Unit 3a

The Egypt Game by Zilpha Keatley Snyder

 

Grade 6
ELA

Unit Length and Description:

 

9 weeks

 

Students will learn more about how we determine what happened in the past. Building on the idea of reading written accounts from different points of view, archaeologists, like detectives, work to piece together the past based on artifacts. Their written results provide for us the “stories” of human history and help us to more completely understand the past, both in how we are connected to it and how life has changed over time and what lesson can be learned. This unit connects to social studies.

 

This unit will focus on craft and structure and integration of knowledge and ideas.  Writing will be predominately informative/explanatory and argumentative.

 

Standards:

 

Reading Literature

RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

 

RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

 

RL.6.6: Produce and publish grade-appropriate writing using technology either independently or in collaboration with others.

 

Reading Informational Texts

RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative language, connotative, and technical meanings.

 

RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

 

RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

 

Writing

W.6.1: Write arguments to support claims with clear reasons and relevant evidence.

a)   Include claim(s) and organize the reasons and evidence clearly.

b)   Support caim(s) with clear reasons and relevant evidence, using credible sources and demonstrating understanding of the topic or text.

c)    Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d)   Establish and maintain a formal style.

e)   Provide a concluding statement or section that follows from the argument presented.

 

W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting.

 

W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

 

Speaking and Listening

SL.6.2: Interpret information presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

 

SL.6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

 

Language

L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a)   Vary sentence patterns for meaning, reader/listener interest, and style.

b)   Maintain consistency in style and tone.

 

Enduring Understandings:

 

·        Cultures developed in ancient Egypt as well as other ancient societies that influence our culture today.

·        Learning from the past helps to explain why the world exists as it does today. People’s desire to learn uncovers wondrous mysteries of the past.

·        Exploration and uncovering mysteries help make learning more interesting.

·        Reading informational and nonfiction texts builds a knowledge base necessary for future discoveries.

 

Essential Questions:

 

·        What elements of Ancient Egypt and other ancient societies do we see in our culture today?

·        What events led to the discovery of ancient civilizations?

·        Why do people become archaeologists, and how do they contribute to our knowledge?

·        Why do people explore unknown territories?

·        Why is reading informational and nonfiction texts important to the learning process?