Language Arts - Inside
Unit 4 Overview - Reading
Level C
Paramount Unified School District
Educational Services
Theme: Creepy Classics
Standards
Reading
RL/RI.6.1 Cite text evidence to support
analysis and inferences.
RL/RI.6.2 Determine a theme or
central idea and how it is conveyed;
provide an objective summary.
RL.6.3 Describe how the plot unfolds
and how characters respond or change.
RL/RI.6.4 Determine the meaning of
words and phrases as they are used in a
text; analyze impact on meaning and
tone.
RL/RI.6.5 Analyze how a particular
sentence, scene, stanza, or section fits
into the overall structure.
RL.6.6 Explain how an author develops
the point of view of the narrator,
speaker, or characters in a text.
RL.6.9 Compare and contrast texts in
different forms or genres in their
approach to similar topics.
RI.6.9 Compare and contrast one
author’s presentation of events with
that of another.
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Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
 Any conclusions you draw or inferences you make must be
supported by evidence from the text.
 The setting, characters, and plot of a story all work together to
develop the theme or central idea.
 Analyzing the development of key individuals, events, and ideas in a
text will help you understand the central idea.
 Authors make deliberate word choices that impact the meaning and
tone of the text.
 By looking at and analyzing the structure of individual sentences or
sections of a text, you can gain a greater understanding of the text
as a whole.
 Authors embed details in the text to develop a point of view.
 An author’s purpose will impact the content and style of a text.
 We can deepen our understanding of a theme or topic by analyzing
multiple, related texts.
 What parts of the text lead me to make this conclusion or
inference?
 How do the setting and plot in the story help me understand the
characters and themes?
 How do the individuals, ideas, or events connect to each other
and to the larger central idea of the text?
 Why did the author choose to use this particular word or
phrase? How does it affect the meaning and tone of the text?
 Why did the author structure the text this way?
 How do authors use text features to help develop their ideas?
 How do we come to understand the point of view of the
narrator, speaker, characters, and/or author?
 What is the author’s purpose, and how does it affect the way
they write and the information they include?
 How does reading multiple texts help me understand a theme or
topic?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
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Academic vocabulary
Elements of fiction
Plot, character, setting
Visualizing
Fantasy
Theme
Rhythm
Structure
Style
Fluency (intonation, phrasing, expression)
Understanding academic vocabulary while reading
Identifying the events in the plot
Describing characters using text evidence
Identifying details that describe the setting
Visualizing the details in a text to aid understanding
Identifying the theme of a story
Analyzing the rhythm and structure of a poem
Comparing the styles of two different authors
Reading passages fluently
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Language Arts - Inside
Unit 4 Overview – Writing, Speaking & Listening, Language
Level C
Paramount Unified School District
Educational Services
Theme: Creepy Classics
Standards
Writing
W.6.1 Write arguments to support
claims with clear reasons and evidence.
W.6.3 Write narratives to develop real
or imagined experiences.
W.6.4 Produce clear and coherent
writing.
W.6.5 Develop and strengthen writing
as needed using the writing process.
W.6.6 Use technology to produce and
publish writing.
W.6.8 Gather relevant information from
multiple print and digital sources.
Speaking and Listening
SL.6.1 Engage in collaborative
discussions.
SL.6.2 Interpret information presented
in diverse media and formats.
SL.6.4 Present claims and findings.
SL.6.6 Adapt speech to a variety of
contexts and demonstrate a command of
formal English.
Language
L.6.1 Grammar and usage
L.6.2 Capitalization, punctuation, and
spelling
L.6.4 Word meaning
L.6.5 Figurative language, word
relationships, and nuances
L.6.6 Acquire and use academic
vocabulary
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Transfer Goals
1. Read, comprehend, and evaluate a range of increasingly complex texts and media written for various audiences and purposes.
2. Communicate ideas effectively in writing and speaking to suit a particular audience and purpose.
3. Listen actively to engage in a range of conversations and to analyze and synthesize ideas, positions, and accuracy in order to learn, reflect and respond.
4. Generate open-ended questions and conduct research to find answers through critical analysis of text, media, interviews, and/or observations.
Understandings
Essential Questions
Students will understand that…
Students will keep considering…
 Effective arguments use logical reasoning and relevant evidence to
support the claim.
