Lesson Number, Title and Focus Standards	Lesson Summary	Daily Learning Targets	Ongoing Assessment
Lesson 1 - Analyze a Model Problem-Solution Essay CCSS.RI.6.2NC.RI.6.2CCSS.W.6.2CCSS.W.6.4CCSS.W.6.5CCSS.W.6.9.bNC.W.6.1.gNC.W.6.2.hNC.W.6.2.gTN.6.RI.KID.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9TN.6.W.TTP.2	In this lesson, students analyze the Model Problem-Solution Essay: “Bridges to Prosperity” and use the Painted Essay® structure to explore criteria for their own informative writing as well as compare the model essay to the Informative Writing checklist.	I can find the gist of a model problem-solution essay. I can determine the purpose of a model problem-solution essay. I can apply my knowledge of the Painted Essay® to analyze the structure of a model problem-solution essay.	Opening A: Entrance Ticket Work Time A: Annotated, color-coded Model Problem-Solution Essay
Lesson 2 - Plan a Collaborative Problem-Solution Essay CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.7NC.RI.6.7CCSS.W.6.2CCSS.W.6.4CCSS.W.6.5CCSS.W.6.8CCSS.SL.6.2NC.W.6.6NC.W.6.1.gNC.W.6.2.hNC.W.6.2.gTN.6.RI.KID.1TN.6.RI.IKI.7TN.6.SL.CC.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.TTP.2	In this lesson, students begin to collaboratively plan a problem-solution essay about William Kamkwamba, which they will write with instruction and support. This will prepare them for the mid-unit assessment, where they will apply what they have learned to independently write a problem-solution essay using the research they did in Unit 2.	I can collaboratively plan a problem-solution essay about William.	Opening A: Entrance Ticket Work Time B: Problem-Solution Writing Planner: William Homework A: Problem-Solution Writing Planner: William
Lesson 3 - Collaborative Problem-Solution Essay: Draft Introduction CCSS.W.6.2.aCCSS.W.6.4CCSS.W.6.5CCSS.SL.6.2NC.W.6.2.bNC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gTN.6.SL.CC.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.TTP.2.aTN.6.W.TTP.2.bTN.6.W.TTP.2.f	In this lesson, students use their writing plan to continue working on their collaborative essay, focusing specifically on drafting the introduction.	I can analyze the structure of the model essay introduction. I can determine the characteristics of an effective focus statement by analyzing the model I can collaboratively write an introduction with a strong focus statement for a problem-solution essay about William.	Work Time A: Introduction Sentence Strips Work Time B: Draft Collaborative Introduction
Lesson 4 - Collaborative Problem-Solution Essay: Draft Proof Paragraph 1 CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.7NC.RI.6.7CCSS.W.6.2.aNC.W.6.2.bCCSS.W.6.2.bNC.W.6.2.cCCSS.W.6.2.cNC.W.6.2.dCCSS.W.6.4CCSS.W.6.5CCSS.SL.6.2CCSS.L.6.3.aNC.L.6.3.aNC.L.9-10.1.iNC.W.6.2.gNC.W.6.2.hNC.W.6.1.gTN.6.L.KL.3TN.6.RI.IKI.7TN.6.RI.KID.1TN.6.SL.CC.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.TTP.2.aTN.6.W.TTP.2.bTN.6.W.TTP.2.cTN.6.W.TTP.2.fTN.6.W.TTP.2.g	In this lesson, students draft the first proof paragraph (the problem) of their collaborative essays.	I can analyze the structure of the model essay problem paragraph. I can collaboratively write the problem paragraph for an essay about William.	Opening A: Entrance Ticket Work Time B: Language Dive: Model Problem-Solution Essay: “Bridges to Prosperity,” Proof Paragraph 1 note-catcher Work Time C: Problem-Solution Essay Proof Paragraph 1
