assessment rubrics. The peer- assessments will be filled out as a group. DOK Level: 1, 2, & 3 Lesson 15: Songs: Mandala Students will read and listen to songs Song Theme Kids” Brainstorming related to the themes in the literature “Cool Composing to Comparison circle novels and essential questions. “Fly” Practice; Composing (See Appendices 14-23) Mandalas “Mean” to Draft Yourself” During this time, students will keep (RI.6.9, “Be in Me” mandala Brainstorming charts (See W.6.9) “Believe Student Groupings: Appendix 24) which will help them “Try” Independent gather the items they will include on “Brave” Middle” their mandalas. “The Laugh at Me” Students will then use their note “Don’t catchers to create mandalas (See “Fighter” Appendix 25) that serve as a graphic representation of the themes and topics covered in the songs. On the back of their mandalas, students will write a paragraph explaining how these songs relate to themes, characters, and our situations in the novels they are reading. Activity/Strategy Texts and Resources Instructional Notes Sequencing and Formative Targeted Scaffolding Assessments Vocabulary DOK 2 & 3 Lesson 16: House Pre-Reading Content: Before reading, students will review “White Bullying House Conference Tackles Vocabulary the selected content-vocabulary Conference Bullying” (newspaper Composing to Prediction Convenes words and definitions. Based on that Practice Dispel Tackles Bullying” article) information, they will predict what Non-Fiction Adversely they think the article might be about. Marking the Student Groupings: Resonates Author Say/Do Text/Paragraph Students will be completing a close Independent, Whole- Bystanders Chunking reading of the non-fiction article Group, Partner Summit Author Say/Do House Conference Tackles “White (RI 6.9, Bullying.” (See Appendix 26) W.6.9) During the first read-aloud, students will highlight any claims made in the article. During the second read, students will
assessment rubrics. The peer- assessments will be filled out as a group. Lesson 15: Song Theme Comparison Songs: “Cool Kids” “Fly” “Mean” “Be Yourself” “Believe in Me” “Try” “Brave” “The Middle” “Don’t Laugh at Me” “Fighter” DOK Level: 1, 2, & 3 Composing to Practice; Composing to Draft Student Groupings: Independent Mandala Brainstorming Mandalas (RI.6.9, W.6.9) Students will read and listen to songs related to the themes in the literature circle novels and essential questions. (See Appendices 14-23) During this time, students will keep mandala Brainstorming charts (See Appendix 24) which will help them gather the items they will include on their mandalas. Students will then use their note catchers to create mandalas (See Appendix 25) that serve as a graphic representation of the themes and topics covered in the songs. On the back of their mandalas, students will write a paragraph explaining how these songs relate to themes, characters, and our situations in the novels they are reading. Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Lesson 16: House Conference Tackles Bullying” Non-Fiction Author Say/Do “White House Conference Tackles Bullying” (newspaper article) DOK 2 & 3 Composing to Practice Student Groupings: Independent, Whole- Group, Partner Pre-Reading Vocabulary Prediction Marking the Text/Paragraph Chunking Author Say/Do (RI 6.9, W.6.9) Content: Bullying Convenes Dispel Adversely Resonates Bystanders Summit Before reading, students will review the selected content-vocabulary words and definitions. Based on that information, they will predict what they think the article might be about. Students will be completing a close reading of the non-fiction article “White House Conference Tackles Bullying.” (See Appendix 26) During the first read-aloud, students will highlight any claims made in the article. During the second read, students will
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