 Effective writers keep their readers engaged throughout the
narrative.
 The development, organization, and style of writing you choose to
use are dependent on the task, purpose, and audience.
 Quality writing requires effective planning, revising, editing, and
rewriting.
 Technology allows you to produce professional-looking publications
as well as share your ideas easily and efficiently with a wide
audience.
 Quality expository writing uses paraphrased information from
credible sources that have been properly cited.
 Participating effectively in collaborative discussions will help you gain
a deeper understanding of different points of view on a topic.
 Analyzing information from diverse media can help explain or clarify
information on a topic.
 An effective presenter incorporates a logical sequence, appropriate
eye contact, adequate volume, and clear pronunciation to present
claims and findings clearly.
 The formality of the English you use depends on the context and task.
 What evidence should I include to support my claim?
 How do I develop my narrative to keep readers engaged?
 What is the purpose of my writing and who is my audience? What,
then, is the appropriate way to structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How can I use technology to collaborate with others as I produce and
publish my writing?
 How can I tell if a source is credible?
 How do I avoid plagiarism?
 How do I prepare for a class discussion?
 What questions can I ask to find out more about another point of
view?
 How can I add my views to the discussion clearly and respectfully?
 How do the ideas in this video/audio/data add to my understanding
of the topic?
 How should I organize my presentation?
 How do I deliver my presentation clearly and keep the audience
engaged?
 How formal should my English be for this task?
Knowledge
Skills
Students will need to know…
Students will need to develop skill at…
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Academic vocabulary
Word parts (prefixes, base words)
Latin and Greek roots
Adjectives
Comparative adjectives
Adverbs
Concrete supporting details
Precise language
Using academic vocabulary when speaking and writing
Using word parts to determine word meaning
Using appropriate adjectives to describe people and places
Using adjectives to make comparisons
Using adverbs to make descriptions more interesting
Including supporting details and precise language in writing
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Language Arts - Inside
Level C - Unit 4
Paramount Unified School District
Educational Services
Inside C - Unit 4 Text Sequence
Theme: Creepy Classics
January 26 – March 22 (38 days)
LESSON
# OF DAYS
1
2
Unit 4 Launch
2
6
“Frankenstein” (fantasy fiction)
“How Frankenstein Began” (personal narrative)
3
7
“Film Fright” (feature article)
“Frankenstein Makes a Sandwich” (poem)
4
10
Writing Lesson: Short Story
5
8
“Mister Monster” (play)
2
Unit 4 Test: March 16-17
3
SBAC Performance Task Practice
6
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TEXT(S)/ACTIVITY
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LESSON 1: 2 DAYS
January 26-27
RESOURCE(S):
Unit Launch, pp. 196-203
Practice Book pp. 82-84
STANDARDS:
RL.6.2, 3
SL.6.1
L.6.4
ACADEMIC VOCABULARY:
classic, pp. T196-T97
elements, p. 198
identify, p. 202
Language Arts - Inside
Level C - Unit 4
INSTRUCTIONAL SEQUENCE
LESSON UNDERSTANDINGS:
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Analyzing the development of key individuals, events, and ideas in a text will help you understand
the central idea.
 Vivid language and details can bring a powerful character to life and inspire a range of reactions.
ESSENTIAL QUESTIONS:
 How do the setting and plot in the story help me understand the characters and themes?
 How do the individuals, ideas, or events connect to each other and to the larger central idea of the
text?
 How can a powerful character inspire a range of reactions?
UNIT LAUNCH:
 Introduce the theme, Creepy Classics, discussing the meaning of the word “classic.”
 Pose the Guiding Question, “How can a powerful character inspire a range of reactions?”
FOCUS ON GENRE:
 Introduce Elements of Fiction, discussing the meaning of the word “elements.”
 Discuss the terms “plot,” “characters,” and “setting” as you complete the activities on pp. 198-201.
FOCUS ON VOCABULARY:
 Conduct the lesson on word parts on p. 202, discussing the term “identify.”
 Discuss the terms “base words” and “prefixes” as you complete the activities on pp. 202-203, using
the Multi-level Strategies at the bottom of p. T203.
THINKING MAP OPPORTUNITIES:
 Use a Circle Map to brainstorm classic things, such as classic toys and classic stories.
 Use a Tree Map or Flow Map to identify the characters, setting, conflict, plot events (rising action),
turning point (climax), and resolution of the passages on pp. 198-201.
 Use a Brace Map to break words into their base words and prefixes on pp. 202-203.
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Level C - Unit 4
Paramount Unified School District
Educational Services
LESSON 2: 6 DAYS
January 30 – February 6
RESOURCE(S):
Inside NG.com, Digital Library:
“Classic Monsters”
“Frankenstein,” pp. 210-219
“How Frankenstein Began,” p. 220
Practice Book, pp. 85-91
Fluency Models CD
Write from the Beginning and
Beyond: Setting the Stage, p. 177
STANDARDS:
RL.6.1, 2, 3, 4, 6, 10
W.6.3b
SL.6.2
L.6.1, 4, 5, 6
ACADEMIC VOCABULARY:
creature, p. 212
*weary, p. 212
experiment, p. 214
*quivered, p. 214
*slumbered, p. 216
hideous, p. 216
*vacant, p. 216
*vowed, p. 218
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LESSON UNDERSTANDINGS:
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 Effective writers keep their readers engaged throughout the narrative.
 Vivid language and details can bring a powerful character to life and inspire a range of reactions.
ESSENTIAL QUESTIONS:
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 How do I develop my narrative to keep readers engaged?
 How can a powerful character inspire a range of reactions?
BEFORE READING:
 View and respond to the video, “Classic Monsters,” p. 204. (SL.6.2)
READ THE TEXT:
 Students read the entire selection independently. (RL.6.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
1. What does Dr. Frankenstein think of the creature after he brings him to life? Cite details to
support your answer. (RL.6.1, RL.6.6)
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element, p. 222
locate, p. 223
theme, p. 224
*Use these words instead of key
vocabulary words create, destroy,
evil, lonely, and scientist.
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2. On page 216, the author says, “Much later, I learned what had happened to my creature while I
was unwell.” Use your knowledge of word parts to figure out the meaning of unwell. Now that
you know the meaning of this word, what do you understand about Dr. Frankenstein? (RL.6.4)
3. How do the creature’s feelings about Dr. Frankenstein change on page 216? How do the story
elements cause the creature to change? (RL.6.3)
4. Reread the last paragraph on page 218. How have Dr. Frankenstein’s feelings about the
creature changed? (RL.6.3, RL.6.6)
5. What is the theme of “Frankenstein”? Use clues about what Dr. Frankenstein does, thinks,
feels, and says to support your theme. Use the mini lesson “Analyze Theme” on p. 224 to help
students answer this question. (RL.6.2)
Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.6.4, L.6.5, L.6.6)
 Vocabulary Routines, p. PD33-PD45
Language Skills
 Use Adjectives, pp. 206-207 (L.6.1)
 Use Word Parts, p. 223 (L.6.4)
Literary Analysis
 Analyze Character Development, p. 222 (RL.6.3)
 Analyze Theme, p. 224 (RL.6.2)
Fluency Practice
 Use the instruction on p. 567 to teach or review the elements of fluent expression.
 Use the passage on p. 577 to help students practice intonation. Have students listen to a
fluent reading of the passage on the Fluency Models CD.
Writing Mini Lesson
 Concrete Supporting Details – Teach mini-lesson for support and elaboration in Write from
the Beginning and Beyond: Setting the Stage, p. 177 (W.6.3b)
Thinking Map Opportunities
 Use a Bubble Map to describe the creature.
 Use a Brace Map to break down vocabulary words into their parts.
 Use a Flow Map to organize plot events.
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
Use a Tree Map to organize clues about what Dr. Frankenstein does, thinks, feels, and says.
EXPRESS UNDERSTANDING:
 Selection Test 1: Frankenstein
 Constructed Response Question: How does Dr. Frankenstein feel about creating a wife for his
creature? Use evidence from the text to support your answer. (RL.6.1, RL.6.3)
LESSON 3: 7 DAYS
February 7-16
RESOURCE(S):
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 Effective writers keep their readers engaged throughout the narrative.
 Vivid language and details can bring a powerful character to life and inspire a range of reactions.
Inside NG.com, Digital Library:
“Monsters in the Movies”
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
“Film Fright” pp. 232-239
 How do I develop my narrative to keep readers engaged?
