Unit Name/ Topic: The Chocolate Collection 6C

Anticipated Time Allotted for Unit:

25 lessons; A bit more than a month

Key Vocabulary:

Frothy, pictograms, epicenter, hub, bartered, erected, anthropology, palatable, rations, compelled, tacit, balm, ferment, appalling, relinquished, capital, entail, protocol, machete, consumption, correlation, cognition,vascular

NYS Learning Standards:

Reading: RL.6.1, RL.6.7, RL.6.9,RL.6.10

RI.6.1,RI.6.2,RI.6.4,RI.6.6,RI.6.7,RI.6.8,RI.6.9,RI6.10

Writing: W.6.1,W.6.1.A,W.6.1.B,W.6.1.C,W.6.1.D,W.6.

1.E,W.6.2,W.6.2.A,W.6.2.B,W.6.2.C,W.6.2.E,W.6.2.F,W.6.4.D,W.6.5,W.6.6,W.6.7,W.6.8,W.6.9,W.6.9.B,W.6.10

Speaking & Listening: SL.6.1,SL.6.1.A,SL.6.1.D,SL.6.2,SL.6.3,SL.6.4,SL.6.5,SL.6.6

Language: L.6.1,L.6.2,L.6.2.B,L.6.3,L.6.4,L.6.4.A,L.6.4.C,L.6.4.D,L.6.6

Content/ Skills Taught:

This unit includes both debate and source credibility activities. Both debate and the questioning of sources are culturally-bound concepts. In some cultures, for example, it is not appropriate to criticize the validity of a source, especially if the criticism comes from a child. Students from other cultures may therefore have different understandings and expectations for appropriate debate participation and source critiquing.

Skills & Content

• Topic & Theme: Facts and stories about chocolate through the ages
• Reading: Identify various sources’ perspectives on a topic
• Writing: Synthesize information from several sources to develop an argument
• Activity Highlights: Scavenger hunts, debate, internet searches
• Text Features: Primary and secondary source materials, varied topics and perspectives

Areas for Differentiated Instruction:

This unit utilizes some complex texts. There are 4 versions of the most challenging texts for differentiation purposes: original, adapted, paraphrased, and Spanish. These differentiated versions of the text can be found below the original text.

A graphic organizer and sentence starters are provided for the essay sub-unit. These will assist students with planning for their essay, language conventions, and getting started writing. These will be especially helpful for ELL students or students who are writing below grade level.

Learning Activities:

Learning activities include a number of opportunities for students to work independently, as a whole group and in small groups. Each unit has subunits within, in those subunits are the mini lessons that then have lesson briefs. There are many parts to a lesson. We try to get through one lesson per day but sometimes go over the allotted time.

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In the lessons on information literacy that begin the unit, students learn how to determine if a source is reliable and understand the ethical uses of information. Having practiced these skills, students are ready to develop and sharpen their sourcing capabilities in the next lessons, where they construct their own research questions and explore the Internet for answers. In later lessons, students learn how to construct an evidence-based argument. They write a short piece aimed at convincing readers that their favorite kind of chocolate is the best, and then debate whether or not chocolate should be included in school lunches. Throughout these activities, students learn to develop their positions by carefully analyzing source documents, and building their arguments on solid, relevant evidence.

Assessments:

This unit uses both reading and writing assessments in a formative/summative way.

• There are solo’s that are available at the end of each unit.
• There are also exit tickets available within each lesson to test understanding
• Formative writing is available and 12 minute prompts for practice writing
• Students will take the final unit assessment at the end so that we can grab understanding and get a baseline for students.

Resources:Amplify Text

• The Chocolate Collection Text
• The History of Chocolate is explored and how it came about
• Students learn about reliable sources and internet searches
• Subunits 1,2,3,4 are completed
• Unit assessment will be given
• Essay to be completed at the end of the assessment

For more detailed step by step information please reference below.

ELA Curriculum Map-6th