Curriculum Design Example: Annotated Unit of Study, Sixth Grade
Courage
Adapted from a unit created with the North Rockland School District
Stage 1- Desired Results
Essential Question: What does it mean to be
Enduring Understanding:
courageous?
Students understand that familiar concepts such
as courage are continually redefined.
.
Guiding Questions:
The essential question is a big, broad
question that can be explored, addressed but not necessarily
answered in the same way by all students.
The enduring understanding identifies the
most important learning for the unit.
There are three different types of guiding
questions: content, process and metacognitive.
Content Questions:
 What are the character traits of a courageous person?
 What historical people have acted courageously?
 How have courageous actions impacted others?
Content guiding questions; focus on the
“what”. In this unit they align to the science major understandings.
Process Questions:
 How do you cite evidence to support your analysis of the text? R.6.1
 What events or situations lead characters or individuals to act courageously? R.6.3
 How do different texts approach the topic of courage? RL.6.9
 What strategies can I use when reading complex texts? RL.6.10
 What is the purpose of the text? RI.6.9
 How do we write arguments that use clear reasons and relevant evidence? W.6.1, W.6.4, W.6.9
 What are the components of the writing process? W.6.5
 How do we collaborate in book discussions? SL.6.1
 Why are sentence structure, style, and tone important for effective communication? L.6.3
Process questions focus on the ‘how”. They
are aligned to the literacy standards.
Identifying the standards makes alignment
explicit to the reader.
Metacognitive Questions:
 How can you use what you learned about the qualities of courageous people in your own life?
 How were you able to define and support your definition of courage using textual evidence?
 What was easy about using text evidence? What was difficult?
Metacognitive questions ask students to
think about their thinking.
Standards:
Literature
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.
RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
RL.6.10 By the end of the year, read and comprehend literature including stories, dramas, and poems in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
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A reasonable amount of standards should
be included in each unit since those identified are the ones that will
be taught and assessed.
Note the standards come from all areas, reading literature, reading
information, writing, speaking and listening, and language
The use of reading literature and reading
information standards demonstrates the shift in the balance
between literature and informational text. Students can use both
fictional stories and non-fiction texts to learn about staying healthy.
Including standard 10 ensures that
students will have the opportunity to read complex text in this unit.
This is evidence of the shift, staircase of complexity.
Curriculum Design Example: Annotated Unit of Study, Sixth Grade
(Standards continued)
Informational Text
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in
a text (e.g., through examples or anecdotes).
RI.6.9 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text
Writing
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature.
b. Apply grade 6 Reading standards to literary nonfiction.
One of the three major writing standards
should be included in each unit evidencing another shift in literacy,
writing from sources.
All units should include the revision
standard to ensure that students have the opportunity to engage in
the writing process and receive feedback from the teacher and
peers.
Speaking and Listening
SL. 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
a. 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.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
e. Seek to understand and communicate with individuals from different perspectives and cultural
backgrounds.
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without permission.
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Curriculum Design Example: Annotated Unit of Study, Sixth Grade
(Standards continued)
Language
L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
b. Maintain consistency in style and tone.*
Knowledge:
Students will know…
 courage is a quality of mind that allows
people to face great difficulties and
obstacles.
 qualities of courageous people include
overcoming fear, perseverance in the face
of adversity, letting go of the familiar, and
standing up for what is right.
 the theme of courage can be found in
literature and real life.
 comprehension strategies emphasized in
this unit: making inference and synthesis
Tier Two Words: introduced using the
introduction and first chapter of the text Freedom
Walkers:
 obstacle
 segregated
 rigged
 disqualified
 grievances
 enforced
 reverie
 disposed
 concessions
Skills:
Students will be able to…
 cite textual evidence R.6.1, W.6.8
 analyze the text R.6.1
 draw inferences R.6.1
 describe plot structure RL.6.3
 analyze characters RL.6.3
 compare and contrast RL.6.9
 identify and explain theme RL.6.9
 identify and compare genres RL.6.9
 analyze how an individual, event, or idea is
introduced, illustrated, and elaborated RI.6.3
 analyze the author’s use of examples and
anecdotes RI.6.3
 determine an author’s point of view RI.6.9
 determine author’s purpose RI.6.9
 write an argument W.6.1
 introduce a claim(s) W.6.1
 support claim(s) W.6.1
 use clear reasons and relevant evidence W.6.1
 organize reasons and evidence clearly W.6.1
 use words, phrases, and clauses to clarify the
relationships W.6.1
 establish and maintain a formal style and tone
W.6.1
 provide a conclusion W.6.1
 write for a specific audience W.6.4
 plan, revise, edit, and rewrite W.6.5
 demonstrate command of sentence patterns,
style, and tone L.6.3
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The knowledge box Identifies what
students should know. It includes statements, vocabulary and
identification of sub-topics related to the standards.
Skills describe what students will do. They
become the learning targets for lessons. Skills are subsets of the
standards; notice that multiple skills are aligned to the same
standards.
Identifying the standard will allow the
reader to make a connection between the skills and standard.
The identification of tier two words
indicates that the unit addresses the shift in literacy, vocabulary.
Curriculum Design Example: Annotated Unit of Study, Sixth Grade
Stage 2- Assessment Evidence
Diagnostic Assessment: Students respond to the essential question, what does it mean to be
courageous?
Quality units include diagnostic, formative
and summative assessment moments.
The diagnostic assessment is a way for the
teacher to determine what students know, what they are able to do
and what misconceptions they have. It provides a baseline that can
be used in comparison to the performance task in order to
determine student growth. It should not be an exact duplicate of
the performance task
Formative Assessment: Literary Response
Students will read a series of non-fiction texts, fictional stories, and poems including
 Roll of Thunder, Hear My Cry: Mildred D. Taylor
 The Tale of the Mandarin Ducks: Katherine Paterson and Leo and Diane Dillon.
 “Oranges”: Gary Soto and The Road Not Taken by Robert Frost
The formative assessments allow the
teachers to check for student understanding. The formative
assessment is usually connected to the performance assessment.
For each, students complete literary responses in which they cite the text RL.6.1 when answering the
following questions:
 How did the character demonstrate that he was courageous? RL.6.3.
 What qualities made the characters courageous? RL.6.1, RL.6.3
 What are the similarities and differences amongst courageous characters? RL.6.9
 How do different texts approach the topic of courage? RL.6.9
Assessments are explicitly aligned to
standards. The standards identified in descriptions can be used to
determine student understanding.
Formative Assessment: Non-Fiction Literary Response
 Students find news articles featuring acts of courage. Students write a brief explanation of how the
individual in the article demonstrated courage RI.6.3 and the ways the author conveyed this
information to the reader RI.6.9 citing specific evidence from the text. RI.6.1
 Students read a short biography about an historical figure who demonstrated courage. They write a
brief explanation of how the individual demonstrated courage RI.6.3 and the ways the author
conveyed this information to the reader RI.6.9 citing specific evidence from the text. RI.6.1
Performance Task: You are a member of the committee that selects the recipient of the Courage
Award. Your job is to nominate a real person or figure from literature for the Courage Award. Write a
recommendation convincing the committee that your nominee deserves the Courage Award. Your
recommendation will be assessed based on how you have
 defined courage and courageous acts in the introduction
 introduced your nominee and the reason for your selection
 made your case with clear reasons and relevant evidence
 used appropriate style and tone
 cited evidence from the texts you have read
 explained the events leading to the courageous act
 used words, phrases, and clauses to show the relationships among your claim and reasons
 provided a conclusion summarizing why your nominee should win the award
The performance task measures the most
important learning for the unit as articulated through the essential
question and enduring understanding. It has an authentic audience
and/or purpose. In this case, the audience is the student and the
purpose is for the student to know and better practice healthy
habits.
The task includes criteria for performance
that can be developed into a checklist or rubric.
You will then meet with your committee, present your nominee, and discuss all nominees’ from your
committee. Your committee will then choose one nominee from those presented to receive the Courage
Award.
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Curriculum Design Example: Annotated Unit of Study, Sixth Grade
.Stage 3 Learning Plan
Learning Activities:
Suggested Resources:
Students will…
Literature
 define the meaning of courage by writing
 Hatchet: Gary Paulsen
what the word courage means to them RL.6.9
 Passage to Freedom The Sugihara Story:
 create a class definition of courage RL.6.9
Ken Mochizuki
 share their definitions and compare them to a
 Climb or Die: Edward Myers
dictionary definition of courage RL.6.9
 The True Confessions of Charlotte Doyle: Avi
 give examples of people who they think is
 Roll of Thunder, Hear My Cry: Mildred D.
courageous RL.6.3
Taylor (Exemplar Text)
 discuss what qualities they people exhibited
 Bridge to Terabithia: Katherine Paterson
and create a list of character traits RL.6.3
 The Great Gilly Hopkins: Katherine Paterson
 read/listen to a short text or poem identify
how the character exhibited courage and what  The Power of Light: Eight Stories for
Hanukkah: Isaac Bashevis Singer and Irene
character trait his action exemplifies. RL.6.3
Lieblich
 practice strategies for making inferences
 The Tale of the Mandarin Ducks: Katherine
summarizing, questioning, evaluating and
Paterson and Leo and Diane Dillon
clarifying R.6.1, R.6.10
Maniac Magee: Jerry Spinelli

 follow the process for citing using citation
 Fire from the Rock: Sharon M. Draper
machine online R.6.1
 War Comes to Willy Freeman: James and
 highlight the courageous acts in an
Christopher Collier [easier to read but
informational text R.6.3
excellent]
 use post it notes or index cards to track
 Baseball Saved Us: Ken Mochizuki and Dom
citations R.6.1
Lee
 compare and contrast three main characters
 "The People Could Fly" Virginia Hamilton and
from any story by creating 3 Way Venn
Leo and Diane Dillon
Diagram or double bubble map R.6.9
 Free at Last! Stories and Songs of
 create a cause/effect chart to show the
Emancipation: Doreen Rappaport and Shane
relationship between the action and response
W. Evans
of an individual who displayed an act of
 SOS Titanic: Eve Bunting
courage. RI.6.3
 Uprising: Three Young Women Caught in
 classify examples of courage from newspaper
the Fire That Changed America: Margaret
articles the material they have learned on
Peterson Haddix
courage R.6.9
 Lyddie: Katherine Paterson
 compare the point of view of courageous acts
 Counting on Grace: Elizabeth Winthrop
by examining non-fiction texts written by
 The Circuit: Stories from the Life of a
someone who performed an act of courage and
Migrant Child : Francisco Jiménez
a witness of the event R.6.9
 Iqbal: Francesco D’Adamo
 define, illustrate and define the tier two words
RI.6.3
Informational Text
 create an acts of courage bulleting board; use
 Kids with Courage: True Stories About
the tier two words to describe the people and
Young People Making a Difference : Barbara
their actions. RI.6.3
A. Lewis
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without permission.
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Learning activities describe what the
students will do; teachers can use this information to design lesson
plans.
Resources include authentic literature
that supports the unit from a variety of genres. This is another
example of the shift, balance of texts.
Learning activities should be linked to
specific standards
Learning activities that describe the use of
tier two words are another example of how the shift in literacy,
vocabulary is addressed.
Curriculum Design Example: Annotated Unit of Study, Sixth Grade