 How can a powerful character inspire a range of reactions?
“Frankenstein Makes a Sandwich,”
pp. 240-242
BEFORE READING:
Practice Book, pp. 92-98
 View and respond to the video, “Monsters in the Movies,” p. 226. (SL.6.2)
Fluency Models CD
READ THE TEXT:
Write from the Beginning: Setting
 Students read the entire selection independently. (RI.6.10)
the Stage, p. 182
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
each other, OR students listen to the audio version while following along. For a particularly
STANDARDS:
complex text, the teacher may choose to modify the order of the first two reads.
RI.6.1, 4, 5a, 9, 10
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
W.6.3d
assess understanding of all students.
SL.6.2
L.6.1, 4, 5, 6
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
2016-17
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ACADEMIC VOCABULARY:
fascinated, p. 234
successful, p. 234
character, p. 234
original, p. 235
terror, p. 235
actor, p. 236
process, p. 236
classic, p. 238
locate, p. 244
relate, p. 245
structure, p. 245
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words, and important points related to the Lesson Understandings and Essential Questions.
Text-dependent Questions
1. What details on pages 234-235 show that horror movies were popular in the past? (RI.6.1)
2. What do you learn about Frankenstein’s monster from the photo, captions, and movie poster
on pages 234-235? (RI.6.5a)
3. On page 236, the author states, “Pierce used glue and animal hair to make the Wolf Man. The
makeup was very uncomfortable.” Use your knowledge of word parts to figure out the
meaning of uncomfortable. How would you restate the sentence using uncomfortable in your
own words? (RI.6.4)
4. How is the movie Mary Shelley’s Frankenstein similar to the original story? (RI.6.9)
5. What information on pages 238-239 tells you that the classic story of Frankenstein has not
been forgotten? (RI.6.1)
Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.6.4, L.6.5, L.6.6)
 Vocabulary Routines, p. PD33-PD45
Language Skills
 Use Adjectives to Make Comparisons, pp. 228-229 (L.6.1)
 Use Latin and Greek Roots, p. 245 (L.6.4)
Literary Analysis
 Analyze Rhythm in Poetry, p. 244 (RL.6.5)
 Analyze Structure of Poetry, p. 245 (RL.6.5)
Fluency Practice
 Use the instruction on p. 566 to teach or review the elements of fluent phrasing.
 Use the passage on p. 578 to help students practice intonation. Have students listen to a
fluent reading of the passage on the Fluency Models CD.
Writing Mini Lesson
 Teach the Mini Lesson to teach Support and Elaboration, recognizing precise language,
Write from the Beginning: Setting the Stage, p. 182.
 Follow-up using pp. 236-239 of the textbook. (W.6.2d)
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Language Arts - Inside
Level C - Unit 4
 Thinking Map Opportunities
 Use a Flow Map to sequence the early history of horror movies.
 Use a Tree Map to categorize the two jobs people do to make monsters. Add details to tell
more about each job.
 Use a Flow Map to tell how John Fulton and Jack Pierce changed an actor into a werewolf.
 Use a Brace Map to break down vocabulary words into their parts.
EXPRESS UNDERSTANDING:
 Selection Test 2: Film Fright
 Constructed Response Question: How can you tell that Frankenstein is a classic character? Support
your answer with evidence from the text. Be sure to use strong, precise language. (RI.6.1, RI.6.3,
W.6.3d)
LESSON 4: 10 DAYS
February 17 – March 3
RESOURCE(S):
Write from the Beginning: Setting
the Stage
Writing book, pp. 156W-163W
STANDARDS:
W.6.3a-e, 4, 5, 6, 10
SL.6.4, 6
L.6.1, 2
ACADEMIC VOCABULARY:
prewrite
oral rehearsal
draft
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WRITING TASK:
Create your own version of the Frankenstein story. When you write your own version of a story, the
details are up to you. You might rewrite it with a different setting, change the character of Frankenstein’s
creature into a lovable beast who gets the wife he wants, or change what happens in the plot. Use the
story elements and a Flow Map to organize your short story. Be sure to use precise words and descriptive
details. (W.6.3, W.6.4, W.6.5, W.6.6, W.6.10)
LESSON UNDERSTANDINGS:
 Effective writers keep their readers engaged throughout the narrative.
