1+-+Rdg+&+Wrtng+Bootcamp

Reading and Writing Bootcamp

**Unit 1 Plan 2011-2012**

audience. rewriting, or trying a new approach. grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. //- There are different strategies we can use to help us understand texts.// //- We take writing through a process to effectively communicate ideas to an audience.// //- You need to be able to verbally communicate your ideas.// || **Essential Questions:** - How can learning about how individuals overcome obstacles help me in my life? || - predicting - inferring - visualizing - text connections - talk strategies - how to set goals - strategies for dealing with vocabulary - questioning - summarizing - topic sentences - text evidence - concluding sentences - complete sentences - paragraphing || **Students will be able to…** - make predictions - make inferences - visualize when they read a text - make text connections to connect to prior knowledge - engage in a variety of class discussions (small group, whole class, one on one) - create SMART goals - apply strategies to deal with unfamiliar vocabulary - create and answer questions relating to a text and issues in a text to further their thinking - summarize to check for understand - state a main idea in a topic sentence - use evidence from the text to support their ideas - write concluding sentences to finish a paragraph - use end punctuation correctly - use paragraphs appropriately || - short responses - response to the essential question || **Other Evidence:** - journals - SMART goals ||
 * **Title:** Reading and Writing Bootcamp **Subject/Course:** ELA
 * Topic:** Overcoming Obstacles in Reading, Writing, and Life **Grade:** 6
 * Designer(s):** Megan Blase ||
 * **Stage 1 – Desired Results** ||
 * **Established Goals:**
 * R. 1. ** Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * W.1. ** Write arguments to support claims with clear reasons and relevant evidence.
 * Introduce claim(s) and organize the reasons and evidence clearly.
 * Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * Establish and maintain a formal style.
 * Provide a concluding statement or section that follows from the argument presented.
 * W.4. ** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
 * W.4. ** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
 * W.5. ** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
 * S.L.1. ** Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
 * Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion . ||
 * **Understandings:** Students will understand that…
 * **Students will know…**
 * **Stage 2 – Assessment Evidence** ||
 * **Performance Tasks:**
 * **Stage 3 – Learning Plan** ||
 * **Learning Activities:**

W = The unit will begin with very high interest texts that engage the students and with student reflection upon obstacles they themselves may be working to overcome in order to activate prior knowledge and enable the students to connect to the text. The essential question is one that connects to students’ lives as well.

H – Teachers will use fictional and informational stories that relate to issues and obstacles with which students may be currently dealing.

E = Students will have many opportunities for practicing reading and writing strategies with the teacher’s guidance and independently in class. They will explore the key ideas by reading about them, discussing them, and writing about them.

R = At various points throughout the unit, as students read more texts, they will be challenged to think about the essential question. In the end, students will compare their initial ideas with their final ideas on the topic.

E = Students will rewrite the writing rubric so that it is reader-friendly. They will evaluate their work against it and engage in peer-revising and editing.

T = Work will be differentiated throughout the unit to give the students multiple points of entry and to meet their needs. A slightly challenging text will be used for shared reading and read alouds, students will read texts on their own level during independent reading, and teachers will make use of strategy lessons to address students needs individually or in small groups.

O = The lessons in this unit will be scaffolded so that each strategy builds on the strategy before it. Reading strategies are what all good readers do when they read. Writing strategies build on the creation of a solid short response. Individual and small-group instruction will be given throughout to provide added support to students as needed. The unit will begin and end with students reflecting on the essential question and using the skills they have gained, as well as the texts they have read, to create their final response. ||