(Learning Activities continued)
The Great Fire: Jim Murphy (Exemplar Text)
Harriet Tubman: Conductor on the
Underground Railroad: Ann Petry (Exemplar
Text)
(Suggested Resources continued)






choose and write a brief summary of an article
of a person demonstrating an action of
courage.
identify the traits and actions of the person in
the summary
use the summary to plan and write their
nomination letter W.6.5
read the nomination to a partner; use the
partners questions to expand and clarify the
letter W.6.5
strengthen writing by planning, revising,
editing and rewriting W.6.5






Freedom Walkers: The Story of the
Montgomery Bus Boycott: by Russell Freedom
Exemplar Text)
Narrative of the Life of Frederick Douglass,
An American Slave, Written by Himself
Frederick Douglass
American Slave Revolts: Patricia C. and
Frederick L. McKissack
Leon’s Story: Leon Walter Tillage and Susan L.
Roth
Many Thousand Gone: African Americans
from Slavery to Freedom: Companion to The
People Could Fly: Virginia Hamilton and Leo
and Diane Dillon
Kids On Strike!: Susan Campbell Bartoletti
Kids at Work: Lewis Hine and the Crusade
Against Child Labor: Russell Freedman and
Lewis Hine
Listening (Read Alouds)
 The Rescuer from Lime Rock: Stephen Currie
 Courage Is Something Everyone Has Inside
Them: Son Ca Lam
 Rosie to the Rescue: Fran Hodgkins
 Storm at Tempest Cove: Margaret Underwood
 Up Before Daybreak: Cotton and People in
America: Deborah Hopkinson
Poems
 “Oranges”: Gary Soto
 The Road Not Taken by Robert Frost
 “If”: Rudyard Kipling
 Lives: Poems about Famous Americans : Lee
Bennet Hopkins and Leslie Staub
 “Casabianca” Felicia Dorothea Hemans
Websites
 http://www.crowthertrust.org/welles_story.h
tm
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without permission.
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Curriculum Design Example: Annotated Unit of Study, Sixth Grade


http://911research.wtc7.net/cache/wtc/analy
sis/theories/acfd_miraclecompany_6.htm
http://www.cnn.com/SPECIALS/2010/chile.m
iners/
(Suggested Resources continued)
Technology:
 www.scholastic.com (Scholastic Scope)
Bethany Hamilton, Zack Lystedt
 www.hippocampus.com
 www.visuwords.com
 www.dictionary.com
 www.diigo.com
 www.timeforkids.com
 www.citationmachine.com
 Reading A-Z
 EBSCO
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without permission.
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