 The development, organization, and style of writing you choose to use are dependent on the task,
purpose, and audience.
 Quality writing requires effective planning, revising, editing, and rewriting.
 Technology allows you to produce professional-looking publications as well as share your ideas
easily and efficiently with a wide audience.
ESSENTIAL QUESTIONS:
 How do I develop my narrative to keep readers engaged?
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way to
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revise
edit
publish
precise language
conventions
transitions
Language Arts - Inside
Level C - Unit 4
structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How can I use technology to collaborate with others as I produce and publish my writing?
PREWRITING:
 Modify the Basic Structure Lesson to accommodate narrative writing. The teacher should model
the writing using the “I do, you do” method. The teacher should choose a monster other than
Frankenstein to write about so that the students can’t just copy the teacher model.
 Students will study the prompt and create a Tree Map of story elements (Characters, Setting,
Conflict, Events/Rising Action, Turning Point/Climax, Resolution). Under each heading, students
should add details for their stories. (W.6.5)
 Students will begin using the Basic Structure by putting their main events (rising action) into the
Flow Map. The number of boxes will depend on the number of events. (W.6.5)
 Students will compose an opening paragraph that introduces the character(s), setting, and conflict.
(W.6.3a)
 Students will add details about the events under each box of their Flow Maps. (W.6.3b)
 Students will orally rehearse their stories so far. (W.6.5)
 Students will add time-order transition words to signal shifts from one event to the next. (W.6.3c)
 Students will write a closing paragraph that tells how the conflict is solved and how the
character(s) feel at the end. (W.6.3e)
 Students will orally rehearse their essays with a partner. (SL.6.4, SL.6.6)
 Students will color code the different paragraphs on their Basic Structure. (W.6.3a)
DRAFTING:
 If appropriate/possible, have students draft their essays at the computer. (W.6.6)
 Students will write their color-coded essay using the Basic Structure as a guide. (W.6.5)
REVISING:
 Teachers will conduct mini lessons or revision activities based on the needs of the students,
preferably in the areas of focus for this unit: concrete supporting details, precise language, and
2016-17
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using adjectives and adverbs, pp. 156W-159W. (W.6.3d, W.6.5)
 Additional mini lessons on “Vary Your Sentences” and “Combine Sentences” are available in the
Writing book on pp. 160W-163W. (W.6.5)
EDITING:
 Edit for correct use of adjectives and adverbs. (L.6.1)
 Edit for correct use of conventions (grammar, punctuation, spelling, capitalization). (L.6.1, L.6.2)
FINAL DRAFT:
 Students will type their final drafts. (W.6.4, W.6.6, W.6.10)
LESSON 5: 8 DAYS
March 6-15
RESOURCE(S):
Inside NG.com, Digital Library:
“Putting on a Play”
“Mister Monster” pp. 254-266
Practice Book, pp. 99-105
Fluency Models CD
Write from the Beginning: Setting
the Stage, p. 179
STANDARDS:
RL.6.1, 3, 4, 5, 6, 9, 10
W.6.3d
SL.6.2
L.6.1, 4, 5, 6
2016-17
LESSON UNDERSTANDINGS:
 The setting, characters, and plot of a story all work together to develop the theme or central idea.
 Authors make deliberate word choices that impact the meaning and tone of the text.
 By looking at and analyzing the structure of individual sentences or sections of a text, you can gain
a greater understanding of the text as a whole.
 Vivid language and details can bring a powerful character to life and inspire a range of reactions.
ESSENTIAL QUESTIONS:
 How do the setting and plot in the story help me understand the characters and themes?
 Why did the author choose to use this particular word or phrase? How does it affect the meaning
and tone of the text?
 Why did the author structure the text this way?
 How can a powerful character inspire a range of reactions?
BEFORE READING:
 View and respond to the images, “Putting on a Play,” p. 248. (SL.6.2)
READ THE TEXT:
 Students read the entire selection independently. (RL.6.10)
 Teacher reads the text aloud while students follow along, OR students take turns reading aloud to
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ACADEMIC VOCABULARY:
*pacing, p. 256
mascot, p. 256
offstage, p. 256
apply, p. 256
commercial, p. 262
disappear, p. 263
audience, p. 266
response, p. 266
style, p. 268
identify, p. 269
*Use this word instead of key
vocabulary word amazed.
