Color Code: Red: opportunities to write Green: opportunities to read Orange: opportunities to speak and listen Purple: opportunities for grammar

SpringBoard 2014 Unit 1 – Changes In Me, Embedded Assessment 2 Instruction Sequence Recommendations
Unit 1 introduces the idea of “change” as the conceptual focus for the year. By reading, analyzing, and creating texts, you will examine changes that happen in your life as well as in the world around you. Through your responses to texts, you will better understand that change is threaded through all of our lives and is something we can tell stories about.
Content Goals
  • To understand how change can be significant
  • To analyze key ideas and details in addition to craft and structure in print and non-print texts
  • To use narrative techniques such as sequencing, dialogue, and descriptive language
  • To write narratives to develop real or imagined events
  • To understand pronouns and the conventions of punctuating dialogue

Essential Questions:1. How can change be significant?2. What makes a good story?
Embedded Assessment: Writing a Short Story
Reading Selections
Film: The Lion King directed by Roger Allers and Rob Minkoff
Novel: Excerpts from Walk Two Moons, by Sharon Creech
Myth: “Pandora and the Whispering Box,” from Enid Blyton’s Tales of Ancient Greece
Short Story: “Eleven,” from Woman Hollering Creek: And Other Stories by Sandra Cisneros
Short Story: “The Treasure of Lemon Brown,” by Walter Dean Myers
Short Story: “The Fun They Had,” by Isaac Asimov
Approved Supplemental Texts
Memoir: “All the Place to Love” by Patricia MacLachlan (shared reading plan)
Memoir: “Testing the Ice: A True Story About Jackie Robinson ” by Sharon Robinson (shared reading plan)
Novel: “Who Was King Tut,” by Roberta Edwards (Shared Reading Plan)
Short Story: “THE JACKET,” by Gary Soto (shared reading plan.)
Elementary Approved Reading List
Independent Reading Link
The suggested guidelines for independent reading in this unit are as follows:
  • Texts should be an appropriate length for students to read outside of class during the unit. Help students select texts that can be read in four weeks and are engaging enough that students will be motivated to read them.
  • Texts should feature the theme of change and descriptive language
  • Texts may range from memoirs and personal narrative to fictional novels and collections of short stories selected by the student based on interest.
Consider authors such as: Sandra Cisneros, Beverly Cleary, Roald Dahl, Paul Fleishman, Francisco Jimenez, Richard Lewis, Walter Dean Myers, MarjaneSatrapi, Gary Soto, Art Spiegelman, Chris Van Allsburg, Wendelin Van Draanen.You can assist students with selecting an appropriate text by asking them to consider the unit’s Essential Question, “What makes a good story?” Ask students to brainstorm a list of attributes they enjoy in stories (e.g., clever character, descriptive details, quick moving plot) and allow them to share titles and authors they have enjoyed reading.Throughout the unit, look for Independent Reading Links, which include opportunities for students to connect concepts in the unit to their independent reading. You may want to have students keep a journal of their responses to the reading links in their Reader/Writer Notebooks. When applicable, have students engage effectively in a range of collaborative discussions to share what they are learning from their independent reading.

Color Code: Red: opportunities to write Green: opportunities to read Orange: opportunities to speak and listen Purple: opportunities for grammar

Core Curriculum (63 minute session) / Differentiated Work Time
Menu (45 minute session)
Activity 1.11 – Previewing Embedded Assessment 2 and Preparing to Write a Short Story
Word Wall:Metaphor (Literary Term) (L.6.4b)
  • Prefix: Meta- “over, across”
  • Latin Root: -Fora “to carry”
/ Necessary Items:
Learning Targets:
  • Reflect on prior learning and connect to learning necessary to complete Embedded Assessment 2 successfully. (L.6.6)
  • Compare and contrast a personal narrative with a short story. (RL.6.8)

Recommended Additional/Clarifying Steps:
  1. Developing Vocabulary: consider reviewing vocabulary on the Word Wall and coming to a conscious of the class understanding of each term (Connect the QHT strategy with the headings on the Word Wall)
  2. Unpack Embedded Assessment 1 (recommend using a “Stoplight” or QHT type graphic organizer) – teacher models for whole group while students take notes on their own version of the graphic organizer
/ Additional Options:
  • Story Elementsgraphic organizer
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer
  • Independent Reading Link: consider recommending a collection of short stories

Assessment Opportunity: Activity 1.9-1.11 Short Cycle Quick Check – consider giving as formative assessment after the completion of this activity
Activity 1.12 – What is a Short Story
Word Wall:Short Story (Literary Term) (L.6.4b)
  • Latin: Hysteria “an account of something happening”
/ Necessary Items:
Learning Targets:
  • Analyze the elements of plot and characterization. (RL.6.3)
  • Use narrative writing to create a new resolution to a story. (W.6.3) (W.6.10)

Recommended Additional/Clarifying Steps:
  1. Before Reading:consider setting a timer for the Quickwrite(3 min)
  2. During Reading:populate the left column of the graphic organizer whole group, then number off student 1-4 and assign (jigsaw) the elements of a short story to listen(depending on the needs of your class you may have them read it independently or in pairs) and pull examples of the elements from the story and discuss the Key Ideas & Details questions (or possibly assign as homework) (TR: 30 min)
  3. After Reading: focus on the connection between conflict and resolution with theme (central idea)
  4. Writing Prompt: review point of view before the students complete the prompt (TR: 15 minutes)
/ Additional Options:
  • Adapt: consider allowing students to write as Mrs. Jones, then have students read out their monologues from two different perspectives
  • Writing Prompt: consider giving more time to complete the writing prompt
  • Story Elementsgraphic organizer
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer
  • Independent Reading Link: consider recommending a collection of short stories

Activity 1.13 – Plot Elements
Word Wall: Plot (Literary Term) (L.6.4b)
  • Old English Root: Plot “secret plan”
Word Wall: Conflict (Academic Vocabulary) (L.6.4b)
  • Prefix: Con- “together”
  • Latin Root: -filgere“to strike”
/ Necessary Items:
  • Additional time to complete the Writing Prompt from the activity if needed

Learning Targets:
  • Explain how a character responds to change. (SL.6.2)
  • Describe how a story’s plot develops. (SL.6.2)
  • Use narrative techniques to develop a story line that logically leads to another. (W.6.3)

Recommended Additional/Clarifying Steps:
First Session:
  1. Introduce the elements of plot by organizing the students in a way that they become an expert on a given element and are able to share either with a small group or with the larger, whole group (TR: 10 min)
  2. Consider using the 6 clips from The Lion King found on Blackboard and Story Element Graphic Organizer for the students to take notes of their assigned element to share with a small group in order to complete the graphic organizer
Second Session:
  1. Introduce and familiarize the class with the Plot Diagram and the elements of plot
  2. In small groups from the previous session have students populate the Plot Diagram (see sample) graphic organizer and come to a consensus on an appropriate theme
  3. Writing Prompt: ensure that each student has a clean copy of the Plot Diagramin pairs or independently
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer
  • Independent Reading Link: consider recommending a collection of short stories
  • As a possible extension have student create an imagined narrative from their plot diagram

Activity 1.14 – Thinking Figuratively
Word Wall:Figurative Language (Literary Term) (L.6.4b)
  • Latin Word Stem: figūrāre- “to shape”
  • Suffix: -ive“expresses tendency, function, or connection”
  • Latin Word Stem: Langu- “tongue”
  • Suffix: -age “the outcome of”
/ Necessary Items:
  • Check Your Understanding: students will mark and revise a response to a writing prompt from this half of the unit to ensure the use of figurative language and vivid verbs

Learning Target:
  • Identify types of figurative language and how to use it to create visual images (L.6.5)
  • Write a narrative piece using figurative language (W.6.3d) (W.6.5)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with a chosen text

Recommended Additional/Clarifying Steps:
  1. Figurative Language: review the Literary Term callout box and discuss the definitions for eachtype of figurative language, then practice identifying the types of figurative language used in the novel they will read in Unit 2. (TR: 15 min)
  2. Revisiting Verbs: identifying and analyzing the use of verbs and what makes them vivid using the excerpt from Walk Two Moons and the Language and Writer’s Craft section (TR: 15 min)
  3. Consider projecting the given color image for students in order to inspire them to write descriptions using both figurative language and vivid verbs then share with the whole group while the students identify the type of figurative language being used (TR: 15 min)

Assessment Opportunity: Activity 1.12-1.14 Short Cycle Quick Check – consider giving as formative assessment after the completion of this activity
Activity 1.15 – In the Beginning
Word Wall: Characterization (Literary Terms) (L.6.4b)
  • Greek Root:Characterize- “description of essential features”
  • Suffix:-ion (the act of, condition of)
Word Wall: Theme (Literary Terms) (L.6.4b)
  • Latin: Thema“a subject, thesis”
/ Necessary Items:
Learning Targets:
  • Identify the elements of the exposition of a story by accurately recording textual evidence that supports interpretation. (RL.6.1)
  • Identify the elements of plot structure (exposition, rising action, climax, falling action, and resolution). (RL.6.3)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with a chosen text
  • G&U - Parts of Speech – have students create a flipbook, for the next tab label the outside Conjunctions, on the inside come up with a class definition, examples, and other important information

Recommended Additional/Clarifying Steps:
First Session:
  1. Before Reading: ask students what they know about spreading rumors in order to discuss and activate prior knowledge
  2. During Reading: conduct a shared, guided, or independent close reading of the text depending on the needs of the students. Allow time for annotation of text and responding to the KIDs. (TR: 40 min)
Second Session:
  1. After Reading: review and record text evidence in the graphic organizer, then respond to the following questions (TR: 15 min)
  2. Language and Writer’s Craft: focus on understanding varied sentence patterns (it gives life and rhythm to your writing)(TR: 15 min)
  3. Writing Prompt: support students in brainstorming a natural phenomenon and writing only the beginning or exposition (Possible formative assessment opportunity)

Activity 1.16 – A Day of Change: Developing the Story
Word Wall: Synonym (Academic Vocabulary) (L.6.4b)
  • Prefix: Syn- “with, together”
  • Latin Root: -onym“name”
Word Wall:Antonym (Academic Vocabulary) (L.6.4b)
  • Prefix: Anti- “opposite”
  • Latin Root: -onym“name”
/ Necessary Items:
  • G&U – Indefinite Pronouns – refer to the callout box in the activity

Learning Targets:
  • Analyze how conflicts in a story advance the plot’s rising action and climax. (RL.6.3)
  • Engage the reader by introducing the narrator, characters, and using dialogue to develop a story line. (W.6.3ab)
  • Analyze an author’s words and determine textual evidence needed to support inferential questions. (RL.6.1)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with Eleven in their Student Editions

Recommended Additional/Clarifying Steps:
First Session:
  1. Before Reading: have students complete step 1 as a Quickwrite(TR: 5 min)
  2. During Reading: conduct a shared, guided, or independent close reading of the text depending on the needs of the students. Allow time for annotation of text and responding to the KIDs. (TR: 25 min)
  3. After Reading: focus on providing text evidence to support an inference
  4. Have students work collaboratively to identify the conflicts in the story to complete the graphic organizer (TR: 10 min)
Second
  1. Conduct a Think-Pair-Share to discuss their annotations about the elements of exposition (setting, characters, initial conflict) from the first session (TR: 10 min)
  2. As a whole group discuss how things worked out for Rachel at the end, leading the class towards possible themes with supporting textual evidence (TR: 10 min)
  3. Complete the plot diagram in the way that best meets your students’ needs at this time
  4. Writing Prompt: focus the class on writing dialogue around the conflict of the story (TR: 15 min)

