Unit 2, Week 3
Violence in Chicago
Overview:
In week 3, students will continue identifying the central idea and summarizing an article to help build background on the topic – Violence in Chicago. Students will focus more on evaluating the claims given and distinguishing supporting evidence from non-supportive evidence.
During this week, students begin conducting research on the issue of their choice that supports the final writing prompt. T will need to explicitly review the requirements of the writing and provide students time to access resources.
In week 3, students will continue identifying the central idea and summarizing an article to help build background on the topic – Violence in Chicago. Students will focus more on evaluating the claims given and distinguishing supporting evidence from non-supportive evidence.
During this week, students begin conducting research on the issue of their choice that supports the final writing prompt. T will need to explicitly review the requirements of the writing and provide students time to access resources.
Standards Addressed:
READING: INFORMATIONAL TEXT
Key Ideas and Details
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.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.
Integration of Knowledge and Ideas
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
WRITING
Text Types and Purposes
W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
Research to Build and Present Knowledge
W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
SPEAKING AND LISTENING
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3: Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
LANGUAGE
L6.4: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Prepare prior to lesson:
Prepare and distribute copies of each article for each student (see links below).
Make provisions for students to access resources and conduct research.
Post or distribute the quotes for each student:
Text and Multimedia Used:
Prepare and distribute copies of each article for each student (see links below).
Make provisions for students to access resources and conduct research.
Post or distribute the quotes for each student:
- “Poverty is the parent of revolution and crime.”― Aristotle
- “An eye for an eye will only make the whole world blind.”― Mahatma Gandhi
- “People sleep peaceably in their beds at night only because rough men stand ready to do violence on their behalf.”― George Orwell
Text and Multimedia Used: