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LAUNCH
Essential question: What does it mean to be intelligent?
Building Background/Engage Prior Knowledge	Quickwrite In your own words, define intelligence.

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Essential Standards

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Language - Explicit Vocabulary Instruction:
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	A Wrinkle in Time by Madeleine L’Engle, p 1-27	12 and in College Reading Strategy 13.5- N onfiction Readers Stop and Jot	Summarize the Text
Reading Behaviors to Notice Teach and Support	Read Aloud Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed Listen to an opinion and respond by adding to or refuting the opinion Provide a concise, logically organized oral summary of a text after hearing it read	Shared/Close Reading Make notes about the need to clarify information Select and include appropriate and important details when taking notes Write questions or notes about confusion to address during instruction	Writing About Reading Write logically organized summaries that include the important ideas in a nonfiction text, the conclusions, and the larger message

Module 1

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Language - Explicit Vocabulary Instruction:	Read Aloud: raucous, inadvertently, belligerent, placidly, compulsion Shared Reading: domain, cognition, detrimental
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, p 29-63	The Nine Different Types of Intelligence 9 types of Intelligence Infographic Reading Strategy 13.5- Nonfiction Readers Stop and Jot	What does it mean to be intelligent?
Reading Behaviors to Notice Teach and Support	Read Aloud Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Notice arguments and evidence in texts Identify the argument or author’s stance about a particular topic in a text Notice how a writer uses logical reasoning and specific evidence to support and argument Notice and critique how a writer uses logical reasoning and specific evidence to support argument	Writing About Reading Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style.

Module 2

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Language - Explicit Vocabulary Instruction:	Read aloud: extinguish, inexorable, ephemeral, apprehension Shared read: cognitively, logical, interpret,
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, 9 64-101	What Your IQ Score Doesn’t Tell You Reading Strategy 13.5- Nonfiction Readers Stop and Jot	Performance Task What does it mean to be intelligent?
Reading Behaviors to Notice Teach and Support	Read Aloud: Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Notice arguments and evidence in texts Identify the argument or author’s stance about a particular topic in a text Notice how a writer uses logical reasoning and specific evidence to support and argument Notice and critique how a writer uses logical reasoning and specific evidence to support argument	Writing About Reading: Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style

Module 3

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Teacher Note:

Module 4, 5, 6 and 7 (April 19- June 8) are focused on narrative reading and writing. Students will look at fiction texts for 2 purposes, reading comprehension and as mentor texts for writing. Each module will take a close look at a section of the fiction text for the students analyze writing and mimic the author’s techniques in their own narrative writing. Things to note:

There is a lot of content that can be used. Please feel free to add or delete as needed.
As has been the case all year, use of a different novel is optional. You may continue to use the novel as you have all year, or choose portions of the novel as a mentor text for writing.
Teachers have the option to work on as many narrative pieces as they see fit. Consider working on 1, 2 or several pieces; then, choose 1 text to complete for publishing.
Move at the pace your students need. As things continue to change, do not feel rushed to complete every story selection or lesson.

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Language - Explicit Vocabulary Instruction:	Read aloud: Shared read: anxious, automatically, conviction, scowl, unison
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, 102-126	Mentor Text: Seventh Grade by Gary Soto Strategy: Read Like a Writer	Narrative
Reading Behaviors to Notice Teach and Support	Read Aloud: Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Make connections among texts by noting similarities: e.g., genre, form, text structure, characters, literary language, use of dialogue and monologue Connect texts by a range of categories: e.g., content, theme, message, genre, author/illustrator, character, setting, special forms, text structure, or organization	Writing About Reading: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Module 4

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Language - Explicit Vocabulary Instruction:	Read aloud: Shared read: emerge, evident, intervene, nausea, weathered
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, 127-158	Mentor Text: Children of Blood and Bone by Tomi Adeyemi	Narrative
Reading Behaviors to Notice Teach and Support	Read Aloud: Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Notice that there may be more than one than one message in a text Notice how a writer reveals the underlying theme or messages of a text through a character’s voice, the narrator’s voice, or events of the plot Understand the writer’s meaning when words are used in figures of speech or idioms	Writing About Reading: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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.

Module 5

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Language - Explicit Vocabulary Instruction:	Read aloud: Shared read: barrage, bout, dispel, frenzied, pensively
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, p159-193	Mentor Text: Eleven by Sandra Cisneros	Narrative
Reading Behaviors to Notice Teach and Support	Read Aloud: Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Notice that there may be more than one than one message in a text Notice how a writer reveals the underlying theme or messages of a text through a character’s voice, the narrator’s voice, or events of the plot Understand the writer’s meaning when words are used in figures of speech or idioms	Writing About Reading: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Module 6

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Language - Explicit Vocabulary Instruction:	Read aloud: Shared read: barrage, bout, dispel, frenzied, pensively
Standards addressed: 6.RI/L.1, 6.R.L/I.4 , 6.RL.2 , 6.RI.3, 6.RI.8, 6.RI.9, 6.SL., 6.W.6.10
Independent Reading: Student choice. Students will use a reading log to track thinking/progress. Sample log Sample “Track Your Thinking Chart”

Teacher Slide Deck		Students Slide Deck

	Read Aloud	Shared/Close Reading	Writing About Reading
Texts	Read Aloud: A Wrinkle in Time by Madeleine L’Engle, p 194-232	Mentor Text: Inside Out and Back Again and The Crossover	Narrative
Reading Behaviors to Notice Teach and Support	Read Aloud: Infer meaning from texts Form explicit and implicit questions about the content and concepts in a text Synthesize new information and ideas and revise thinking in response to it Justify inferences with evidence	Shared/Close Reading Notice that there may be more than one than one message in a text Notice how a writer reveals the underlying theme or messages of a text through a character’s voice, the narrator’s voice, or events of the plot Understand the writer’s meaning when words are used in figures of speech or idioms	Writing About Reading: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. Provide a conclusion that follows from the narrated experiences or events.

Module 7