6th Grade Literacy Curriculum Guide Module 3
2014-2015
Unit Name: Dragonwings
Module
(Number of Days=)
TLI Reading Focus: Literary
Unit Overview:
Performance Task:
Narrator’s Point of View and Evidence of Author’s Perspective in
Dragonwings
Evidence of Author’s Perspective in Dragonwings
In this unit, students are involved in a study of how an author develops point of
view and how an author’s perspective, based on his or her culture, is evident in
his or her writing. Students will begin reading Laurence Yep’s Dragonwings
(870L), a high-interest novel about an eight-year old boy from China who joins
his father in San Francisco in the early 1900s. As they read the novel, students
will also read excerpts of Laurence Yep’s biography The Lost Garden in order to
determine how his culture and experiences have shaped his perspective, and
how his perspective is evident in Dragonwings. Through the close reading of
these texts, students will learn multiple strategies for acquiring and using
academic vocabulary. At the end of Unit 1, having read half of the novel,
students will write a literary analysis explaining how being brought up in a
Chinese family in San Francisco affected Laurence Yep’s perspective of Chinese
immigrants living in San Francisco, supported by details from Dragonwings that
show evidence of his perspective
This assessment centers on NYSP12 ELA CCLS RL.6.4 and RL.6.6a. Students read a passage
from Laurence Yep’s autobiography The Lost Garden and an excerpt from Dragonwings, and
they write an on-demand connection statement explaining how being brought up in a
Chinese family in San Francisco affected Laurence Yep’s perspective of Chinese immigrants
living in San Francisco, supported by details from Dragonwings that show evidence of his
perspective. They also analyze connotative language in the excerpt of Dragonwings.
Essential Questions:
Building Background Knowledge Prior to Teaching:
• How does an author develop the narrator’s point of view and perspective?
• How does an author’s culture affect his perspective, and how is that
perspective communicated through his writing?
Please refer to the North Carolina Unpacked Standards.
Explanations and Instructional Examples in this document reference the Arizona,
Delaware, North Carolina and Ohio Departments of Education
ELA Curriculum Guide for Unpacking all Standards - Compiled from DE, OH, AZ, and NC
1
PBSD- Grade 6- Common Core- Module 3
Reading Complex Texts
RL/RI.4.10
5-9 Short Texts
Literature
Chinese Poetry
1 Extended Text
Literary:
Writing About Texts
W.4.1-2, 4-6, 9-10
Research Project
W.4.7-9
RL/RI.4.1-10
Writing
W.4.3-6,10
2-3 Writing
Convey Experiences
Routine Writing
Develop and Convey
Understanding
3-4 Analyses
Focus on Inform &
Explain
1 Research Project
Integrate knowledge from
sources when composing
Structured Notes:
Students will compile series
of structured notes in their
Reading Response Journals.
Short Response:
Answer questions on
point of view. Use
evidence flags to identify
three text details in this
part of the chapter to
support your answer.
Research:
Students will choose from a list of
topics to research:
 earthquakes
 Asian culture
 history of flight
 immigration
Dragonwings
Literature
History of Flight
Social Studies
Asian culture
Immigration
Graphic Organizers:
Students will complete
graphic organizers for
perspective and point of
view.
Science
Earthquakes texts,
photos, & videos
Exit Tickets:
Students state their
opinions and understanding
of how authors’ state their
point of view.
Music
Chinese Music video
Art
Mid-Unit 1
Assessment, Part 2: A
Scene to Illustrate a
Theme
Summaries
Write a Summary of
what you have learned
about the history of
flight.
Research:
Write a Newspaper Article: How
the 1906 San Francisco
Earthquake and Fire Affected the
People of San Francisco
Textual Analysis
Select a literary element
and compare how it is
used in 2 of the poems
Informational Essay:
Students will compare and
contrast their own culture
to the culture of the
Chinese people. They will
use evidence from texts for
support.
Essay:
Describe a time in your life
when you have had to
adjust a new situation or
experiences. Which
character traits are needed
to adjust well?
Narrative:
Write a story about a
family sharing a new
experience.
Textual Analysis
Analyze quatrain poetry.
Write your own
quatrain.
For Reading and Writing in Each Module
Cite Evidence
RL/RI.4.1
Analyze Content
RL/RI.4.2-9, SL.4.2-3
Study and Apply Grammar
L.4.1-3, SL.4.6
Study and Apply
Vocabulary
L.4.4-6
2
Conduct Discussions
SL.4.1
Report Findings
SL.4.4-6
Context for Instruction
Reading Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word Study—Whole Group---15-20 minutes daily
Book Talk—5 Minutes
Read Aloud—Whole Group---15 minutes
 Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)
 Strategy based reading mini-lesson—15 minutes
Writing Workshop Block Schedule
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write Aloud/Modeling ---Whole Group---20 Minutes
 Strategy based writing mini-lesson using anchor text or passages
Writing Period
Reading Period
Guided
Reading
Literature
Discussion
• Small group meet with teacher
• Comprehension focus
Guided
Writing
• Student-led literature discussion
• Teacher set purpose for learning and facilitate
discussion
Independent
Writing
• Small Group meets with teacher
• Writing focus
• Teacher sets purpose for writing
• Students write independently for a minimum of
30 minutes
• Teacher holds individual writing conferences for
at least 3 students daily
• Students Reading Independently
• Students respond to text in reading response
Independent
log/notebook
Reading
Conferencing
Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.
3
6th Grade ELA Checklist for Module 3
Standards
Date Taught
Date Re-Taught
RL.6.1
Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from
the text.
RL.6.2
Determine a theme or 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
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.6.4
Determine the meaning of words and phrases as
they are used in a text, including figurative and
connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
RL.6.5
Analyze how a particular sentence, chapter, scene,
or stanza fits into the overall structure of a text and
contributes to the development of the theme,
setting, or plot.
RL.6.6
Explain how an author develops the point of view of
the narrator or speaker in a text.
RL.6.7
Compare and contrast the experience of reading a
story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including
contrasting what they “see” and “hear” when
reading the text to what they perceive when they
listen or watch.
4
Date Reviewed
Date Assessed
Date
Re-Assessed
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.
Language Standards
5
6th Grade Writing Standards – Embedded into ALL Modules
ELA Curriculum Guide for Unpacking all Standards - Compiled from DE, OH, AZ, and NC
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.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, & information through the selection, organization, & 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.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic information for sources
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “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”).
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not”).
W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
6
CCCS Focus Standards
RL.6.1
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Explanation of Standard
Instructional Strategies and Activities
Students will be able to identify specific instances in the text to support a
clear or inferential analysis of the text. Citations may be written or orally
presented.
Students paraphrase or quote directly from the literature to support their
analysis or inference in a formal (e.g., paragraph, essay, literary response,
summary, presentation, etc.) or informal (e.g., discussion, journal
response, etc.) written or oral response to literature.
Students read a piece of historical fiction and support the events using
primary source documents.
OPINION
Or
QUOTE
SUPPORTING
SUPPORTING
SUPPORTING
DETAILS
DETAILS
DETAILS
Literature Response
Discuss the elements of setting (e.g., time, place, environment)
with your classmates. Find examples of how time, place, and
environment are used in Peter Pan, by J.M. Barrie. Write your
ideas on a sticky note before sharing ideas as a class. After the
class discussion, look back in the text to find specific examples
of how J.M. Barrie described Neverland and even how he
described the Darling’s home in England. Create a threecolumn chart (one column for each element of setting) in your
journal.
(RL.6.1, RL.6.3)
Sample Questions
• Why was Jonathan able to finish the race first? How do you
know? What is the textual evidence that supports your answer?
• What is so special about Mario? How do you know? What is
the textual evidence that supports your answer?
• How did moving to New York change Juan’s career? How do
you know? What is the textual evidence that supports your
answer?
• Why did Tiesha try out for the play? How do you know? What
is the textual evidence that supports your answer?
• Why did Tyrone get an “A” on his test? How do you know?
What is the textual evidence that supports your answer?
• How is John different from Paul? What is the textual evidence
that supports your answer?
Lesson Plans and Activities:
Learn to Cite Evidence from the Text in Your Own
Words (video)
7
CCCS Focus Standards
RL.6.1
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this
space.
Citing Evidence Strategy
Got Evidence? Prove it! - Citing Evidence Anchor
Chart
Citing Evidence Key Terms and Phrases:
 Because …
 Based on what I read …
 For instance …
 The author stated …
 For example …
 According to the text…
 On page _____, it said that …
 In paragraph ____, it said that …
 From the reading, I knew that …
 Two different sources told me that …
8
CCCS Focus Standards
RL.6.2
Determine a theme or 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.
Explanation of Standard
Theme is an underlying message an author conveys in a story.
Students will identify a theme or a central idea in a text.
Students explain how different details in the text support the
theme.
Students summarize the theme or central idea without stating
their own opinion.
Students identify a theme or central idea of Louisa May Alcott’s
Little Women. Students will be able to find examples in the
novel that demonstrate the theme. While summarizing one
theme of the novel, students refrain from using words
indicating their opinion about the theme (e.g., I think, I believe,
I agree, I disagree, this theme is the best, etc.).
Instructional Strategies and Activities
Graphic Organizer
As you read a variety of myths and legends, keep track of the
following information in your journal:
 Characters
 Country of origin
 Problem (that can’t be solved)
 Setting
 Title
 Hero (who comes to solve the problem or explains the
mystery)
 Ending
 Characteristics unique to this country’s folklore
Your teacher may ask you to share your responses with a partner
before class discussion. Be sure to write down the page numbers
of relevant information, or mark your book with sticky notes, so
you can go back and cite the text during class discussion.
(RL6.1, RL.6.2, RL.6.3)
Using Textual Evidence
As students read a story or trade book, have them cite textual
evidence on a graphic organizer of how a character changes
through major events. Examining the completed organizer can
help them determine the theme of the text rather than the main
idea. One example of this may be noting themes of several fairy
tales and looking for commonality.
Sample Questions
• What is the theme of _____ (text title)? What details in the
story/poem/drama help the reader determine this theme?
• How does the author of _____ (text title) help the reader
understand the theme of the story? What details from the story
support your answer?
• How does the author use the way Tyrone responds to his
situation to develop the theme of the story?
• Summarize the story/drama/poem without including personal
opinions or judgments.
9
CCCS Focus Standards
RL.6.2
Determine a theme or 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.
Explanation of Standard
Teachers, please feel free to write your own notes
in this space.
Instructional Strategies and Activities
Lesson Plans and Activities:
 Summary Graphic Organizer – SWBST (Someone ….
Wanted … But …. So… Then ….)
 Use a story map to summarize and to retell the story
 Students summarize text, incorporating explanation of
the theme from their notes.
 Theme: one word or a few words that sums up the story
 Model summarizing from the text to support the theme
of a story. The teacher may combine the key points in
order to demonstrate generalized meaning or theme (a
broader view)
 Model the process of determining a theme by thinking
aloud using a well-known story (e.g., Three Little Pigs:
collaboration or working together brings success; The
Boy Who Cried Wolf: honesty is the best policy).
 Target Fundamental Lesson SE006
 Lesson Plans for RL 2-4 - Great Resource
Pinterest Board with Summary and Theme Anchor
Charts and Ideas
10
CCCS Focus Standards
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.
Explanation of Standard
Students examine the events in a story or play.
Students also examine how the characters react, change or
grow as the plot develops.
Students identify major and minor characters. Students define
the elements of plot
development – from exposition, rising action, climax, falling
action to resolution.
Students develop a plot map/plot mountain of a play or short
story. Students describe how the main characters’ experiences,
emotions, and relationships help them grow and change over
the course of the events in the plot.
Students examine a historical event or era and describe how
society responded to change.
Instructional Strategies and Activities
Literature Response
Outline how the plot of a myth, legend, tall tale, or pour quoi tale
of choice unfolds in a series of episodes by creating a comic strip
of key events. Be sure to include the characters, and how they
respond or change as the plot moves towards the “happy
ending.” Make note of page numbers each box refers to so you
can go back and cite the text during class discussion, if needed.
(RL.6.3)
Sample Questions
• What are the main events in the story/drama? How does each
of these main events contribute to the development of the plot?
• How did Karen and Mary respond to the crisis the family faced?
How did their response contribute to its resolution? What
specific details from the story/drama support your answer?
• How does the main character change throughout the
story/drama? What specific details from the story/drama support
your answer?
Lesson Plans and Activities:





Pinterest Board for story-elements-character-traits-summary plot/
11
Learn zillion video -explain-how-a-characters-actionscontribute-to-the-sequence-of-events
http://betterlesson.com RL-3-3-describe-characters-ina-storyCharacter Trait Lesson Plan using the book
Chrysanthemum with list of character traits
Comparing Across Books Lesson Plan
Lesson Plans for RL 2-4 - Great Resource
CCCS Focus Standards
Explanation of Standard
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.
Teachers, please feel free to write your own notes
in this space.
Instructional Strategies and Activities
Pinterest Board for story-elements-character-traits-summary/
12
CCCS Focus Standards
RL.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone.
Explanation of Standard
Instructional Strategies and Activities
Students interpret the meaning of unknown words and phrases
within a given text. Students use a reference such as a
dictionary to verify the meaning of unknown words. Students
recognize the underlying meaning of a text as indicated by the
word choice. Students may interpret the tone of the text as
indicated by the words the author used.
Word Study
Keep an index card file of words studied while reading about
immigrant experiences. Keeping the words on index cards will
help you when we sort words by prefix, suffix, root words,
meaning, country of origin, spelling feature, etc. Just as we can
trace the path of our ancestors, we can trace the path of words.
Choose some words and trace back from modern-day uses of the
words to their historical origins (e.g., culture, heritage,
immigration, emigration, immigrant, endowment, lineage,
racism, tolerance, legacy, ancestry, etc.) This will be an ongoing
activity all year long. In addition, you will create an individual
semantic map of the phrase “embracing heritage” in order to
represent visually your understanding of this phrase.
(RL.6.4, L.6.4)
Students interpret the meanings of the words and phrases in
the Navajo traditional poem, “Twelfth Song of Thunder,” to
understand the underlying meaning and tone of the poem.
After reading an excerpt from the Magna Charta or another
relevant historical or legal document, students analyze the
impact of specific word choices on meaning and tone.
Pinterest Board with Anchor Charts and Ideas for Figurative
Language, Vocabulary, and Context Clues
13
Sample Questions
• What is the meaning of ______ in paragraph 2?
• Which words help the reader understand the meaning of _____
in paragraph 5?
• What is meant by the phrase, “As solid as the ground we stand
on,” in paragraph 3?
• What is meant by the phrase, “You are the sun in my sky,” in
paragraph 1?
• What is the effect of using the word _____ in paragraph 4?
• What is the tone of the story? What word choices from the
story support your answer?
• How does the use of the phrase “barged in” rather than
“entered the room” change the tone of the scene the author is
creating?
• How does the use of the word “scrawny” rather than “skinny”
impact the image the author is creating of the character?
• What does the author’s word choice reveal about his/her
attitude towards his topic? Use examples from the text to
support your answer.
CCCS Focus Standards
RL.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone.
Explanation of Standard
Teachers, please feel free to write your own notes
in this space.
Instructional Strategies and Activities
Lesson Plans and Activities:





Lesson Plans for RL 2-4 - Great Resource
Target Fundamental Lesson LD004
Lessons and videos for Teaching Context Clues
Context Clues Teaching Tips, Lesson, Graphic Organizers,
and Assessment
Context Clues Graphic Organizers and Lesson
Write vocabulary on the board. As students read and
come a vocabulary word, they use context clues and the
graphic organizer to determine the word’s meaning.
Follow up with discussion.
Pinterest Board with Anchor Charts and Ideas for Context Clues
14
CCCS Focus
Standards
Explanation of Standard
Instructional Strategies and Activities
RL.6.5
Analyze how a particular
sentence, chapter,
scene, or stanza fits into
the overall structure of a
text and contributes to
the development of the
theme, setting, or plot.
Thinking Stems/Anchor Chart: Poetry
• What do you notice about the structure of this poem?
• How is the author using stanzas? lines? rhyme?
• What do you notice about the rhythm of the poem?
• How does the rhyme pattern contribute to the rhythm?
• How does this author use “sounds and silence” to create
rhythm?
• How does the author use repetition (a type of “sound”)
within the poem?
Just the Facts” Graphic Organizer
You and your classmates will read different mysteries, keep track of this information in
your journal, or mark your book with sticky notes, to facilitate class discussions:
 Title and author of your mystery
 Each character’s name, his/her traits, and his/her role in the mystery
 List of clues, including page numbers on which they are found
 Make and revise predictions (Since mystery stories continually evolve, it is
important to make predictions and return to them each time new evidence is
found).
 Solution
Your teacher may ask you to write your own response in your journal and share it with
a partner before class discussion.
(RI.6.4, RI.6.5)
Deduction or Induction?” T-chart Graphic Organizer
As you discuss how you solve mysteries and math problems, classify your approach as
inductive or deductive.
 When do you use inductive reasoning? When do you use deductive reasoning?
Why?
Pinterest Board for Poetry

Where would you put each of these problem-solving approaches (e.g., Acting it
out, role-playing, drawing a picture, making a list, working backwards, making
educated guesses and checking how they work, drawing a web of facts, events,
and characters, etc.)?

What strategies do your characters use (e.g., Reynis, Kate, Sticky, and Constance
from The Mysterious Benedict Society by Trenton Lee Stewart and Carson Ellis)?
Your teacher may ask you to write your own response in your journal and share it with
a partner before each section of the class chart is filled in. Be sure to make notes of
page numbers with relevant information so you can go back and cite the text during
class discussion.
(RL.6.5, RI.6.4)
15
RL.6.5 (continued)
RL.6.5
Analyze how a particular
sentence, chapter,
scene, or stanza fits into
the overall structure of a
text and contributes to
the development of the
theme, setting, or plot.
Teachers, please feel free to write your own notes in
this area.
Sample Questions
• How does chapter 4 contribute to the rising action of the novel? Use information
from the novel to support your analysis.
• How does the author use scene 2 to begin to develop the theme of the play? Use
information from the scene to support your analysis.
• How does the description in the first stanza establish the setting of the poem? Use
information from the poem to support your analysis.
• Analyze how chapter 3 contributes to the development of the theme/setting/plot of
the book. Use information from the text to support your analysis.
• Analyze how scene 1 contributes to the overall structure of the drama. Use
information from the text to support your analysis.
Lesson Plans and Activities:
 How Reader's Theatre Should Look in a Classroom Lesson Plan
 How Parts Fit Together Lesson Plan with Video
Formative Assessment Opportunities:
Listen during class discussions of the book. Record observations of students who are
able to refer to specific chapters in the book. Also note students who are able to
describe how each chapter helps to build the story. Continue to confer with students
who are having difficulty with this standard.
Performance Task:
Have students choose one chapter from the book and describe how that chapter builds
on the earlier chapters.
For example, if a student chose chapter 2 in My Father’s Dragon by Ruth Stiles Gannett
they could describe how they find out how Elmer will be able to fly in this chapter.
In chapter 1, the reader only knows that Elmer wants to fly, but not how. In this
chapter the cat tells Elmer about the dragon and how the animals on the island have
captured the dragon for their own use. “Now, I’m quite sure that if you were able to
rescue the dragon, which wouldn’t be the least bit easy, he’d let you ride him most
anywhere, provided you were nice to him…” The information in the second chapter
builds on the first chapter telling the reader how Elmer can fly.
16
CCCS Focus Standards
Explanation of Standard
Instructional Strategies and Activities
RL.6.5
Analyze how a particular sentence,
chapter, scene, or stanza fits into the
overall structure of a text and
contributes to the development of the
theme, setting, or plot.
17
CCCS Focus Standards
Explanation of Standard
Instructional Strategies and Activities
RL.6.6
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
Students define different types of point of view (e.g.,
omniscient, first person, third person, objective, limited
omniscient, etc.). Students will recognize and explain the
narrator’s or speaker’s point of view in a particular text.
Class Discussion
In Peter and the Starcatchers, Dave Barry and Ridley Pearson wrote about what
happened prior to the events in a well-known book, Peter Pan by J.M. Barrie. How
do Barry and Pearson connect this story to the original? What elements and details
are kept and which ones are left out? Your teacher may ask you to first write your
own response in your journal and share it with a partner prior to discussing as a
class. Be sure to write down the page numbers of relevant information, or mark
your book with sticky notes, so you can go back and cite the text during class
discussion.
(SL.6.1, RL.6.1, RL.6.6)
Students will recognize the first person point of view of La
Vaughn in Virginia Euwer Wolff’s novel, Make Lemonade.
They will be able to cite examples showing La Vaughn’s
point of view and her perspective on Jolly’s way of life as
compared with her own.
Students will be able to explain how a historical author
(e.g., Plato, Socrates, Confucius, etc.) has developed point
of view in a given text.
Sample Questions
• Explain how Gary Paulsen develops the point of view of the narrator in ______
(text title). Use examples from the story in your explanation.
• What is the most likely reason why the author decided to tell the story from
Mike’s point of view? Is it effective? Why or why not? Use examples from the story
in your explanation.
• How does telling the story from Tonya’s point of view influence the story? Use
examples from the story in your answer.
Lesson Plans and Activities:
Author
Characters or Narrator


My Point of view
18
Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
CCCS Focus Standards
RL.6.6
Explain how an author develops the
point of view of the narrator or
speaker in a text.
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your
own notes in this space.
Pinterest Board with Point of View Anchor Charts
19
CCCS Focus
Standards
Explanation of Standard
RL.6.7
Compare and contrast
the experience of
reading a story, drama,
or poem to listening to
or viewing an audio,
video, or live version of
the text, including
contrasting what they
“see” and “hear” when
reading the text to what
they perceive when they
listen or watch.
Students read a story, drama, or poem and
either listen to an audio version or watch a
filmed or live version of the same text. Students
compare and contrast the two pieces to critique
what they observe in each medium. They will
notice what pieces of the text stand out when
reading it as compared to watching and
listening to it.
6.RL.8
(not applicable to
literature)
As students read Louise Fletcher’s Sorry Wrong
Number, they will discuss what elements,
words, actions, and characters capture their
attention. Students then view a film version or
stage production of the play and discuss what
captures their attention. Finally, students will
then analyze both pieces to identify similarities
and differences in their perceptions.
Students read about a particular historical
event or figure and then view a production
about the same historical event or figure in
order to compare and contrast their
experience, the information, etc.
Instructional Strategies and Activities
Literature Response/Media Appreciation
What does the phrase “I won’t grow up” mean to you? Based on the lyrics from the musical
version of Peter Pan, what does growing up mean to Peter? Does this song include all aspects of
growing up? Do you want to grow up? Your teacher may ask you to first write your own response
in your journal and share it with a partner prior to discussing as a class. (RL.6.1) You may watch
the “I Won’t Grow Up” scene from the movie and then discuss.
Reflection Journal
Use a novel (e.g., The Watson’s Go to Birmingham by Curtis, Number the Stars by Lowry) that has
an intense action chapter. Students read the chapter on their own and then choose to do one of
the following:
• Using any audio equipment, record their voices/readings of the chapter (this could be reduced
to a certain number of pages for lower-level students)
• Act out an action from the chapter (small group or on their own).
Sample Questions
• How is watching the filmed version of Holes alike and different from reading the book? Use
specific examples from both versions in your answer.
*How is listening to an audiotape of “The Raven” by Edgar Allen Poe alike and different from
reading the poem? Use specific examples from both versions in your answer.
• How is watching a performance of ____ (title of a play) alike and different from reading the
play? Use specific examples in your explanation.
• Which did you prefer, listening to the audiotape version of “The Raven” or reading the poem?
Why?
• Which did you prefer, watching the filmed version of Holes or reading the book? Why?
Lesson Plans and Activities:





http://learnzillion.com/lessons/1943-explain-how-illustrations-contribute-to-themeaning-of-a-story - video
Teaching with Illustrations Article and Lesson Plan (author and illustrators explain their
books with video link) - see next page
Applying P-QAR to Pictures to Understand their Importance Lesson Plan
Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach
Visualizing
Pedagogy for Teaching Meaning using Words and Visualizing
20
CCCS Focus
Standards
Explanation of Standard
RL.6.7
Compare and contrast
the experience of
reading a story, drama,
or poem to listening to
or viewing an audio,
video, or live version of
the text, including
contrasting what they
“see” and “hear” when
reading the text to what
they perceive when they
listen or watch.
Teachers, please feel free to write
your own notes in this space.
Instructional Strategies and Activities

Teaching with Illustrations Article and Lesson Plan (author and
illustrators explain their books with video link)
Brian Selznick
The Dinosaurs of Waterhouse Hawkins
Selnick's detailed illustrations provide another
dimension to this biography of a little-known
scientist and his life's work.
Mark Teague
Dear Mrs. LaRue: Letters from Obedience School
In this humorous look at a dog's life behind bars,
Teague uses an interplay between illustrations and
text to tell the whole story.
6.RL.8
(not applicable to
literature)
Ana Juan
The Night Eater
In this picture book, Juan's lush illustrations bring
readers into the fantastical world of The Night Eater,
a creature that gobbles up darkness.
Ana Juan
Frida
In this biography of the famous painter Frida Kahlo,
Juan's whimsical representations of Frida's life both
incorporate and pay homage to Frida's artistic style.
21
CCCS Focus
Standards
Explanation of Standard
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.
Students explain different literary forms (e.g., poems,
stories, plays, novels, etc.) and genres (e.g., historical
fiction, fantasy, fables, science fiction, mysteries,
adventure, mythology, etc.). Students read two pieces of
literature from different forms or in different genres with
similar themes and topics. After reading both, students
compare and contrast the two literary pieces’ approaches
to the themes and topics.
Students compare and contrast the approaches to the
theme of isolation in Susan Glaspell’s one-act play
“Trifles” and Maya Angelou’s poem “Caged Bird”.
Students read poetry, drama, historical accounts,
historical documents, articles, etc., about the Renaissance
or another era to compare and contrast how different
forms or genres approach the topic.
Instructional Strategies and Activities
Class Discussion/Venn Diagram
What are the similarities and differences you notice among myths, legends, tale tales,
and pour quoi tales? Your teacher may ask you to write your own responses in your
journal and share it with a partner before class discussion. After class discussion, create
a Venn diagram in your journal that outlines the similarities and differences among
three of the types of folklore.
(SL.6.1, RL.6.9)
Compare/Contrast
Using a compare/contrast chart, students compare and/or contrast a movie and a work
of literature (e.g., The Legend of Sleepy Hollow). First, students look at the similarities.
Then they consider the differences, making sure to indicate on what criteria they are
drawing out the dissimilarities.
Jigsaw
Using trade books, poems and essays on the same topic, have students gather in small
groups and determine a theme for a particular topic. Students talk together to
determine how that theme is made apparent. The groups then “jigsaw” and each
student explains to the others about the demonstrated theme and evidence to support
their conclusions.
Sample Questions
*How are ______ (text title) and _______ (text title) alike and different in their
approach to the theme of friendship and loyalty? Which text is more effective in relaying
this theme? Why? Use examples from both texts to support your answer. (Texts should
be two texts from different genres or forms—a story and a poem; historical novel and
fantasy story.)
• How are ______ (text title) and _______(text title) alike and different in their
approach to the topic of competition? Which text is more interesting? Why? Use
examples from both texts to support your answer. (Texts should be two texts from
different genres or forms—a story and a poem; historical novel and fantasy story.)
Comparing Across Books Lesson Plan
22
CCCS Focus
Standards
Explanation of Standard
Instructional Strategies and Activities
Lesson Plans and Activities:
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.


Pinterest Board of Book Collections and Rewards
23
Lesson Plans for RL 9 (p.11,15,17)
Target Fundamental Lesson SE014
CCCS Focus
Standards
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.
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own
notes in this space.
24
CCCS FOCUS
STANDARDS
RL.6.6
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson1_Perspective of Narrator
1. Opening
A. Engaging the Reader: Introducing the Novel
(5mins)
B. Unpacking Learning Targets (5 mins)
2. Work Time
A. Reading the First Pages of the Novel (10 mins)
B. Analyzing Point of View: Moon Shadow’s Point of
View of the “Land of the Golden Mountain” and the
“Demons” (10 minutes)
C. Determining Author’s Techniques for Developing
Point of View (10 minutes)
3. Closing and Assessment
A. Distribute Structured Notes and Word-catcher (5
minutes)
4. Homework - Finish reading Chapter 1
Point of View Focus Questions for Ch. 1:
Record any new vocabulary on your word-catcher. As you
read, use evidence flags to identify three text details from
page 5 onward related to the focus question below. Code
each flag as a thought, word, or action to show the technique
that Laurence Yep was using to convey Moon Shadow’s point
of view. Answer the point of view focus question for Chapter
1 on your structured notes organizer, using the evidence
from your flags:
– “What does Moon Shadow think about the Land of the
Golden Mountain and the demons that live there?”
25
ROUTINE WRITING
Quick Write:
Based on the cover of the book,
predict what you think the book will
be about.