Activity 1.17 – In the End
Word Wall:Foreshadowing (Literary Term) (L.6.4b)
  • Prefix: Fore- “before”
  • Middle English Root: -shadow “to protect or cover"
  • Suffix: -ing (creates an action)
Word Wall:Personification (Literary Term) (L.6.4b)
  • Prefix: Persona- “person”
  • Latin Root : -ficare“to make”
  • Suffix: -ion (creates an action or condition)
/ Necessary Items:
  • G&U – Possessive Pronouns – refer to the callout box in the activity and have the students highlight or circle examples in the story

Learning Targets:
  • Analyze the resolution to a short story (RL.6.2)
  • Create a thematic statement about the story using textual evidence (RL.6.2) (RL6.1)
  • Write a conclusion that follows the given events (W.6.3e)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with “The Treasure of Lemon Brown” from their Student Editions and focusing on examples of personification

Recommended Additional/Clarifying Steps:
First Session:
  1. Before Reading: have students complete step 1 as a Quickwrite(TR: 5 min)
  2. During Reading: conduct a shared, guided, or independent close reading of the text depending on the needs of the students. Allow time for annotation of text and responding to the KIDs. (TR: 45 min)
Second Session:
  1. After Reading: focus of converting theme statements into questions for collaborative discussion (TR: 30)
  2. Check Your Understanding: consider discussing the events in the story that lead to the resolution, students will have the opportunity to resolve the conflict differently and write an alternate ending

Activity 1.18 – Analyzing a Story
Word Wall:Science Fiction (Literary Term) (L.6.4b)
Science
  • Latin root: Scientia- “knowledge”
Fiction
  • Latin Root: Fiction “a shaping or molding”
Word Wall:Diction (Literary Term) (L.6.4b)
  • Latin Root: Dictio “mode of expression”
/ Necessary Items:
Learning Targets:
  • Analyze how objects change over time (RL.6.2)
  • Interpret text passages and create images to represent meaning (RL.6.2)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with chosen text
  • Independent Reading Link: focus on conflicts and struggles of characters
  • Allow students to present their group’s story board and discuss the adhesion to the plot structure
  • Possible follow up: All Summer in a Day Shared Reading Plan (All Summer in a Day text)

Recommended Additional/Clarifying Steps:
First Session:
  1. Before Reading: have students complete Step 1 as a Quickwrite(TR: 5 min)
  2. During Reading: read the story aloud while the students visualize the events are listening for clues to the setting(TR: 20 min)
  3. After Reading: have students independently close read the text and mark the text for the plot elements and respond to the KIDs. (TR: 25min)
  4. Second Session:
  1. Have students share their responses to the KIDs in pairs or small groups (TR: 10 min)
  2. Have students work collaboratively to create a story board (similar to their memory maps from the first half of the unit),consider grouping students in 5s and having each group member be responsible for 1 of the plot elements. Each student will sketch drawings or symbols on an index card to represent their given element from the story. Then, have students work with their groups to physically put the elements together in a logical order
  3. Check Your Understanding: discuss the possible theme around technology and have students respond to the prompt (TR: 10 min)

Assessment Opportunity: Activity 1.15-1.18 Short Cycle Quick Check – consider giving as formative assessment after the completion of this activity
Activity 1.19 – Sparking Ideas
Word Wall:
  • All vocabulary for this unit has been addressed, use this time to review the previous terms or catch up on vocabulary missed.
/ Necessary Items:
Learning Targets:
  • Analyze picture books for images that spark ideas. (RL.6.10)
  • Write a short story with characters, conflict, plot, and sensory details. (W.6.3) (W.6.5)
/ Additional Options:
  • Story Elementsgraphic organizer with a chosen text
  • Plot Diagram with a chosen story
  • Cause and Effect graphic organizer using text of choice
  • Theme/Summary practice using graphic organizer with a chosen text
  • Figurative Language graphic organizer with chosen text
  • Independent Reading Link: focus on sensory details
  • Additional time as needed for drafting of short story