Unit 1, Week 1
Overview:
In the first week, students will explore the idea of the individual in society by thinking about and discussing their own beliefs about individualism and community, by examining a series of photographs and quotes. They will use an anticipation guide to record their own initial beliefs before reading the anchor text. This can be used as a springboard for discussion about student beliefs, and revisited at the end of the unit.
In the first week, students will explore the idea of the individual in society by thinking about and discussing their own beliefs about individualism and community, by examining a series of photographs and quotes. They will use an anticipation guide to record their own initial beliefs before reading the anchor text. This can be used as a springboard for discussion about student beliefs, and revisited at the end of the unit.
Standards Addressed:
RL.6.1: Cite textual evidence to support the analysis of what the text says explicitly.
RL.6.2: Cite textual evidence to support the analysis of inferences drawn from the text.
W.6.1: Introduce claim(s) and organize the reasons and evidence clearly.
W.6.10: Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.6.1a: 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.
SL.6.1b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
L.6.10: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
RL.6.1: Cite textual evidence to support the analysis of what the text says explicitly.
RL.6.2: Cite textual evidence to support the analysis of inferences drawn from the text.
W.6.1: Introduce claim(s) and organize the reasons and evidence clearly.
W.6.10: Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.6.1a: 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.
SL.6.1b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
L.6.10: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
Prepare prior to lesson:
● Anticipation Guide, 1 per student
● Anchor Chart with guiding questions for “Close Reading a Photograph”
● Photographs to display digitally or printed out (see below for links)
● Optional anchor chart: Norms for Discussion
● Optional anchor chart: sentence stems for collaborative conversation
Text and Multimedia Used:
● The Giver, by Lois Lowry Ch 1-5
● Photographs by Nikki S. Lee:
● Anticipation Guide, 1 per student
● Anchor Chart with guiding questions for “Close Reading a Photograph”
● Photographs to display digitally or printed out (see below for links)
● Optional anchor chart: Norms for Discussion
● Optional anchor chart: sentence stems for collaborative conversation
Text and Multimedia Used:
● The Giver, by Lois Lowry Ch 1-5
● Photographs by Nikki S. Lee: