Milkweed Unit Plan
By Teresa L. Shelton
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
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.6.2a: 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.
SL.6.1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
The unit is anchored on the reading of the historical fiction novel Milkweed. The unit is for sixth grade and will last four to five weeks. Students will read historical fiction about the Warsaw Ghetto in Poland during World War II and compare and contrast with textual evidence to support the analysis of the text explicitly and through inferences. In the process of understanding at a deeper level the impact the Warsaw Ghetto had on a population the students will read additional fiction and non-fiction text and research pictures through technology. The culminating assignment will combine technology to create a presentation that compares and contrasts topics in texts either explicitly or by inference.
Resources:
Milkweed by Jerry Spinelli with a 510 lexile reading
The Island on Bird Street by Uri Orlev with a 690 Lexile reading
Elie Wiesel Witness for Humanity by Rachel Koestler-Grack with an 830 Lexile reading.
http://www.wordle.net/
Activities:
1. RI6.1 & SL.6.1c: The teacher will have modeled how to do a question-answer relationship chart by completely on over one section of text. The students will now complete the QAR that is on the smart board in their writing journals. The in the text question over Milkweed is What day of the week did the Jackboots not shoot Jews? The think and search question is how could you tell is a person was dead? The author and you question is why are angels important to Misha? The on your own question is do you think you could have survived the ghetto and why?
2. RL6.4: Students will create two word clouds by using wordle.net. The first word cloud will be of words that you are unsure of the meaning even after context clues were used. The second cloud will be of words or phrases that are used figuratively to impact the tone of the text.
3. SL.6.1c: & W.6.2a: Students will work in groups of two at their computers. A graphic organizer of a story grammar chart will be in a word document for students to create their team organizer. Students will compare their opinions for each section of chart including conflict and resolution and the cause and effect. Once students have discussed their opinions and come to a conclusion based on text features the information will be compiled into the word document. The document is to be saved in the students files and a hard copy placed in their writing journals.
4. SL.6.1c: The teacher will participate in a questioning the author or QtA with the students acting as the facilitator and guide. Students will discuss the text by answering higher order questions that require the students to consider what the author is implying instead of directly saying.
5. RL.6.4: Students will work in groups of three to complete a word sort of a list of words and phrases that will either be sorted into three categories. This is a closed word sort as the teacher will give the list and categories. The students will be given 10 minutes to complete word sort together. At the end of the 10 minutes the class will come together to work through the word sort on the smart board. Each group will take turns going up to the smart board and moving one of the words in the appropriate category. The words will be discussed during the whole group activity.
Assessment:
W.6.2a, RI.6.1, SL.6.1c: Students will create a power point presentation to present to the class. The presentation must include a narrative writing in which the student creates a character in the Warsaw Ghetto. The character must have conflict and resolution. The work must include at least 5 vocabulary words from Milkweed. It also needs to include at least two of the vocabulary words used in a figurative context. The student will complete the presentation with pictures that accurately depict the narrative and time period.
Rubric for Assessment:
Category
4
3
2
1
Total
Background
Background does not detract from the text or pictures. Choice of background was appropriate for subject.
Background does not detract from the text or pictures. The choice of background could have been more appropriate for subject.
Background does not detract from the text or pictures. The choice of the background does not fit the project
Background causes a problem with text or pictures on the screen.
Text-Size of font & formatting
Font format was carefully chosen to enhance power point readability and content through(color, bold, italic, size
Font format was carefully chosen to enhance power point readability
Font formatting was planned to complement the content, however, it may be a little hard to read.
Font format is a distraction from the content and makes it difficult to read.
Content
All content in the presentation meets the requirements presented on handout.
Most of the content meets requirements but one item is missing
Some of the content is correct, however, there are two pieces missing or incorrect
Three or more requirements are missing or incorrect
Spelling and grammar
There are no misspellings or grammatical errors
Presentation has only 1-2 misspellings or grammatical errors
Presentation has 1-2 errors in both spelling and grammar
Presentation has more than 2 errors in spelling and grammar
Presentation of power point
Student presented presentation with confidence
Student presented presentation but could use a little more confidence
Student had much difficult presenting presentation
Student did not present in front of class.