RELATED RESOURCES &
VOCABULARY
Vocabulary:
point of view, first person, third
person, omniscient, evidence,
technique; lynched (1)
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.5
Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, or plot.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson 2 Point of View and Figurative Language
ROUTINE WRITING
Exit Ticket:
How Does a Passage Contribute to a
Theme? (5 minutes)
• Ask students to read the question
on the exit ticket and discuss the
answer in triads.
1. Opening
A. Engaging the Reader: Chapter 1 of
Dragonwings (3 minutes)
B. Unpacking Learning Targets (5)
2. Work Time
A. Rereading Pages 15–16 of Dragonwings for
Gist (10 mins)
B. Analyzing Moon Shadow’s Point of View (15
minutes)
C. Analyzing Figurative Language and Tone (7
mins)
3. Closing and Assessment
A. Exit Ticket: How Does a Passage Contribute
to a theme? (5 mins)
4. Homework
A. Read Chapter 2 of novel.
Point of View Focus Questions for Ch. 2:
Answer this question in your structured notes:
“What does Moon Shadow think about where
The Tang people live?”
Use evidence flags to Identify three text details from across
the chapter to support your answer. Code each flag as a
thought, word, or action to show the technique that
Laurence Yep used to convey Moon Shadow’s point of
view.
26
RELATED RESOURCES
& VOCABULARY
Vocabulary:
point of view, gist, literal language,
figurative language, simile,
metaphor, personification; sewage,
bilge, bay, fragrant, kinsmen,
measurements (15), immigrants,
courtyard, ornamentation (16)
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.5
Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, or plot.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson3: Point of View and Figurative Language
1. Opening
A. Engaging the Reader: Chapter 2 (8 minutes)
B. Unpacking Learning Targets (2 min)
2. Work Time
A. Rereading Pages 23–25 of novel
for Gist (10 minutes)
B. Analyzing Point of View, Figurative Language,
and Tone: Pages 23–25 (10)
C. Determining Author’s Techniques: Point of
View, Tone and Meaning, and Figurative Language
(10 minutes)
3. Closing and Assessment
A. Exit Ticket: How Does the Chapter Contribute
to a Theme? (5 minutes)
4. Homework - Read Chapter 3
Point of View Focus Questions for Ch. 3 –
Answer this question in your structured notes: –
“What does Moon Shadow think about his father?”
Use evidence flags to identify three text details from the
chapter to support your answer. Code each flag as a
thought, word, or action to show the technique that
Laurence Yep used to convey Moon Shadow’s point of
view.
27
ROUTINE WRITING
RELATED RESOURCES
& VOCABULARY
Exit Ticket:
How Does the Chapter Contribute to
a Theme? (5 minutes)
• Distribute Exit Ticket: How Does the
Chapter Contribute to a Theme?
Vocabulary:
gist, figurative language, tone,
point of view; souvenir, safeguards,
guardians, inhabitants (23),
amiably, tunic, flitting, vendors
(24), flanks, zinc (25)
Remind students of the theme
recorded at the top of the exit ticket:
“It’s hard to fit in when you move to
live in another culture.”
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.5
Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, or plot.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson4: Chapter 3 Point of View Figurative Language
1. Opening
A. Engaging the Reader: Chapter 3 (8 minutes)
B. Unpacking Learning Targets (2 minutes)
2. Work Time
A. Rereading Pages 41–43 and 60–61 of
Dragonwings for Gist (10 minutes)
B. Analyzing Point of View, Figurative Language,
and Tone: Pages 41–43 and 60–61 (10 minutes)
C. Determining Author’s Techniques: Point of
View, Tone and Meaning, and Figurative Language
(10 minutes)
3. Closing and Assessment
A. Exit Ticket: How Does the Chapter Contribute
to a Theme? (5 minutes)
4. Homework - Read Ch. 4 up to the end of p. 70
Point of View Focus Questions for Ch. 4
Answer this question in your structured notes:
What is Moon Shadow’s point of view of the demons in
this chapter?
28
ROUTINE WRITING
Exit Ticket:
How Does the Chapter Contribute to
a Theme? (5 minutes)
• Distribute Exit Ticket: How Does the
Chapter Contribute to a Theme?
Remind students of the theme
recorded at the top of the exit ticket:
“It’s hard to fit in when you move to
live in another culture.”
RELATED RESOURCES
& VOCABULARY
Vocabulary:
gist, figurative language, tone,
point of view; tamed (41), crystal
set, filaments (42), reassuring,
superior, devices (43), newfound
(60)
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.5
Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the development
of the theme, setting, or plot.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson5: Chapter 4 Point of View and Figurative
Language
1. Opening
A. Engaging the Reader: Chapter 4 of
Dragonwings (5 minutes)
B. Unpacking Learning Targets (2 minutes)
2. Work Time
A. Mid-Unit 1 Assessment, Part 1 (20 minutes)
B. Choosing a Scene for Mid-Unit Assessment,
Part 2 (5 minutes)
3. Closing and Assessment
A. Mid-Unit 1 Assessment, Part 2: Drawing a
Scene to Illustrate a Theme (13 minutes)
4. Homework
A. Finish drawing your scene from
Dragonwings illustrating the theme: “It’s hard to fit in
when you move to live in another culture.”
29
ROUTINE WRITING
Short Response:
Distribute a Mid-Unit 1 Assessment,
Part 1: Point of View, Figurative
Language, and Passage Connections
from Dragonwings to each student.
They will also need their text
Dragonwings.
RELATED RESOURCES
& VOCABULARY
Vocabulary:
None to preview
CCCS FOCUS
STANDARDS
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
ROUTINE WRITING
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
Lesson6: Cultural Perspective Excerpt of The Lost Garden
Writing an Inference Statement:
Laurence Yep’s Perspective
(8 minutes)
1. Opening
A. Unpacking Learning Targets (7 minutes)
2. Work Time
A. Reading the Opening Excerpt from The Lost
Garden for Gist (12 minutes)
B. Identifying Cultural Details through TextDependent Questions on the Opening Excerpt of
The Lost Garden (8 minutes)
C. Writing an Inference Statement: Laurence Yep’s
Perspective (8 minutes
3. Closing and Assessment
A. Identifying Evidence of Laurence Yep’s
Perspective in Dragonwings (10 minutes)
4. Homework
A. Read the rest of Chapter 4 (page 74 onward)
Point of View Focus Questions for Ch. 7:
Answer this question in your structured notes:
* “What is Moon Shadow’s point of view of the opium
dens? How do you know?”