2016-17
Language Arts - Inside
Level C - Unit 4
each other, OR students listen to the audio version while following along. For a particularly
complex text, the teacher may choose to modify the order of the first two reads.
 Independent/partner/small group activity using a Thinking Map, short quiz, etc. to formatively
assess understanding of all students.
UNDERSTAND THE TEXT:
 As you go through the text with students for the close read, focus on reading and discussing
specific paragraphs or sentences where there are misunderstandings, key academic vocabulary
words, and important points related to the Lesson Understandings and Essential Questions.
 Text-dependent Questions
1. What is Ms. Rosario’s conflict in Scene One? Why is the conflict important to the story? (RL.6.5)
2. On p. 256, how does Miss Petal respond to the monster? How is her response different from
Ms. Rosario’s reaction? (RL.6.3)
3. In the stage directions on page 258, it says, “THE MONSTER tugs the rope impatiently, pulling
Ygor toward him.” Use your knowledge of word parts to find out what impatiently means. Why
does the monster tug impatiently? (RL.6.4)
4. Why does Ms. Rosario sound overwhelmed at the end of Scene Two? Cite evidence from the
text to support your answer. (RL.6.1, RL.6.6)
5. What do the dialogue and stage directions on pages 262-263 reveal about Dr. Frankenstein’s
character? (RL.6.3, RL.6.5)
 Vocabulary Study
 Students should work in depth with the academic vocabulary words using a variety of
methods and activities appropriate to the words chosen. (L.6.4, L.6.5, L.6.6)
 Vocabulary Routines, p. PD33-PD45
 Language Skills
 Use Adverbs, pp. 250-251 (L.6.1)
 Use Word Parts, p. 269 (L.6.4)
 Literary Analysis
 Compare Literature, p. 268 (RL.6.9)
 Teachers may want to introduce students to this excerpt from the original text to use for
further comparison and discussion of style: It was already one in the morning; the rain
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pattered dismally against the panes, and my candle was nearly burnt out, when, by the
glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open; it
breathed hard, and a convulsive motion agitated its limbs. Students can compare this
sentence to the last paragraph on p. 214 of their textbook.
 Fluency Practice
 Use the instruction on p. 565 to teach or review the elements of fluent intonation.
 Use the passage on p. 579 to help students practice intonation. Have students listen to a
fluent reading of the passage on the Fluency Models CD.
 Writing Mini Lesson
 Teach Mini Lesson to teach Support and Elaboration, defining vocabulary and selecting
synonyms from the definitions using a Bridge Map, Write from the Beginning: Setting the
Stage, p. 179 (W.6.2d)
 In place of the sentence supplied in the binder, students will work on these sentences: Ms.
Petal enters. She looks terrified.
 Students work in pairs to repeat the activity with other sentences from the selection, such
as: “Ms. Rosario stares up at the monster. She looks amazed, then overjoyed” (p. 256) and
Miss Petal’s speech on page 266.
 Thinking Map Opportunities
 Use a Multi-Flow Map to explain why Ms. Rosario sounds overwhelmed.
 Use a Tree Map to categorize the characters, their actions, and what the actions show
about the characters.
 Use Bubble Maps to describe the characters.
 Use a Brace Map to break down vocabulary words into their parts.
EXPRESS UNDERSTANDING:
 Selection Test 3: Mister Monster
 Constructed Response Question: What emotions does this version of Frankenstein inspire in
people? Support your answer with details from the text. Be sure to use strong, precise language.
(R.6.1, R.6.3, W.6.2d)
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Educational Services
ASSESSMENT: 2 DAYS
March 16-17
UNIT 4 TEST
LESSON 6: 3 DAYS
March 20-22
LESSON OVERVIEW: This lesson is designed to give students strategies they can use when confronted with
the Performance Task on the Smarter Balanced test. Instead of using this test block for assessment, we
have decided to use it as an instructional tool. Teachers will walk students through the task, modeling the
strategies they can use and applying the tools students have already learned. There isn’t time for students
to actually write the essay, but they should create some appropriate Thinking Maps and a Basic Structure
to outline the writing if possible.
RESOURCES:
SBAC Performance Task
(www.caaspp.org)
STANDARDS:
RI.6.1, 2, 9
W.6.1, 4, 5, 6, 8, 9, 10
LESSON UNDERSTANDINGS:
 Any conclusions you draw or inferences you make must be supported by evidence from the text.
 Effective arguments use logical reasoning and relevant evidence to support the claim.
 The development, organization, and style of writing you choose to use are dependent on the task,
purpose, and audience.
 Quality writing requires effective planning, revising, editing, and rewriting.
 Quality expository writing uses paraphrased information from credible sources that have been
properly cited.
ESSENTIAL QUESTIONS:
 What parts of the text lead me to make this conclusion or inference?
 What evidence should I include to support my claim?
 What is the purpose of my writing and who is my audience? What, then, is the appropriate way to
structure my writing?
 How can I use the writing process to develop my writing?
 How can I make my writing better?
 How do I avoid plagiarism?
TEACHER PREPARATION (to be done before the lesson, without students):
 Before this lesson, teachers must log in to the CAASPP website (www.caaspp.org), hover over “TA
Resources” at the top, and click on “Interim Assessments.” Click on the “Interim Assessment
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Viewing System” button. At this point, teachers will be asked to log in with their username (district
email address) and password. Select Grade 6, and then click on “Start Grade 06 ELA – Performance
Task (IAB)” at the bottom of the page (not the one toward the top that says (ICA) at the end of the
name). Select the only form available and do the Sound Check.
 At this point, teachers need to read the entire Performance Task and answer the two questions in
Part 1. Teachers should also complete Part 2 by writing the essay in response to the prompt.
 Once teachers complete the task, they should then plan how they can help students address this
type of task when they see it on the SBAC. The following lesson is just an outline and should be
modified to meet the needs of students and time constraints.
 Printing out the test for students is NOT allowed, so teachers have two options for instruction
with this performance task:
 The first option is for the teacher to log in to the viewing system on his/her laptop and use
the projector to show it on the screen for the students to see and follow along. This is
faster and does not require computers for each student, but reading the passages could be
more difficult.
 The second option is for the students to have computers in front of them so that they can
each log in to the test. This requires more technology to be available and teachers must go
through the process of opening a test session and accepting all of the students, but it would
make reading the passages easier.
LESSON OUTLINE (with students):
 Show students which section to read first. Read through the Task, the Directions for Beginning,
and the Research Questions. Point out to students how they will know which genre of writing they
will be doing and where the research questions are located.
 Read the three sources. Offer students a strategy for taking notes (e.g., a Tree Map with one
branch for each source, the Notes button at the top of the page, etc.). Do NOT close read these
passages with them. They need to read them independently and work from their own
understanding. The purpose of this lesson is not to teach reading strategies, but you can remind
them of strategies that you have previously discussed.
 Go through each of the research questions with students and model how to answer them and
which strategies to use. Be sure to model how to cite the sources in the answers to the
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



constructed response questions. The answers to these questions will directly help students plan
their essay, but they will not be able to go back and look at their responses, so students should
have a way of taking notes on these responses before they move on to Part 2. Students will have
access to the Notes they take on the computer if they use that tool. They will also have access to
any notes they have written on paper.
Go on to Part 2. Read the directions, your assignment, and scoring information. Explain to the
students the purpose of each of these sections. Focus them on the assignment since this is the
actual prompt. Help students analyze the prompt so they clearly understand the task. In the 6th
grade task, students are asked to write an argumentative letter, so once they pick out those key
words they will hopefully realize what kind of map they should make.
Have students use their notes from Part 1 to complete a Tree Map that lists the pros and cons of
taking multivitamins. Once students have chosen which side to argue, they should create a partial
Multi-flow Map to show their reasons why.
Have students use the Basic Structure to plan their essay. Remind students that they should only
uses words and phrases (NOT complete sentences) in their Basic Structure. If they use complete
sentences, it will take too long and they won’t have room to write everything. Once the middle
flow map boxes are filled in, model for students how to state their claim in their opening. Then
have them complete the rest of the map.
Point out the scoring section underneath the assignment. Clarify for students that these are
questions to help them revise when they have finished writing their essay.
CLOSURE (with students):
 Discussion: Review the different parts of the Performance Task and the strategies that students
can use to be successful.
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