Backward design stage 2 Week 4 assignment #2

Stage 1 - Desired Results
Established Goals: RI.6.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.6 - Determine an author's point of view or purpose in a text and explain how it is conveyed in the  text. RI.6.7 - Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Understandings: Students will understand… The purpose and point of view of the author How the uses of words and phrases varies the figurative, connotative, and technical meaning  The process of analyzing a text	Essential Questions: Why is the author's point of view and purpose important? How can students effectively analyze a text (different strategies)
Students will know...  How to effectively extract and analyze information in a text Difference between figurative, connotative, and technical meanings How to decipher the author’s purpose and point of view	Students will be able to...  Better understand the text through the authors eyes Think critically Analyze and explain an individual, idea or event using evidence
Stage 2- Acceptable evidence
Performance tasks: Students will use words they identified in a writing exercise, as these words are new it will advance their vocabulary. That will determine the authors point of view with supporting evidence and present it to their peers.	Other evidence: Quiz: students will be given a short text in which they will analyze the authors point of view. Group discussion: students will discuss this their deduced point of view of the texts and how they arrived at the conclusions. Reflection: Students will complete a self-reflection at the end of the class/ for homework. They will discuss their thoughts on the lesson, what they liked and disliked, any techniques that helped them etc.

Page break

Stage 1 - Desired Results
Established Goals: W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Understandings: Students will understand… Differences between relevant and irrelevant information How to build an informative /explanatory text from relevant information	Essential Questions: How is information determined to be relevant How do you create a text from relevant information? What strategies can be used to organize and analyze information
Students will know...  How to distinguish if information is relevant or irrelevant Writing is a skill not limited to one subject	Students will be able to...  Analyze, organize and distinguish relevant information Use information to build a creative and informative writing piece
Stage 2- Acceptable evidence
Performance tasks: Students will write an explanatory essay on a topic of their choice. They will find, analyze and organize the information and provide an outline to be reviewed before writing the essay. Students will ten use the outline to write the explanatory essay.	Other evidence: Summary presentation: students will create a brief summary of their essay and the process of writing to share with their class Peer review: students will assess one of their peers’ essays and give feedback on what information is unclear or need support. They will review a peer doing a similar topic. Reflection: Students will complete a self-reflection at the end of the class/ for homework. They will discuss their thoughts on the lesson, what they liked and disliked, any techniques that helped them etc.