Use evidence flags to identify three text details from the
rest of this chapter to support your answer.
30
RELATED RESOURCES
& VOCABULARY
Vocabulary:
gist, autobiography, culture,
perspective, infer;
Paragraph 1: sheer, circumstance
Paragraph 2: elements, cast
Paragraph 3: adjusting
CCCS FOCUS
STANDARDS
RL.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
ROUTINE WRITING
RELATED RESOURCES
& VOCABULARY
Lesson 7: Inferring Perspective - Excerpt of The Lost
Garden
Vocabulary:
gist, infer, perspective;
1. Opening
A. Engaging the Reader: Chapter 4, Pages 74–97
(5 minutes)
B. Unpacking Learning Targets (3 minutes)
2. Work Time
A. Reading for Gist: The Crime in the
Neighborhood Excerpt from The Lost Garden
(15 minutes)
B. Identifying Cultural Details through Questions:
The Crime in the Neighborhood Excerpt of The
Lost Garden (8 minutes)
C. Inferring Laurence Yep’s Perspective on the
Police (9 minutes)
3. Closing and Assessment
A. Sharing Ideas (5 minutes)
4. Homework - Read Chapter 5 up to page 108, stopping
after “… all the others in the room could feel it
too.”
Paragraph 3: lingered
Paragraph 4: blustered, threatened
Paragraph 5: agonizing, circular file,
confrontation
Point of View Focus Questions for Ch. 5:
Answer this focus question in your structured notes:
* “What was Moon Shadow’s point of view of Black Dog
after he stole the collection money?”
Use evidence flags to identify three text details from this
section of Chapter 5 to support your answer.
31
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson 8: Finding Evidence of Perspective
and Connotative Language
1. Opening
A. Engaging the Reader: Chapter 5 (5 minutes)
B. Unpacking Learning Targets (2 minutes)
2. Work Time
A. Feedback from Mid-Unit 1 Assessment
(4 minutes)
B. Introducing Connotative Language
(10 minutes)
C. C. Identifying Evidence of Laurence Yep’s
Perspective in Dragonwings (14 minutes)
3. Closing and Assessment
A. Forming a Connection Statement about
Evidence of Laurence Yep’s Perspective in
Dragonwings (10 minutes)
4. Homework - Finish reading Ch. 5, p. 108–123.
Point of View Focus Questions for Ch. 5:
Answer this focus question in your structured notes:
“How does Moon Shadow’s point of view of his father
change in this chapter?”
Use evidence flags to identify three text details to support
your answer.
32
ROUTINE WRITING
RELATED RESOURCES
& VOCABULARY
Exit Ticket:
Distribute Exit Ticket: Laurence Yep’s
Perspective. Invite students to fill it
out for their work on Laurence Yep’s
perspective on the police.
Vocabulary:
perspective, connotative language;
sleepers, justices (106)
CCCS FOCUS
STANDARDS
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson 9: Inferring Author Perspective
ROUTINE WRITING
RELATED RESOURCES
& VOCABULARY
Vocabulary:
perspective, infer;
1. Opening
A. Engaging the Reader: Chapter 5
of Dragonwings (5 minutes)
B. Unpacking Learning Targets (3 minutes)
2. Work Time
A. Reading for Gist: Being Chinese Excerpt from
The Lost Garden (15 minutes)
B. Identifying Cultural Details through Questions:
Being Chinese Excerpt from The Lost Garden
(8 minutes)
C. Inferring Laurence Yep’s Perspective of Being
Chinese (9 minutes)
3. Closing and Assessment
A. Sharing Ideas (5 minutes)
33
Paragraph 1: quarreled, comicpitched battle
Paragraph 2: caricatures,
exaggerated, clad
Paragraph 3: slunk,
Paragraph 4: imitations, obnoxious,
banquet
CCCS FOCUS
STANDARDS
RL.6.4
Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings; analyze the impact of
a specific word choice on
meaning and tone.
RL.6.6
Explain how an author develops
the point of view of the narrator
or speaker in a text.
EXTENDED TEXT MINI-LESSON IDEAS
Dragonwings
Lesson 10: Assessment - Evidence of Connotative
Language
ROUTINE WRITING
RELATED RESOURCES
& VOCABULARY
Do not pre-teach vocabulary for
this assessment.
1. Opening
A. Unpacking Learning Targets (2 minutes)
2. Work Time
A. End of Unit 1 Assessment (35 minutes)
3. Closing and Assessment
A. Concentric Circles: What Can We Learn from
Laurence Yep? (8 minutes)
4. Homework - Read Ch. 7 up to page 150, stopping near
the end of the page after “Father and I excused ourselves
and left.”
Point of View Focus Questions for Ch. 7:
Answer this question in your structured notes:
– “What are the differences between how Miss Whitlaw
views dragons and how Moon Shadow views dragons?”
Use evidence flags to identify three text details in this part
of the chapter to support your answer.
34
STANDARDS
RL.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative and connotative
meanings; analyze the impact of a
specific word choice on meaning and
tone.
RL.6.5
Analyze how a particular sentence,
chapter, scene, or stanza fits into the
overall structure of a text and
contributes to the development of the
theme, setting, or plot.
SHORT TEXTS
MINI-LESSON IDEAS
Chinese Poetry - Quatrains
Mini-lessons - Determine the
following literary elements for
each poem:
 Figurative language and its
meanings
 Tone
 Theme
 Voice
 Visualizing
ROUTINE WRITING
RELATED RESOURCES
W.6.10
Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a
single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and
audiences.
