Grade 6 – Quarter 2 – “Courage”
Connection:
STUDENT VERSION
Connection:
Connection:
Connection:
Connection:
2
Grade 6 – Quarter 2 – “Courage”
Guiding Text-Dependent
Questions and
Student-Generated Questions
Teacher: Why did Grizzly Bear
gather the large animals?
Student: (Write answers on the
following pages.)
Teacher: How does the Porcupine
show courage?
Student: (Write answers on the
following pages.)
STUDENT VERSION
Text Under Discussion
“The Gathering of the Wild Animals” from Springboard Unit 2
Grizzly Bear invited all the large animals to his lodge. “A terrible disaster has come to us with these
hunting people, the Tsimshian, those great hunters who pursue us even into our dens,” he said. “I
suggest we ask Him-Who-Made-Us to give us more cold winter to keep the hunters in their own houses
and out of our dens!” All the large animals agreed, and Wolf said, “Let’s invite all the small animals—
Porcupine, Beaver, Raccoon, Marten, Mink, and even the really small ones such as Mouse and the
insects—to join us and increase our strength so that Man-Who-Made-Us will listen to our plea.”
The next day the large animals assembled on a wide prairie and called together all the small animals,
even the insects. The multitude sat down, with the small animals on one side, the large animals on the
other.
Then the first speaker, Grizzly Bear, rose. “Friends,” he said to the small animals and insects, “you know
very well how the Tsimshian people hunt us on mountains and hills, even pursuing us into our dens.
Therefore, my brothers, we large animals have agreed to ask Him-Who-Made-Us to give our earth cold
winters, colder than ever, so that the people who hunt us cannot come to our dens and kill us—or you!
Large animals, is this what we decided?”
Panther said, “I fully support this wise counsel,” and all the large animals agreed. Grizzly Bear turned
to the small animals and said, “We want to know what you think in this matter.” The small animals did
not reply at first. After they had been silent for a while, Porcupine rose and said, “Friends, let me say a
word or two in response. Your strategy is very good for you, because all of you have plenty of warm fur
for the most severe winter. But look at these little insects. They have no fur at all to warm them in the
cold. Moreover, how can insects and small animals obtain food if winters are colder? Therefore I say,
don’t ask for more cold winter.” Then he sat down.
Grizzly Bear rose again. “We need not pay attention to what Porcupine says,” he told the large
animals. “You all agree, don’t you that we should ask for the severest cold on earth?”
The large animals replied, “Yes, we do. We don’t care for Porcupine’s reasoning.”
“Now listen once more! I will ask you just one question,” Porcupine said. “If it’s that cold, the roots on
all the wild berries will freeze and die, and all the plants of the prairie will wither away.
How will you get food? You large animals always roam the land wanting something to eat. When your
request brings more winter frost, you will die of starvation. But we will survive, for we live on the bark of
trees, the very small animals eat the gum of trees, and the smallest insects find their food in the earth.
The large animals were speechless at Porcupine’s wisdom.
Vocabulary
lodge:
pursue:
plea:
multitude:
counsel: advice
severe: causing great
discomfort by being extreme
Summary
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______________________________________________________________________________________________________________________________________
3
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
Check for 3: Capitalization, Punctuation, Complete Sentences
From: “The Gathering of the Wild Animals”:
First Teacher-generated question: Why did Grizzly Bear gather the large animals?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
4
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: How does the Porcupine show courage?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
5
Grade 6 – Quarter 2 – “Courage”
Guiding Text-Dependent
Questions and StudentGenerated Questions
Teacher: What made Steve
Irwin’s TV show so successful?
Student: (Write answers on the
following pages.)
Teacher: Why does the author
say that Steve Irwin was
“destined to become the
‘Crocodile Hunter’?”
Student: (Write answers on the
following pages.)
