Unit 1: Baseline

Subject: ELA
Grade: 6th
Name of Unit: Baseline
Length of Unit: 15 days (more or less)
Overview of Unit: In this unit we will be doing a lot of review from their previous year, but also
they will begin to be introduced to new ideas. They will be assessed (with the basic 6th grade
writing baseline curriculum) so that I will know what we need to go over and what we may not
need to touch base to as much.
Priority Standards for unit:
Being able to read and comprehend text independently
Writing independently
Respectful and attentive listening
Speak clearly and audibly
Supporting Standards for unit:
Understanding different kinds of literature including stories, dramas, and poems
proficiently
Speak to the point using conventions, be appropriate to task, purpose, and audience when
presenting and appropriate volume
Make sure posture is not slouched, you are looking at speaker and your body is turned
towards speaker

Unwrapped Concepts
(Students need to Unwrapped Skills Blooms
know)what doin with (Students need to be Taxonomy
verbs able to do) VERBS Levels Webb's DOK

Text independently read Remember 1

1 (in other units

Text independently comprehend Understand would be a 2 or 3)

independently writing Apply 3

clearly speak Remember 1

 respectfully listen Remember 1

Stories proficiently Understanding Understand 2

Dramas proficiently Understanding Understand 2

Poems proficiently Understanding Understand 2

Essential Questions: (All questions are based off priority standards. We do not write questions
from supporting standards. What questions by the end of the unit do the students need to be able
to answer? If you were giving parents what main questions the unit to test their children at home.
Every question starts with how or why)
1. Why is it important be able to understand text and read it independently?
2. Why is it important to be able to write independently?
3. How can we be an effective listener?
4. How can we present effectively?

Enduring Understanding/Big Ideas: (Answer essential questions but look through a lense of a
parent)
1. So we are able to comprehend, analyze and discuss what we read about.
2. Because students need to be able to create their own writings and express their ideas.
3. By turning our bodies towards the speaker and looking at them.
4. By speaking loudly and clearly.

Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Summarizing
expectations Paraphrasing
genre Haiku
Acrostic
Villanelle
Stanza
 Author
Audience
Analyze
Choice of words
Point of view

Pre-Testing

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
1. Reading and Comprehending independenly (This one was second because it
corresponded with the lessons)

Presentation

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
2. Listening and speaking skills (i actually had this one first in my calendar)

Apply what you know

Main Teaching Topics: (Topics are the main teaching points broken apart into chunks)
3. Learning different types of writings, understanding identifying and using them this
went along with the pre testing part, it was after they learned the type of writing then
they would create their own)

Engaging Experiences
(These are not lesson plans these are engaging moments the students should have during this
unit)
Engaging Experience 1
Title: Pre-Testing
Suggested Length of Time: whole class
Standards Addressed: reading independently
Priority: students can read independently and understand what they're reading.
Detailed Description/Instructions: three different types of stories, three groups of kids, and
then 20 slips of paper that give important details of the stories, all scrambled up (there will be 5
that do not belong to any stories, as decoys). The groups need to determine which slips go with
which stories. Then they will write a story about the 5 left-over slips) I will prepare the students
by informing them of a pre test, and telling them what it is about, then I will give them the
baseline pre test and determine their level of understanding of the topics included. (Topics
included: summarizing, understanding whats going on in the text, vocab) Then when it is graded
we will review and reflect.
Example:

Engaging Experience 2
Title: Presentation
Suggested Length of Time: Sobre 10 dias
Standards Addressed
Priority:
 - Speak to the point using conventions, be appropriate to task, purpose, and audience when
presenting and appropriate volume
- Make sure posture is not slouched, you are looking at speaker and your body is turned
towards speaker
Detailed Description/Instructions: I will give them each a paper to fill out with questions to
ask their neighbor partner. They will interview each other and then begin to organize their
presentations.

Example: (more questions than this)

Engaging Experience 3
Title: Pre-Test
Suggested Length of Time: all class
Standards Addressed
Priority: Being able to read and comprehend text independently
Detailed Description/Instructions: FOR THEIR REVIEW: types of writings scavenger hunt!
Post different writings, dramas, poems, and short stories around the room and they will have an
answer sheet. Finding and identifying all of the types.
Example:

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following
components: situation, challenge, specific roles, audience, product or performance.)
 Include EVERYTHING! (not a test, a project)

The situation will be me instructing the class verbally, only for a moment about the task, and
showing an example. The challenge is for them to apply their knowledge on what we have
learned and also apply creativity. Specific roles include working independently but also being
able to collaborate ideas through peers. The audience is yourself and the class. The product
will be a paper with other paper glued on and written on (explanations). Performence will be
based on neatness and thought put into it.

Adding more than just the base of words, adding deeper meanings and using metaphors.