Collection of 300 Chinese Poems:
http://wengu.tartarie.com/wg/we
ngu.php?l=Tangshi&no=232
Writing:
 Write your own quatrain.
 Select a literary element
and compare how it is
used in 2 of the poems
RL.6.7
Compare and contrast the experience of
reading a story, drama, or poem to
listening to or viewing an audio, video, or
live version of the text, including
contrasting what they “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
SL.6.1
Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
35
STANDARDS
RI.6.1
Cite textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text.
SHORT TEXTS
MINI-LESSON IDEAS
History of Flight Website
http://www.century-offlight.net/
ROUTINE WRITING
Exit Ticket:
Write a summary of at least 3 facts you learned about the
history of flight.
RI.6.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technical
meanings.
RI.6.7
Integrate information presented in
different media or formats (e.g.,
visually, quantitatively) as well as in
words to develop a coherent
understanding of a topic or issue.
W.6.10
Write routinely over extended time
frames (time for research,
reflection, and revision) and shorter
time frames (a single sitting or a
day or two) for a range of
discipline-specific tasks, purposes,
and audiences.
36
RELATED RESOURCES
History of Flight Photos
https://www.google.com/search?q
=history+of+flight&newwindow=1&
espv=2&tbm=isch&tbo=u&source=u
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STANDARDS
RI.6.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
RI.6.4
Determine the meaning of words and
phrases as they are used in a text,
including figurative, connotative, and
technical meanings.
SHORT TEXTS
MINI-LESSON IDEAS
Science of Earthquakes



Facts
Richter Scale
Photos
RI.6.7
Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue.
W.6.7
Conduct short research projects to
answer a question, drawing on several
sources and refocusing the inquiry when
appropriate.
W.6.9
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
RELATED RESOURCES
Video of 1906 Earthquake & Fire:
http://www.loc.gov/item/00694425
W.6.7
Conduct short research projects to
answer a question, drawing on several
sources and refocusing the inquiry when
appropriate.
RI.6.7
Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue.
STANDARDS
ROUTINE WRITING
Purpose for Writing:
After reviewing damages caused by
earthquakes, write a list of safety
precautions to survive an earthquake.
SHORT TEXTS
MINI-LESSON IDEAS
ROUTINE WRITING
Research:
Students will choose from a list of topics
to learn the process of conducting
research
 Asian culture
 history of flight
 immigration
Writing:
Students will turn their notes into at least
1 well-structured paragraph.
W.6.9
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
37
RELATED RESOURCES
Music Video:
http://www.youtube.com/watch?v=_G28SJ54HA
Performance Task: Research Paper / Project
STANDARDS
RI.6.7
Integrate information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue.
W.6.2 a-f
Write informative/ explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
W.6.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience
W.6.9
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
TEXTS
READING MINI-LESSONS
(see Table below for Text Resources)
Write a Newspaper Article: How
the 1906 San Francisco
Earthquake and Fire Affected the
People of San Francisco
WRITING
Writing:
Students use journalist tools and
techniques like the five W’s and the
inverted pyramid to make their
newspaper article as authentic as
possible, and they analyze real-world
newspaper articles in order to build
criteria for their own work.
In this performance task, students have a
chance to complete their learning about
the 1906 San Francisco earthquake and
fire and how it affected the people of San
Francisco by writing a newspaper article
about the event. They research to gather
factual information and eyewitness
accounts, and then use their research to
determine an angle they want to take
when writing their article. They use
journalist tools and techniques like the
five W’s and the inverted pyramid to
make their newspaper article as
authentic as possible, and they analyze
real-world newspaper articles in order to
build criteria for their own work.
RELATED RESOURCES
Research Project: How the 1906 San
Francisco Earthquake and Fire Affected
the People of San Francisco
(This resource contains several lessons
to guide students through the project.)
Experts:
• Ask a journalist or editor from a local
newspaper or magazine to discuss
journalism with students
Video of 1906 Earthquake & Fire:
http://www.loc.gov/item/00694425
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.
38
Researching and Interpreting Information: How the 1906 San Francisco Earthquake and Fire
Affected the People of San Francisco
1. Emma M. Burke, “Comprehending the Calamity,” in Overlook Magazine, June 1906 (excerpts).
2. Eliza’s Pittsinger, “Poem of the Earthquake,” as found at http://www.sfgenealogy.com/sf/history/1906/hgpoem.htm.
3. “Scene 1: The Great Earthquake and Fires of 1906: A Dramatic Remembrance,” written by Expeditionary Learning for instructional
purposes.
4. “Waking Up in a Nightmare,” written by Expeditionary Learning for instructional purposes.
5. “Photo: View from Laguna and Market Streets of the Great Fire Burning through the Mission District,” in “16 Views of the Great
Earthquake and Fire” (PowerPoint), as found at http://www.sfmuseum.org/1906/photos.html, Slide 7.
6. Lloyd Head, “One Boy’s Experience,” in Our Junior Citizens, July 28, 1906, as found at http://www.sfmuseum.net/1906/ew7.html.
7. “Casualties and Damage after the 1906 Earthquake,” on USGS.gov, as found at
http://earthquake.usgs.gov/regional/nca/1906/18april/casualties.php.
8. “Photos: Area Destroyed by the Fire of April 18–21, 1906,” as found at http://www.zpub.com/sf/history/burned.html.
9. Matt Smith, “Sandy wreaks havoc across Northeast; at least 11 dead,” on CNN.com, October 30, 2012, as found at
http://news.blogs.cnn.com/2012/10/29/hurricane-sandy-strengthens-to-85-mph/.
10. “The Great 1906 San Francisco Earthquake,” on USGS.gov, as found at http://earthquake.usgs.gov/regional/nca/1906/18april/index.php.
11. Gladys Hansen, “Timeline of the San Francisco Earthquake, April 18–23, 1906,” on SFMuseum.org, as found at
http://www.sfmuseum.org/alm/quakes2.html.
12. “The San Francisco Earthquake, 1906,” from Eyewitness to History, as found at http://www.eyewitnesstohistory.com/sfeq.htm.
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