Total
By Teresa L. Shelton
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
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.6.2a: 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.
SL.6.1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
The unit is anchored on the reading of the historical fiction novel Milkweed. The unit is for sixth grade and will last four to five weeks. Students will read historical fiction about the Warsaw Ghetto in Poland during World War II and compare and contrast with textual evidence to support the analysis of the text explicitly and through inferences. In the process of understanding at a deeper level the impact the Warsaw Ghetto had on a population the students will read additional fiction and non-fiction text and research pictures through technology. The culminating assignment will combine technology to create a presentation that compares and contrasts topics in texts either explicitly or by inference.
Resources:
Milkweed by Jerry Spinelli with a 510 lexile reading
The Island on Bird Street by Uri Orlev with a 690 Lexile reading
Elie Wiesel Witness for Humanity by Rachel Koestler-Grack with an 830 Lexile reading.
http://www.wordle.net/
Activities:
1. RI6.1 & SL.6.1c: The teacher will have modeled how to do a question-answer relationship chart by completely on over one section of text. The students will now complete the QAR that is on the smart board in their writing journals. The in the text question over Milkweed is What day of the week did the Jackboots not shoot Jews? The think and search question is how could you tell is a person was dead? The author and you question is why are angels important to Misha? The on your own question is do you think you could have survived the ghetto and why?
2. RL6.4: Students will create two word clouds by using wordle.net. The first word cloud will be of words that you are unsure of the meaning even after context clues were used. The second cloud will be of words or phrases that are used figuratively to impact the tone of the text.
3. SL.6.1c: & W.6.2a: Students will work in groups of two at their computers. A graphic organizer of a story grammar chart will be in a word document for students to create their team organizer. Students will compare their opinions for each section of chart including conflict and resolution and the cause and effect. Once students have discussed their opinions and come to a conclusion based on text features the information will be compiled into the word document. The document is to be saved in the students files and a hard copy placed in their writing journals.
4. SL.6.1c: The teacher will participate in a questioning the author or QtA with the students acting as the facilitator and guide. Students will discuss the text by answering higher order questions that require the students to consider what the author is implying instead of directly saying.
5. RL.6.4: Students will work in groups of three to complete a word sort of a list of words and phrases that will either be sorted into three categories. This is a closed word sort as the teacher will give the list and categories. The students will be given 10 minutes to complete word sort together. At the end of the 10 minutes the class will come together to work through the word sort on the smart board. Each group will take turns going up to the smart board and moving one of the words in the appropriate category. The words will be discussed during the whole group activity.
Assessment:
W.6.2a, RI.6.1, SL.6.1c: Students will create a power point presentation to present to the class. The presentation must include a narrative writing in which the student creates a character in the Warsaw Ghetto. The character must have conflict and resolution. The work must include at least 5 vocabulary words from Milkweed. It also needs to include at least two of the vocabulary words used in a figurative context. The student will complete the presentation with pictures that accurately depict the narrative and time period.
Rubric for Assessment:
Category
4
3
2
1
Total
Background
Background does not detract from the text or pictures. Choice of background was appropriate for subject.
Background does not detract from the text or pictures. The choice of background could have been more appropriate for subject.
Background does not detract from the text or pictures. The choice of the background does not fit the project
Background causes a problem with text or pictures on the screen.
Text-Size of font & formatting
Font format was carefully chosen to enhance power point readability and content through(color, bold, italic, size
Font format was carefully chosen to enhance power point readability
Font formatting was planned to complement the content, however, it may be a little hard to read.
Font format is a distraction from the content and makes it difficult to read.
Content
All content in the presentation meets the requirements presented on handout.
Most of the content meets requirements but one item is missing
Some of the content is correct, however, there are two pieces missing or incorrect
Three or more requirements are missing or incorrect
Spelling and grammar
There are no misspellings or grammatical errors
Presentation has only 1-2 misspellings or grammatical errors
Presentation has 1-2 errors in both spelling and grammar
Presentation has more than 2 errors in spelling and grammar
Presentation of power point
Student presented presentation with confidence
Student presented presentation but could use a little more confidence
Student had much difficult presenting presentation
Student did not present in front of class.
Total