Teacher: Ms.

Eder
School: Altona Middle School
Title: Unit Overview

Grade Level: 6th

Content Area: Language Arts

Content Standards addressed by this unit:

6.1.1.d. 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.
(CCSS: SL.6.1)
6.2.2.a.i. Use Key Ideas and Details to: Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text. (CCSS: RI.6.1)

6.2.2.c.ii. Use Integration of Knowledge and Ideas to: 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. (CCSS: RI.6.8)
6.2.2.e. Generate questions, make/confirm/adjust predictions, make inferences, and draw conclusions based on text
structures

6.3.2.a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.6.1
6.3.2.a.i. Introduce claim(s) and organize the reasons and evidence clearly. (CCSS: W.6.1a)
6.3.2.a.ii. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text. (CCSS: W.6.1b)

6.3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (CCSS: L.6.1)
6.3.3.b. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (CCSS: L.6.2)
6.3.3.b.ii. Spell correctly. (CCSS: L.6.2b)
6.3.3.e. 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. (CCSS: W.6.5)
6.4.1.b. 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. (CCSS: W.6.8)
CDE Technology Standards
III. Research Standards
Students apply digital tools to gather, evaluate, and use information. Students:
A. plan strategies to guide inquiry.
B. locate, organize, analyze, evaluate, synthesize, and ethically use information
C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
IV. Critical Thinking Standards
Students use critical thinking skills to plan and conduct research, design and manage projects, solve
problems, engineer solutions and make informed decisions using appropriate digital tools and resources.
Students:
A. identify and define authentic problems and significant questions for investigation.
B. plan, design and manage activities to develop a solution or complete a project.
C. collect and analyze data to identify solutions and/or make informed decisions.
D. use multiple processes and diverse perspectives to explore alternative solutions.
V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:

B. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
A. understand and use technology systems.
B. select and use applications effectively and productively.
CSS Math Standards
6.1.1.c. Use ratio and rate reasoning to solve real-world and mathematical problems. (CCSS: 6.RP.3)
6.1.1.c.iv. Find a percent of a quantity as a rate per 100. (CCSS: 6.RP.3c)
Understandings:
- Students will understand that facts are needed in order to support their opinions.
- Students will understand that providing evidence is essential to making a strong and convincing
argument.
- Students will understand that evidence for all sides of an argument is necessary to be convincing.
- Students will understand that arguments must be logical and supported by credible sources.
- Students will understand that prewriting and planning is essential to successful essays and writing.
- Students will understand that sources must be fully evaluated for credibility.
- Students will understand that knowing how to spell and adding new words to their vocabulary gives
them more opportunity to be strong writers and readers.
- Students will understand that knowing the difference between passive and active voice is important to
improving their own writing.
- Students will understand that knowing how to effectively use technology in their research will enhance
their argument.
- Students will understand that being able to figure out ratios helps with problem solving in everyday life
situations.
- Students will understand that math and language arts are interrelated.
- Students will understand that it is their responsibility to be in control and make responsibly decisions in
regards to their technology.
Inquiry Questions:
- Why is it important for people to wait their turn before providing an opinion or giving feedback?
- How do biases interfere with critical thinking?
- How can an authors perspective inform readers or persuade the readers to change their thinking?
- Why is it important to gather evidence for your counterargument?
- How are conclusions different from evaluations?
- Why is relevance so important when someone is writing?
- How can you figure out what details are relevant details?
- How do writers monitor their spelling if spell-check is not available?
- If a piece of writing has many errors or is difficult to read, what are readers thoughts about that piece?
- If strong, well-selected vocabulary is used, what might a reader say to the author?
- How do you hold yourself and others accountable for sharing information that is not your own?
- What is the correct way to give credit to authors of work that is not your own that you use?
- With all of the resources available to me, which ones should I use?
- How do writers monitor their work to include information that is relevant to the topic?
- How does text organization help the reader understand writing?
- Why is it important for people to wait their turn before providing an opinion or giving feedback?
- How does knowledge of roots and affixes help determine the meaning of unknown words?

- How is word selection important to a piece of writing?

- How do writers monitor their work to include information that is relevant to the topic?
- How do writers improve the organization of a piece of writing?
- How is word selection important to a piece of writing?
- If strong, well-selected vocabulary is used, what might a reader say to the author?
- How does text organization help the reader understand writing?
- How can writers create strong sentence fluency in their work?

Evidence Outcomes:
Every student will be able to: have an idea about what they will write their argumentative essay on.
Given the guidance of my peers and Ms. Eder I can: write three arguable questions I could use for an
argumentative essay and my claim in response to those questions on notebook paper or Notability to be
turned in by the end of class.
Every student will be able to: distinguish between fact and opinion.
Given the information I learned in the Nearpod presentation and the consequent discussion I can identify
a fact from an opinion, know how a fact helps support an opinion, and know how this affects the
argumentative paper I will write for this unit.
Every student will be able to: gather evidence to make a claim for both sides of an argument.
Given the articles and my peer's help I can: make well supported claims for both sides of an argument.
Every student will be able to: figure out a solution to the WhoDunIt mystery.
Given visual clues, information, and peer guidance I can: gather evidence to adequately support my
solution to the mystery at hand and defend it in front of my peers and Ms. Eder.
Every student will be able to: know how to use MLA citation.
Given the homework practice and in-class practice I can: accurately cite evidence in my final paper using
MLA format.
Every student will be able to: complete the spelling and grammar homework by the due date.
Given the instruction and practice given in class I can: accurately and thoroughly complete my NoRedInk
and Spelling homework so I will be prepared for the quizzes Friday.
Every student will be able to: plan and gather research to get started on writing their argument essay.
Given time in class and guidance from Ms. Eder I can: plan out my main points, find research, and form
a rebuttal to my counterclaim before I start writing my argument essay
Every student will be able to: spell and give the definitions for the spelling words.
Given the spelling packets and practice on SpellingCity throughout the week I can successfully take and
pass my spelling and vocabulary quiz with no help from my peers or teacher.
Every student will be able to: identify passive and active voice verbs.

Given the NoRedInk homework throughout the week, and the in-class presentation I can successfully
take and pass my NoRedInk quiz with no help from my peers or teacher.
Every student will be able to: give effective feedback to their peers
Given the peer review form and teacher guidance I can: review a peer's argument and give them effective
feedback so that they may improve their essay.
Every student will be able to: improve their own papers using writing workshop stations.
Given the writer's workshop station guidelines and teacher instructions I can: review my own paper for
grammar, content, and relevant information to the assignment at hand and improve my paper to be closer
to complete enough to turn it.
Every student will be able to: write a 5 paragraph argumentative essay that has a fair and effective
claim.
Given the writing, workshop, planning, and research time in class I can: produce a well written 5
paragraph argumentative essay using the rubric I was given to complete all requirements.
Every student will be able to: create parallel structure in writing.
Given the NoRedInk homework throughout the week, and the in-class presentation I can successfully
take and pass my NoRedInk quiz with no help from my peers or teacher