2+-+Can+Animals+Think?

** **UNIT TOPIC** AND LENGTH: **
This unit uses the topic of animal cognition as a means to teach students how to analyze and navigate informational texts, as well as to study deeply the purposeful decisions an author makes to best convey his/her point of view in writing. Students will write an essay demonstrating their mastery of content and their ability to synthesize information across texts. Suggested unit length 3-4 weeks. ** COMMON CORE LEARNING STANDARDS:  ** 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.elop 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. a) Ensure that pronouns are in the proper case (subjective, objective, possessive). b) Use intensive pronouns (e.g., // myself, ourselves // ). c) Recognize and correct inappropriate shifts in pronoun number and person. d) Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). e) Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. a) Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b) Spell correctly. Effective, sustained, and evidence- based research reveals new information that can deepen our understanding of ourselves and our world. New and credible information can bring new perspectives. Keeping the audience for a specific text in mind will enable the writer/author to more clearly convey the central idea/theme in the text. When conveying new ideas or new points of view in informational texts, authors may use writing strategies from across genres. Using appropriate writing formats and Standard English conventions results in a more coherent and readable text. || ** ESSENTIAL QUESTIONS:  ** How can research uncover new information that will deepen understanding of the world and our place in it? How can new, reliable information change our perspectives about a specific topic? How can authors use writing strategies to relate new ideas or new perspectives to the reader? Why is it important for a writer to always keep his/her audience in mind while || **Reading Informational Text** Informational and anecdotal text formats Specific ideas, opinions, and themes and Supporting textual details  Development of ideas and use of academic language throughout the text  Author's point of view or purpose   Evaluation of author's arguments, ideas, and claims within a text _
 * R.I. 6.1: ** Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * R.I.6.2: ** Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * R.I. 6.3: ** Analyze in detail how key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
 * R.I. 6.6: ** Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
 * R.I.6.10. ** By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 * 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.
 * L. 6.1 ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * L.6.2. ** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * ** BIG IDEAS/ENDURING UNDERSTANDINGS:  **
 * ** CONTENT:  **

**Informational/Explanatory Writing** Essay writing forma   Awareness of audience   Inclusion of writing strategies from multiple genres into one piece of writing  Conventions of Standard English in capitalization, comma usage, and spelling  Response to claims in informational text with research-based details for support _ **Research:**  Credible sources/evidence   Notation  _ **Writer’s Craft**  Organization   Transitions   Vocabulary: Domain Specific and Tier II Words  Strategies for Reader Engagement: Anecdotes, Quotations,  Analogy/Imagery/Descriptive Language Self-Reflection on Learning || **  SKILLS:  ** ** Compare ** and ** contrast ** informational and anecdotal text formats. ** Identify ** the main ideas, opinions, and themes of the assigned reading. ** Identify ** the details from the text that support the author's main ideas, opinions, and themes. ** Explain ** how the author develops the main idea, opinion, or theme throughout the text. ** Identify ** and explain in writing the purpose and impact of an author’s use of descriptive language in an informational text. ** Explain ** orally and in writing an author’s use of academic language to establish credibility. ** Summarize ** the author's point of view/purpose from the assigned text. ** Evaluate ** the author's arguments, ideas, claims, and counter-claims within a text. ** Justify ** in writing an author’s decision to use anecdotes layered into informationaltext. _ ** Create ** an essay in the appropriate format. ** Introduce ** a topic by organizing ideas, concepts, and opinions. ** Develop ** the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. ** Assess ** the importance of broader ideas and supporting details presented in informational text. ** Produce ** clear and coherent writing in which the development, organization, and style are appropriate to the specified audience. ** Produce ** clear and coherent writing that combines informational and anecdotal genres into one text. ** Apply ** conventions of Standard English for capitalization, comma usage, and spelling in written text. ** Create ** in writing an effective claim in response to informational text with research-based supports. _ ** Identify ** credible sources and evidence within a piece of informational text. ** Explain ** the process and research used to determine that the sources and evidence in the informational text are credible. ** Take notes ** in the appropriate format (Gathering and Categorizing, Commenting and Questioning, Organizing Graphically, and Outlining and Sequencing Sets) while reading the informational text. __ ** Organize ** in writing key ideas and details. ** Use ** transitions to make academic writing cohesive. ** Use ** Domain Specific and Tier II vocabulary to provide coherence for the specified audience. ** Evaluate ** the author's use of domain specific and Tier II vocabulary and academic language. ** Incorporate ** strategies (anecdotes, quotations, analogies, imagery and descriptive language) to engage the reader in the text. ** Reflect ** on what was learned, how it was learned, and explains the process of learning. || In this task, students use a graphic organizer to select an anecdote that Eugene Linden uses in "Can Animals Think?" that best supports his central idea. Students use textual evidence to explain how their chosen anecdote best supports the central idea. In this task, students write a summary of the article "Can Animals Think?" explaining The final task asks students to write an essay in which they use textual evidence to explain how the author develops his point of view on the question, “Can animals think?”. Students first introduce and explain Linden’s point of view and then trace its development over the course of the article using textual evidence. · Queries to engage students in reading informational text · Notetaking using the appropriate method of notetaking, as described by Dr. Heidi Hayes Jacobs · Commenting and Questioning about specific controversial passages and articles  · Specified "Writing to Learn" activities from Daniels, Zemelman, and Steineke  · Reflection on Learning activity   -Four Corners activity   -RAFT activity   -Analyzing the written work of peers ** Questioning the Author ( // Isabel Beck & Margaret G. McKeown) //** // “In a QtA lesson, students are prompted to interact with the text and converse about it //through Queries. These general probes are phrased in such a way that they encourage young readers to take notice of a text – to consider meaning and develop ideas, not just ||
 * ** ASSESSMENT EVIDENCE AND ACTIVITIES:  **
 * FORMATIVE ASSESSMENT : **
 * FORMATIVE ASSESSMENT: **
 * FINAL PERFORMANCE TASK: **
 * LEARNING PLAN & ACTIVITIES: **