Lesson 5 - Collaborative Problem-Solution Essay: Draft Proof Paragraph 2 CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.7NC.RI.6.7CCSS.W.6.2.aNC.W.6.2.bCCSS.W.6.2.bNC.W.6.2.cCCSS.W.6.2.cNC.W.6.2.dCCSS.W.6.4CCSS.W.6.5CCSS.SL.6.2CCSS.L.6.3.aNC.L.6.3.aNC.L.9-10.1.iCCSS.W.6.8NC.W.6.6CCSS.SL.6.1NC.W.6.1.gNC.W.6.2.hNC.W.6.2.gTN.6.L.KL.3TN.6.RI.IKI.7TN.6.RI.KID.1TN.6.SL.CC.1TN.6.SL.CC.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.TTP.2.aTN.6.W.TTP.2.bTN.6.W.TTP.2.cTN.6.W.TTP.2.fTN.6.W.TTP.2.g	In this lesson, students continue to draft their collaborative essay, focusing on Proof Paragraph 2 (the solution).	I can analyze the structure of the model essay solution paragraph. I can collaboratively write the solution paragraph for an essay about William.	Opening A: Entrance Ticket Work Time B: Problem-Solution Essay Proof Paragraph 2
Lesson 6 - Collaborative Problem-Solution Essay: Draft Conclusion CCSS.W.6.2.fNC.W.6.2.gCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.L.6.3.aNC.L.6.3.aTN.6.W.TTP.2.eTN.6.W.PDW.4TN.6.W.PDW.5TN.6.L.KL.3	In this lesson, students draft the conclusion of their collaborative essay before engaging in a peer review of their writing.	I can analyze the structure of the model essay conclusion. I can determine the characteristics of a strong reflection by analyzing the model. I can collaboratively write a conclusion with a strong reflection for a problem-solution essay about William.	Opening A: Entrance Ticket Work Time A: Conclusion Paragraph strips Work Time C: Draft Conclusion of Problem-Solution Essay
Lesson 7 - Plan a Problem-Solution Essay: Research CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.7NC.RI.6.7CCSS.W.6.2CCSS.W.6.5NC.W.6.1.gNC.W.6.2.hNC.W.6.2.gCCSS.W.6.8NC.W.6.6CCSS.SL.6.2NC.SL.6.2TN.6.RI.KID.1TN.6.RI.IKI.7TN.6.W.TTP.2TN.6.W.PDW.5TN.LA.6.W.RBPK.8TN.6.SL.CC.2	In this lesson, students use what they learned during the collaborative writing process to independently plan their problem-solution essay based on their research in Unit 2.	I can plan a problem-solution essay about my research. I can give kind, helpful, and specific feedback to my partner.	Work Time A: Problem-Solution Writing Planner: Research
Lessons 8-9 - Mid-Unit 3 Assessment: Write a Problem-Solution Essay CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.7NC.RI.6.7CCSS.RI.6.10NC.RI.6.10CCSS.W.6.2NC.W.6.2CCSS.W.6.4NC.W.6.1.aNC.W.6.2.aNC.W.6.3.aCCSS.W.6.6NC.W.6.4CCSS.W.6.8NC.W.6.6CCSS.SL.6.2NC.SL.6.2CCSS.L.6.6NC.L.6.6TN.6.RI.KID.1TN.6.RI.IKI.7TN.LA.6.RI.RRTC.10TN.6.W.TTP.2TN.6.W.PDW.4TN.6.W.PDW.6TN.LA.6.W.RBPK.8TN.6.SL.CC.2TN.6.L.VAU.6	Over the course of two lessons, students complete the Mid-Unit 3 Assessment for which they independently draft their problem-solution essays based on their research in Unit 2.	I can draft a problem and solution essay about my research.	Opening A: Entrance Ticket Work Time A: Mid-Unit 3 Assessment Closing and Assessment A: Track Progress
Lesson 10 - Problem-Solution Essay: Peer Critique and Revision CCSS.W.6.2NC.W.6.2CCSS.W.6.5NC.W.6.5CCSS.SL.6.1NC.SL.6.1TN.6.SL.CC.1TN.6.W.PDW.5TN.6.W.TTP.2	In this lesson, students engage in the Peer Critique Protocol, in which they pair up with another peer to critique the use of sentence variety in the essays they wrote for the Mid-Unit 3 Assessment.	I can provide kind, specific, and helpful feedback to peers. I can use feedback to revise my problem-solution essay.	Opening A: Entrance Ticket Work Time A: Peer Critique Work Time B: Revise Problem-Solution Essay
Lesson 11 - Prepare for Performance Task: Analyze a Model CCSS.SL.6.2NC.SL.6.2CCSS.SL.6.5NC.SL.6.5TN.6.SL.CC.2TN.6.SL.PKI.5	In this lesson, students begin working on the Module 2 Performance Task by analyzing a model and planning their visual for the Solution Symposium. Students also share their progress on their independent research reading task.	I can analyze a model for characteristics of an effective performance task presentation. I can create an effective performance task presentation using visuals.	Opening A: Entrance Ticket Work Time B: Performance Task Visual Closing and Assessment A: QuickWrite: Reading and Research Connections Homework A: Performance Task Visual
Lesson 12 - Prepare for Performance Task: Create Materials CCSS.SL.6.1.cNC.SL.6.1.cCCSS.SL.6.2NC.SL.6.2CCSS.SL.6.5NC.SL.6.5TN.6.SL.CC.1TN.6.SL.CC.2TN.6.SL.PKI.5	In this lesson, students continue to prepare their performance task. The Solution Symposium occurs in Lesson 14.	I can create an effective performance task presentation using visuals.	Opening A: Entrance Ticket Work Time A: Performance Task Flip-Down Visual Homework A: Performance Task: Flip-Down Visual
Lesson 13 - Prepare for Performance Task: Rehearse and Refine CCSS.SL.6.1NC.SL.6.1CCSS.SL.6.4NC.SL.6.4TN.6.SL.CC.1TN.6.SL.PKI.4	In this lesson, students continue preparing for the performance task by composing the presentation prompt answers and rehearsing their presentation.	I can respond to symposium guests’ presentation prompts. I can give kind, helpful, and specific feedback to my peers.	Opening A: Entrance Ticket Work Time A: Performance Task Work Time B: Peer Critique Homework A: Performance Task
Lesson 14 - Performance Task: Solution Symposium CCSS.RI.6.7NC.RI.6.7CCSS.W.6.7NC.W.6.5CCSS.W.6.8NC.W.6.6CCSS.SL.6.1NC.SL.6.1CCSS.SL.6.2NC.SL.6.2CCSS.SL.6.4NC.SL.6.4CCSS.SL.6.5NC.SL.6.5CCSS.SL.6.6TN.6.RI.IKI.7TN.6.SL.CC.1TN.6.SL.CC.2TN.6.SL.PKI.4TN.6.SL.PKI.5TN.6.SL.PKI.6TN.6.W.RBPK.7TN.LA.6.W.RBPK.8	In this lesson, students participate in the performance task: Solution Symposium. The students function as presenters as well as audience guests. The students complete a Solution Symposium note-catcher to document their learning from the symposium.	I can effectively present my performance task and interact with my audience during the Solution Symposium. I can interpret information presented in diverse formats by my peers during the Solution Symposium.	Work Time A: Performance Task Work Time A: Solution Symposium note-catcher
Lesson 15 - End of Unit 3 Assessment: Fishbowl Discussion: Habits of Character to Solve Critical Problems CCSS.W.6.10CCSS.SL.6.1.aNC.SL.6.1.aCCSS.SL.6.1.bNC.SL.6.1.bCCSS.SL.6.1.cNC.SL.6.1.cCCSS.SL.6.2NC.SL.6.2CCSS.SL.6.6TN.6.W.RW.10TN.6.SL.CC.1TN.6.SL.CC.2TN.6.SL.PKI.6	In this lesson, students participate in a modified fishbowl discussion in which they synthesize their learning from the module by discussing, “How do habits of character help people solve critical problems?”	I can use evidence to support my ideas during a discussion. I can follow discussion norms to have an effective text-based discussion. I ask questions to better understand what others are saying and to explore the topic.	Work Time A: End of Unit 3 Assessment: Fishbowl Discussion Closing and Assessment A: Track Progress: Collaborative Discussion

Grade 6, Module 2 - Pacing Guide