STUDENT VERSION
Text Under Discussion
Steve Irwin: The Legend from PW Impact
It’s an image almost anyone who has watched Animal Planet won’t soon forget. Steve
Irwin, better known as the “Crocodile Hunter,” dressed in a short-sleeved khaki shirt and
matching shorts yelling his infamous catchphrase “Crikey!” in his unmistakable Australian
accent. Just as memorable and fresh in the minds of people worldwide, are images of his
untimely death. At just 44, Irwin died doing what he loved to do—getting close to one of
the dangerous creatures he dedicated his life to helping.
Steve Irwin was quite possibly the most well-known wildlife activist of his time.
Although he began his career simply as a conservationist, Irwin became world-famous for
his efforts in caring for animals and then for his television program The Crocodile Hunter
and other programs that followed.
The Crocodile Hunter was a unique documentary-style TV show about the adventures
of Steve and his wife, Terri Irwin. It was a hit not only in Australia, where it was filmed, but
all over the world. Critics cited Steve’s energetic personality and extraordinary courage,
combined with Terri’s wit, as the reason for its success. The Crocodile Hunter showed
viewers dangerous situations and close encounters with potentially deadly creatures like
no program before it had. Its intense success led to equally successful shows like Croc Files
and The Crocodile Hunter Diaries.
But long before starring in TV shows, Irwin was well-known in the business of wildlife
protection. He made many contributions to wildlife education and protection, ran an
organization to rescue and relocate crocodiles, and supported many animal charities.
In some ways, it seems Steve Irwin was destined to become the “Crocodile Hunter,” as
his first television show named him. Steve’s parents were animal activists themselves and
founded the Australia Zoo when he was a child. As a boy, Steve spent many hours at the
zoo and learned to care for injured and orphaned animals. On his 6th birthday, he was
given a python, and by the time Steve was 10, his father had taught him how to handle
crocodiles and snakes. When he was older, Steve helped his father rescue and relocate
crocodiles near their home in North Queensland, Australia. He and his wife, Terri, later
took over the Australia Zoo for his parents, continuing their tradition of rescuing and
protecting wildlife.
Vocabulary
catchphrase: a short phrase
that many people know
because a famous person
often says it
untimely: happening before
the expected time
activist: a person who is
very active about a cause
conservationist: a person
who is interested in
conserving natural resources
documentary:
critic: somebody who judges
somebody or something
wit: humor
potential: having the
possibility to be something
destined: likely to be
Summary_____________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________________
6
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
From: “Steve Irwin: The Legend”:
Check for 3: Capitalization, Punctuation, Complete Sentences
First Teacher-generated question: What made Steve Irwin’s TV show so successful?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
7
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: Why does the author say that Steve Irwin was “destined to become the ‘Crocodile Hunter’?”
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
8
Grade 6 – Quarter 2 – “Courage”
Guiding Text-Dependent
Questions and StudentGenerated Questions
Teacher: How does the author
show that “bravery isn’t
exclusive of the male?”
Student: (Write answers on the
following pages.)
Teacher: What are some ways
to right the wrong done to the
invisible soldier?
Student: (Write answers on the
following pages.)
STUDENT VERSION
Text Under Discussion
“Invisible Soldier” from PW Impact
Invisible Soldier
You can tell her by the twinkle in her eye,
At parades when the flag marches by.
She served our country and she served it very well.
Some have even served a tour or two in Hell.
She suffered hardship and never ceased to care.
It gave us strength just to know that she was there.
She was a leader, you could tell by the rank she wore,
But she became the invisible soldier after the war.
Vocabulary
a tour (of duty): a length of
time served in the military
rank: a military level or
position
exclusive: only available to
one person, or group
She can march, she can fly, and she can sail.
She proved that bravery isn’t exclusive of the male.
She did every job she was asked and more,
But she became the invisible soldier after the war.
Now, it is finally time to right a wrong.
Honor our sister soldier; hear her song.
It’s very clear that she’s a patriot to the core.
Don’t let her be the invisible soldier anymore.
–Sarge Lintecum, 1995
Summary
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________
9
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
Check for 3: Capitalization, Punctuation, Complete Sentences
From: “Invisible Soldier”:
First Teacher-generated question: How does the author show that “bravery isn’t exclusive of the male?”
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
10
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: What are some ways to right the wrong done to the invisible soldier?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
11
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Text 4: (Lexile 1100) (Achieve3000, December 8, 2012) Found! New Words From Dr. King
Found! New Words From Dr. King
CHATTANOOGA, Tennessee (Achieve3000, December 8, 2012). Stephon Tull was looking through old boxes in his father's attic in
Chattanooga, Tennessee. He stumbled onto something startling. It was a reel-to-reel audio tape labeled "Dr. King interview,
December 21, 1960."
Tull wasn't sure what he had found until after he borrowed a friend's reel-to-reel player. Tull was stunned. He heard crisp, clear
audio of his father interviewing civil rights leader Martin Luther King, Jr. The interview was done for a book project. Tull said his
father, now 80, had planned to write about the racism he had faced in his life. The book was never written, however. Tull said the
tape had been sitting in the attic for years. He wasn't sure who other than his father might have heard the recording until the recent
discovery.
"No words can describe," Tull said. "I couldn't believe it. I found…a lost part of history."
On the tape, Dr. King discusses his efforts to bring about change in the world. He also predicts the importance of the civil rights
movement. At that time, the movement was starting to grow in the U.S.
"I am convinced that…historians will have to record this movement as one of the greatest [periods in our history]," Dr. King says on
the taped interview.
Dr. King was assassinated in 1968. Right up until that time, he promoted the use of non-violent methods to bring about change in
the world. The civil rights leader practiced what he preached. He led non-violent protests, marches, and sit-ins. During the interview
with Tull's father, King explained his definition of non-violence.
"[Non-violence] is a method which seeks to secure a moral end through moral means," Dr. King said. "If one is truly non-violent, that
person has a loving spirit. He refuses to [impose] injury upon the opponent because he loves the opponent."
12
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
King had visited Africa about a month before the interview. On the tape, he discussed African leaders' views of the racial unrest in
the United States at the time.
"I think [African leaders] agree that in the United States we must solve this problem of racial injustice if we expect to maintain our
leadership in the world," Dr. King said.
Historian Raymond Winbush is the head of the Institute for Urban Research in Maryland. He said the tape is a significant piece of
long-lost history. There are very few recordings of King, Winbush said, that detail his activity in Africa.
"It's clear that in this tape when he's talking…about Africa, he saw this as a global human rights movement that would inspire
other…groups around the world," said Winbush. "That to me is what's remarkable about the tape."
U.S. Representative John Lewis was one of King's contemporaries. He once served as the head of a student civil rights group. During
this time, he worked with Dr. King. Like Winbush, Lewis is excited about the recording.
"To…hear his voice and listen to his words was so moving, so powerful," said Lewis. "I wish people all over America, all over the
world, can hear this message over and over again."
Tull is working with an expert on historical objects. They hope to arrange a sale of the tape to an appropriate home.
The Associated Press contributed to this story.
13
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
Check for 3: Capitalization, Punctuation, Complete Sentences
From “Found! New Words From Dr. King”:
First Teacher-generated question: How did Dr. King try to bring about change in the world?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
14
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: In what ways did Dr. King “practice what he preached?”
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
15
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Text 5: Copernicus fighting the Church on the position of the sun
http://app.discoveryeducation.com/player/view/assetGuid/932A7FE8-F81E-48EC-B340-EBC353BA5042
Narrative Prompt
Imagine you found a previously unknown diary from one of the characters in our texts. Whose diary
was it? What new information did it contain? Incorporate text-based ideas to create the diary.
16
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
Check for 3: Capitalization, Punctuation, Complete Sentences
From “Copernicus fighting the Church on position of sun”:
First Teacher-generated question: What makes an accurate calendar?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
17
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: Why is Copernicus regarded as the “Father of Modern Astronomy?”
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
18
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Text 6: (Character Education – Courage to stand up to benefit others): “Locker”
http://www.values.com/inspirational-stories-tv-spots/72-Locker
About This Video
Before the filming of "Locker," the director asked the young men and women in the cast: "who do you most identify with, the bullies
or the boy who gets his books knocked out of his arms?" Almost everybody said they identified with the student who was being
bullied. This indicates how widespread school bullying is.
The young female actresses in "Locker" also talked with the director about the differences between girls and boys when it comes to
bullying. This discussion later inspired the idea behind "Cafeteria." It was a hard spot to film, not technically, but because the crew
watching the filming sympathized with the boy being bullied. During the scene where the young man is picked on, many people
working on the spot felt a sinking feeling in their stomachs, "like you'd had something bad for lunch." That the scene touched the
cast and crew that much is indicative of how relevant the message is to all of us.
Almost everyone who worked to make "Locker" had witnessed acts of bullying firsthand, and was able to relate to the situation.
Some had even seen people step in to help others out in situations where they were being bullied. "Locker" models a positive
example of reaching out to someone else in need. It also positions the athlete in the spot as part of the solution - not part of the
problem.
19
Grade 6 – Quarter 2 – “Courage”
Think
Reread
Write
Prove
STUDENT VERSION
Share
Strengthen Collaboratively
To ensure that you’re thinking deeply, think about the guiding, text-dependent questions from your teacher and other students before
rereading certain parts of the text. Write your answers in full, complete sentences. Prove your answers are valid by citing a word, phrase, or
sentence from the text. Share your answers with a partner, your group, or the whole class, and invite them to strengthen your answers through
revision or by citing a different part of the text.
Check for 3: Capitalization, Punctuation, Complete Sentences
From video “Locker”:
First Teacher-generated question: What are the reactions of the bystanders at the beginning of the clip?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
20
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Second Teacher-generated question: How do the athlete’s friends react when he helps the student?
Revision:
Your question: ________________________________________________________________________________________________________?
Answer (yours or another student’s):
Revision:
Revised summary of text:
21
Grade 6 – Quarter 2 – “Courage”
STUDENT VERSION
Each student is responsible for completing one to three activities from the following choices. You must
complete the center square assignment.
Create a photo essay
(minimum 10 slides) that
illustrates the theme
represented in two of the six
texts. Include the cause and
effect of the actions and the
changes that occurred.
Imagine the characters from each of
the six texts on Wipe Out or American
Ninja Warrior. Design a course for
them to complete with challenges
that match their characteristics as
described in the texts. Draw the
course and give a written explanation
of each challenge and who it favors.
Create a superhero and /or a villain
based on the ideas from any or all of
the texts. Describe the
characteristics of the hero/villain
and why those characteristics would
be important to your character.
Optional website:
http://marvel.com/games/play/31/c
reate_your_own_superhero
Write a poem using Judith
Viorst’s “If I Were in Charge of
the World” as a model. Include
references from three or more
texts listed above. Optional
website:
How can courage change the
outcome of an event?
After reading the six texts listed at
the top of the page, write an essay
that discusses how courage can
make an impact on those around
us.
Be sure to support your position
with evidence from the texts.
During Copernicus’s time, there
were only six known planets, as
seen in the video. Create a
heliocentric display using “Courage”
as your center/sun. Each planet will
represent a character from each of
the six texts. Include visuals and
quotes to represent each planet.
Imagine you are a reporter
interviewing people who have shown
courage in difficult situations. Create
a news program with at least three of
the characters from the texts. Write
a script and perform it in front of the
class.
Create a Facebook or Edmodo page
using the theme, Courage. The page
must include four or more of the
texts. Create a poster or
PowerPoint/Publisher document to
share.
http://ettcweb.lr.k12.nj.us/for
ms/incharge.htm
Using Animoto, create a video
incorporating the theme,
Courage. Include references
from three or more texts listed
above.
http://animoto.com
22
TEACHER VERSION
Student Expanded Scoring Rubric for Analytic and Narrative Writing
Criteria
Comprehension
of Key Ideas and
Details
Does my writing provide an
accurate analysis of what the
text says?
Do I cite textual evidence that
supports my analysis?
Written
Expression
(Development of
Ideas)
Does my response address
the prompt?
Do I develop the claim or topic
by using clear and convincing
evidence?
Written
Expression
(Organization)
Does my writing introduce a
claim, present logically
organized ideas, and provide
a concluding statement that
supports my argument?
Written
Expression
(Clarity of
Language)
Do I use a variety of
sentences?
Do I use words and phrases
that show relationships
between ideas?
Score Point 4
Score Point 3
Score Point 2
Score Point 1
Score Point 0
My writing provided
an accurate
analysis of what the
text says. I cited
convincing
evidence to support
the analysis
showing full
comprehension of
complex ideas
expressed in the text.
My writing provided
an accurate
analysis of what the
text says. I cited
textual evidence to
support the
analysis, showing
extensive
comprehension of
ideas expressed in
the text.
My writing provided a
mostly accurate
analysis of what the
text says. I cited
evidence to support
the analysis,
showing a basic
comprehension of
ideas expressed in
the text.
The writing provided
a minimally
accurate analysis of
what the text says.
The cited evidence
showed limited
comprehension of
ideas expressed in
the text.
The writing provided
an inaccurate
analysis or no
analysis. The writing
did not show
comprehension of
the text.
My writing provided
effective
development of the
claim or topic. I
used clear and
convincing
reasoning, details,
text-based evidence,
and/or description.
The development of
my paper was
consistently
appropriate.
My writing provided
effective
development of the
claim or topic. I
used clear
reasoning, details,
text-based evidence,
and/or description.
The development of
my paper was
largely appropriate.
My writing provided
some development
of the claim or
topic. I used some
reasoning, details,
text-based evidence,
and/or description.
The development of
my paper was
somewhat
appropriate.
The writing provided
development of the
claim or topic.
There was minimal
reasoning, details,
text-based evidence,
and/or description.
The development of
the paper was
limited.
The writing was
underdeveloped,
therefore
inappropriate to the
task.
My writing includes a
strong introduction
and conclusion. I
used a logical, wellexecuted
progression of
ideas, making it
easy to follow.
My writing includes
an introduction and
conclusion. I used
a logical
progression of
ideas, making it
fairly easy to follow.
My writing includes
an introduction and
conclusion. I used
logically grouped
ideas, making the
progression of
ideas evident but
not obvious.
The writing is limited.
The progression of
ideas is somewhat
unclear.
The progression of
ideas is unclear.
My writing
established an
effective style. I
used precise
language
consistently,
descriptive words
and phrases, sensory
details, linking and
transitional words,
and/or domain specific vocabulary.
My writing
established an
effective style. I
used mostly precise
language,
descriptive words
and phrases, sensory
details, linking and
transitional words,
and/or domain specific vocabulary.
My writing
established a mostly
effective style. I
used some precise
language,
descriptive words
and phrases, sensory
details, linking and
transitional words,
and/or domain specific vocabulary.
The writing has a
style that has
limited
effectiveness.
There are limited
descriptions, sensory
details, linking or
transitional words,
and/or domain specific vocabulary.
The writing has an
inappropriate style.
There is little to no
precise language.
My writing indicated
a command of the
conventions
consistent with
effectively edited
writing. There may
have been a few
minor errors in
grammar and usage,
however the
meaning was clear
throughout the
response.
My writing
demonstrated a
command of the
conventions
consistent with
edited writing.
There were a few
distracting errors in
grammar and usage,
but the meaning was
clear.
My writing
demonstrated an
inconsistent
command of the
conventions. There
were few patterns of
errors in grammar
and usage that may
interfere with the
reader’s
understanding.
The writing
demonstrated a
limited command of
conventions. There
were multiple
distracting errors in
grammar and usage
that sometimes
interferes with the
reader’s
understanding.
The writing
demonstrated little
to no command of
the conventions.
There were frequent
and varied errors in
grammar and usage
that often interferes
with the reader’s
understanding.
Do I establish and maintain a
formal style of writing?
Knowledge of
Language and
Conventions
Did I check my spelling,
punctuation, and
capitalization?
Did I look for other errors?
23