2014-2015 Curriculum Blueprint
Grade:
6
Course: ELA
Unit 2: Informative Writing/ Key Details in Text
Lexile Band 925L-1185L
Approximate
Time:
20 days
Unit Overview
In this unit, students will have the opportunity to identify central ideas and theme in informational text. Students will need to understand how supporting details are used to
introduce individuals, events, and ideas within the text and present that information in a summary.
Learning Goal
Students will identify supporting details an author uses to develop theme and central
ideas and interpret how they are conveyed through key details. Student will be able to
analyze the introductions of individuals, events, and ideas within the text and how they
are elaborated in a text. Link to Learning Scale
Writing Standards
Essential Question
1.
2.
3.
How do I effectively recognize supporting details within the text?
How can supporting details support the development of central ideas throughout the
text?
How does analyzing the theme and central ideas deepen understanding of the text?
UNIT 2 Published Product
6.W.1.2 (DOK 4) Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
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.
b. Develop 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.
6.W.1.2 (DOK 4) After reading Take Your Pick: Hurricane or Tornado and Tornado
create a Thinking Map to analyze the differences between a hurricane and a tornado.
Write a three paragraph essay based on textual evidence to explain which natural
disaster is more destructive and why. Provide 3-5 details to support your evidence.
Essay Response Rubric(pg.23)
And
Reading Standards
6.RI.1.2 (DOK 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.
• Define the central idea and particular details
• Recall central idea devoid of personal opinion and judgment
• Summarize details supporting the central idea in a non-biased summary
Vertical Progression
5.RI.1.2 Determine two or more main ideas of a text and explain how they are
supported by key details; Summarize the text.
7.RI.1.2 Determine two or more central ideas in a text and analyze their development
over the course of the text; provide an objective summary of the text.
6.RI.1.3 DOK 2 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
• Identify key ideas, events, and ideas about individuals
• Define anecdote
• Analyze how key individuals, events, and ideas are introduced, illustrated, and
elaborated
5.RI.1.3 Explain the relationships or interactions between two or more individuals,
events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
7.RI.1.3 Analyze the interactions between the individuals, events, and ideas in a text
(e.g., how ideas influence individuals or events, or how individuals influence ideas or
events).
July 2014
6.W.1.2 (DOK 4) After reading As Tornadoes Hit Midwest, Faster Warnings Got
People to Safety, and Scientists Hope to Predict Tornadoes Using Little Drones and
Tornado, synthesize information learned about preparing and surviving a tornado to
help design a brochure to educate individuals on what they can do before, during, and
after a tornado touches down in their town. Use multimedia to help support your text
along with 3-5 supporting details from the text. Informative/Explanatory Rubric
(pg.1-2)
Speaking and Listening Standards
6.S.L. 1.2 (DOK 3) 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.
6.S.L. 2.4 (DOK 3) Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
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Informational Texts
Prentice Hall LITERATURE- Unit 6- Red Cross Helps Florida Residents Recover
from Tornadoes page 879-880
Prentice Hall LITERATURE- Unit 6- Tornado (Encyclopedia Entry) page 881-882
Pearson REALITY CENTRAL Readings in the real world, Unit 6- Help You, Help Me
pages 169-171
NEWSELA.com- "Take Your Pick: Hurricane or Tornado" by Palm Beach Post. Lexile
1190, June 2, 2013
NEWSELA.com- "As Tornadoes Hit Midwest, Faster Warnings Got People to
Safety" by Associated Press.” Lexile 1160, November 20, 2013
NEWSELA.com-"Scientists Hope to Predict Tornadoes Using Little Drones" by
Devin Kelly, Los Angeles Times. Lexile 1200, June 16, 2013
Write Source- Descriptive Writing: Describing an Event pages 75-82
Language Standards
6.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
6.L.3.6 (DOK1) 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.
Informational Tasks
6.RI.1.3 (DOK 2) & 6.RI.1.2 (DOK 2) Read, Descriptive Writing: Describing an Event. Have
students record and refer to Cornell Notes throughout the unit.
6.RI.1.3 (DOK 2) After conducting a close read of Scientists Hope to Predict Tornadoes, Using
Little Drones and As Tornadoes Hit Midwest, Faster Warnings Got People to Safety, write a
constructed response in which you introduce the early warning systems and build on their
importance. Provide 3-5 supporting details from the text. Constructed Response Rubric
(pg.118)
6.RI.1.2 (DOK 2 After conducting a close read of Red Cross Helps Florida Residents Recover
from Tornadoes and Help You, Help Me use a Thinking Map/Organizer to identify the benefits of
working for the American Red Cross. Write a constructed response to explain the benefits of
working for the American Red Cross. Provide 3-5 supporting details from both texts to support
your answer. Constructed Response Rubric (pg.118)
6.RI.1.3 (DOK 2) & 6.RI.1.2 (DOK 2) After reading Unit 2 Informational Texts, have students
create a discussion topic surrounding Natural Disasters. Conduct a collaborative discussion on
the selected topic and have students use details from each text to support discussion points and
respond to other students. Speaking and Listening Rubric (pg.120)
Acceptable Response, Task Demand & Sample Item Stems 6.RI.1.2 (pg. 23-24)
Acceptable Response, Task Demand & Sample Item Stems 6.RI.1.3 (pg. 25-26)
*Teachers should use these pages to ensure daily tasks meet the standard; teachers can also use
test item stems as a mini assessment of student achievement.
Higher Order Questions Link to Webb’s DOK Guide
6.RI.1.3 (DOK 2)
6.RI.1.2 (DOK 2)
*How does the author introduce __ (individual, event, idea)?
 What central ideas are expressed in the text?
*Analyze how the author introduces and elaborates on __? How does the author’s
 How are the central ideas developed over the course of the text?
choice impact the message?
 How does the author expand on______ in paragraph/section _____?
*How does the author illustrate __?
 Summarize the text objectively.
*How did the author help the reader understand __ (individual, event, idea)?
 How are multiple central ideas related?
July 2014