to write about. I will make sure
that students are aware of their obligations by reminding them of the big ideas
and essential questions.
o Students work will be judged based on their usage and understanding of
credible sources and brainstorming strategies tied to the theme Miranda and
how it represents more than just one word. There will be a pre and post
assessment, three performance tasks, multiple journal entries, and various class
discussions that will help me check for understanding.
o While students are working on their performance tasks, I will be walking

around the room to check if students comprehend the material by asking

questions such as: can you explain why _____? and How does _______ fit
into _____?
o During or after performance tasks, I will provide either written or verbal
feedback to make students aware of the quality of their work and effort, to
make sure that they are on the right track, and to show that I want to see them
succeed.
o The final product will be a huge class idea web on the theme of Miranda. At
this point, students will also be asked to choose a topic for their essay.
H: Hook & hold! What are powerful thought-provoking hooks for engaging all
students in the big ideas & performances?
o Students will be hooked by deciding as a class that they would like to enter the
Macomb County Bar foundation Law Day Essay contest. The theme is:
Miranda: More Than Words, and three entries will win prizes.
o Students interest will be held throughout the unit by realizing that even if a
writing topic that is not particularly interesting is given, one can figure out how
to write an essay that sparks their creativity and interest through gaining
knowledge (using credible sources) and organizing their ideas. This will be
done in a number of captivating ways- including small group work,
presentations, discussions, blogging, journaling, and reflecting.
o To begin, we will discuss what we know about the theme Miranda as a whole
group. I will coax students to discuss concepts that peek their interest (the TV
show Cops, breaking the law and court cases, their rights as US citizens).
E: Explore & experience, enable & equip! How will students explore big ideas &
essential questions? How will they be equipped for their performances? What
out-of-class experiences are needed for students to develop & deepen their
understanding of important ideas?
o Students will first explore the theme of Miranda by being asked to research
the term on their iPads and post important and/or interesting facts (with
sources) to a Padlet Blog on Itslearning.
o As a class, we will discuss the big ideas and essential questions for each task
often. We will tie the big ideas and essential questions to everyday life
experiences whenever applicable.
o We will discuss what was found as a whole group and I will inform the class
that there are many aspects to the theme of Miranda. We will continue the
conversation by discussing the different aspects. I will point out that they had
originally thought that the topic was given to them and that they had to write
about the Miranda Law. However, after further looking into the theme, we can
see that there are many topics that can be written about the term.
R: Reflect, rethink, revise! How will students be guided to rethink their
understanding of important ideas? How can students improve products 7

performances through revision? How will students reflect on their learning &
performance?
Informal Assessments:
We will be revisiting the following 4 questions as we uncover information:
o How do the various topics fit together?
o Which topics interest you the most?
o What does the term Miranda mean to you and your life?
o How is the term Miranda more than just words?
Pre-Assessment:
o Answer the question, how is the term Miranda more that just words, found on
Itslearning (our districts learning management system).
Performance Task 1: Understanding credible/non-credible sources
o Discuss the Big Idea: You must make sure that where you get your information
from is able to be trusted.
o Students will be reminded of how to identify credible and non-credible sources
by defining the term credible in their writers notebooks
o We will then discuss what makes sources credible in small groups
o Afterwards, three short videos will be watched (Evaluating Sources for
Credibility, Credible Websites, Is Wikipedia a Credible Source).
o A whole group discussion will be held on what weve learned and the Essential
Question: How do you know when information is credible online?
o Students will then be asked to use their iPads to find credible information on
the theme of Miranda, and to post good sources to a Padlet blog on
Itslearning (our schools learning management system).
Performance Task 2: Gain knowledge and gather information
o Discuss the Big Idea: To do things well, you first need to understand what they
are through research and Essential Question: Where do ideas for writing come
from?
o Divide students up into 9 groups of 3, give them each a topic that falls under the
theme of Miranda, and ask them to research their topic using credible online
sources on their iPads
o Ask groups to create a poster on their topic following using the outline and
rubric provided on Itslearning
o Have students present their posters to the class, focus on how each topic relates
to the theme of Miranda
o Hang posters on a wall in the classroom for students to reference when deciding
upon a topic and during the pre-writing stages of writing their essays later on
o After all 9 topics have been presented, a whole group discussion will be held.
The following 3 questions will be discussed:
How do the various topics fit together?

Which topics interest you the most?

What does the term Miranda mean to you and your life?
*This will be an informal assessment

Performance Task 3: Popplet Idea Web

o Discuss the Big Idea: Organization helps you find and understand things (how
it applies to everyday life and to writing) as a whole group
o Have students turn and talk to someone next them about what idea webs are
and how they can be used for brainstorming ideas even when a topic is already
given
o Ask students to share their ideas in a whole class discussion
o Watch two videos that explain what idea webs are (How To Make A Mind Map
and Creating a Mind Map with Catherine Madden and FiftyThree)
o Have students organize their information and ideas on the theme of Miranda
in a web using the Popplet app on their iPads.
o Allow students to share their Popplet idea webs with the class using Apple TV
and the Promethean Board
o Together, use students Popplets to create a huge, whole-class idea web on the
board
o Discuss the 4 questions again:
1. How do the various topics fit together?
2. Which topics interest you the most?
3. What does the term Miranda mean to you and your life?
4. How is the term Miranda more than just words? (Essential Question)
Post-Assessment:
o Answer the question, how is the term Miranda more that just words, found on
Itslearning (our districts learning management system).
E: Evaluate work & progress! How will students be guided in a final selfevaluation to discover remaining questions, set future goals & point toward new
learning?
o Students will reflect upon the performance tasks and use what they learned to
help create a big class web on the topic (Miranda).
o Students will assess their knowledge by comparing and contrasting their
answers to the question (How is Miranda more than just words) asked in the
pre and post assessments. They will do this as an entry in their writers
notebooks.
o At this time, students can ask any lingering questions.
o Once all students have completed their reflections I will once again discuss the
concept of figuring out how to write an essay that sparks creativity and interest
through gaining knowledge (using credible sources) and organizing ideas with
the class.

o Students should now be ready to decide what they will be writing for the essay
contest.
T: Tailor & personalize the work! How will we differentiate instruction &
assessment based on student needs?
o I differentiate instruction based on student needs by making accommodations
based on various learning levels
Students that do not understand how to use Popplet may draw their idea
web on paper and I will help him/her upload it to Itslearning for others
to see
Students with IEPs may choose to type their writers journal enteries
Students with IEPs may choose to complete tasks in the Resource Room
if they are having difficulties focusing in class
All instructional videos and assignments are posted on Itslearning so
that students may re-visit them at anytime
o The lessons in this unit incorporate different techniques that teach to a variety
of learning styles and student engagement
o When students are working in small groups, I will be able to walk around and
assist students as needed
O: Organize for optimal effectiveness! What is the best sequence of learning
experiences to maximize engagement & effectiveness?
o In order to maximize effectiveness, the steps to gathering information and
brainstorming have been broken down in to chunks and the pacing of each
lesson allows students to understand the concepts on deeper levels
o In order to maximize engagement, the lessons are centered around an essay
contest in which students can win money and the lessons are designed to
incorporate cooperative learning, sharing ideas and experiences, making
connections to students lives and interests, and uncovering information and
ideas together