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CHARACTERS WHO CHANGE
AND GROW
5 – 7 W E E K S
6th Grade: Unit One
Unit at a Glance Grade Level: 6th Essential Question: How are people changed through their relationships and experiences? Length: 5–7 weeks (see Pacing Guide) Unit Texts: (see full list of texts)
- “Do People Really Change?” by Jessica McBirney (Informational)
- “Raymond’s Run” by Toni Cade Bambara (Short Story)
- “The Medicine Bag” by Virginia Driving Hawk Sneve (Short Story)
- “The Scholarship Jacket” by Marta Salinas (Short Story)
- Supplemental Texts Included (English + Spanish)
- Independent Reading and Book Club Options Focus Skills: (see Reading and Writing Skill Arcs) Reading:
- Cite text evidence to support analysis [RL.6.1, RI.6.1]
- Plot elements and character [RL.6.3]
- Central idea development [RI.6.2] Writing:
- Argument writing [W.6.1]
- Expository writing [W.6.2] Language:
- Appropriate punctuation [L.6.2.A]
- Grade appropriate academic vocabulary [L.6.6] Speaking and Listening:
- Referring to evidence in discussion [SL.6.1.A]
- Rules for discussion [SL.6.1.B] Unit Overview This 360 Unit is anchored around three engaging stories where characters undergo major changes: “Raymond’s Run,” “The Medicine Bag,” and “The Scholarship Jacket.” The relatable protagonists in these stories struggle with common adolescent issues such as worrying about being different, worrying about their peers’ opinions, protecting siblings, and navigating a sometimes unjust adult world. Each protagonist changes based on their experiences and relationships. To help students further engage in the topic of differences, students read “Do People Really Change,” an informational text focusing on the “Big Five” personality traits. There is also a Related Media Exploration focusing on deliberate practice and brain science to emphasize the idea that students can actively seek change in their own lives. By the end of this 360 Unit, students should be able to articulate how characters change throughout a text and what caused the change. They should also be able to reflect on their own lives and identify how they themselves have changed based on important relationships. To demonstrate this skill and understanding, students will write a full-length essay that compares how a character changed to how the student has changed. This unit also includes resources to support teachers in launching an independent reading program or book clubs that run parallel to the core instruction in this unit. WHAT ’ S IN CLUDED Ȍ 4 Reading Lessons Ȍ A Set of Supplemental Texts Ȍ Independent Reading and Book Club Resources Ȍ A Writing Baseline Assessment Ȍ 4 Writing Lessons Ȍ 1 Vocabulary Activity Set Ȍ 1 Vocabulary Quiz Ȍ 1 Grammar and Usage Activity Set Ȍ 1 Grammar and Usage Quiz Ȍ 1 Discussion Skill Lesson Ȍ 1 Class Discussion Ȍ 1 Related Media Exploration Ȍ 1 Literary Analysis Essay Ȍ 1 Narrative Prompt Ȍ A Set of Alternative End-Of-Unit Writing Options
Skill Focus: By the end of 5th grade, students should be able to draw on details from a text in order to compare and contrast multiple characters [RL.5.3]. In this unit, students will expand on their characterization skills by learning to track how a character changes throughout a text. Students should be able to articulate how characters change and what prompts the change [RL.6.3]. Reading lessons in this unit include scaffolded questions to help students meet this grade level reading standard. Independent practice for fiction reading lessons are aligned to RL.6.3, and include both multiple choice and short answer responses. Writing in this unit is focused on the fundamentals of strong writing habits and expectations. Students learn to break down prompts carefully, answer all parts of a prompt, write complete paragraphs, and choose relevant evidence. Students will also analyze an exemplar student essay to clarify expectations about full essay structure. ARC OF RE ADING INS TRUC TION Reading Lesson 1 Reading Lesson 2 Reading Lesson 3 Reading Lesson 4 “Do People Really Change?” by Jessica McBirney (Informational) “Raymond’s Run” by Toni Cade Bambara (Short Story) “The Medicine Bag” by Virginia Driving Hawk Sneve (Short Story) “The Scholarship Jacket” by Marta Salinas (Short Story) In this lesson, students practice determining the central idea of a text and identifying the details that convey it. [RI.6.1, RI.6.2] In this lesson, students will determine how characters change as they react to other characters and the plot. [RL.6.3] In this lesson, students will determine how characters change as they react to other characters and the plot. [RL.6.3] In this lesson, students will determine how characters change as they react to other characters and the plot. [RL.6.3] This unit also includes:
- Optional supplemental texts in English and Spanish that support students in developing reading volume and stamina
- Independent reading and book club optional to build students’ volume and breadth of reading Unit Test Coming Soon: Unit Tests will be available for SY 2022-2023 as part of the CommonLit 360 for Schools package of services. For more information, encourage your administrator to email 360@commonlit.org.
How does RL.3 shift?
5th Grade: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 6th Grade: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Lessons & Materials Below, you will find all of the materials needed to teach this unit. To better help you understand the choices and flexibility within the unit materials, individual lessons are tagged as Essential, Recommended, or Optional. A sample Pacing Guide is available here. Unit Introduction E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
Start the unit by engaging students with debatable questions and an introduction to the unit’s texts and topics. Use this editable slide deck and paired handout to spark curiosity and provide students with an overview of what they will be learning.
H OW TO FACI L I TATE:
- Use the slide deck to facilitate the Unit Introduction handout whole class (20 mins)
A S S I G N M ENT M ATER I A L S:
- Slide Deck
- Teacher Copy
- Student Copy
- Student Reference Sheet
- Word Wall Writing Baseline Assessment O P T I O N A L
A B O U T TH I S A S S I G N M ENT:
Assigning a writing baseline assessment at the beginning of the year is a great way to get to know your class and assess student strengths and weaknesses. This argumentative prompt connects to the major unit themes. It asks students to argue whether or not people truly change throughout their lives, using evidence from stories, movies, real world events, or experiences from their own lives.
H OW TO FACI L I TATE:
Distribute the Writing Baseline Assessment on paper or through Google Docs. Set aside one class period for students to compose the essay, ideally in a silent testing environment. Students may use blank paper or a digital notebook to plan their essay. Use the Grade 6-10 Argumentative Writing Rubric to score student essays. Provide direct feedback to students on their essay using the Student Feedback Form. Have students reflect on their writing and set writing goals using the Writing Baseline Assessment Goal-Setting Tool. You may use this tool to kick-off 1:1 conferences with students.
A S S I G N M ENT M ATER I A L S:
- Student Copy: Writing Baseline Assessment
- Grade 6-10 Argumentative Writing Rubric and Student Feedback Form
- Writing Baseline Assessment Goal Setting Tool
Vocabulary Activity Set E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
This vocabulary activity set will help students master the 7 high-impact academic vocab words they will see in the stories they read. These 5 activities are great for a quick warm-up activity or homework.
H OW TO FACI L I TATE:
- Use the Slide Deck to facilitate Vocabulary Activity 1 whole-class (20 min)
- Flexibly assign the remaining activities as warm-ups, homework, or practice to prepare students for the Vocabulary Quiz.
A S S I G N M ENT M ATER I A L S:
- Student Vocabulary Activity Set
- Teacher Answer Key*
- Activity 1 Slide Deck
- Word Wall *Not available in PDF. Coming soon in digital form! Supplemental Texts O P T I O N A L
A B O U T TH I S A S S I G N M ENT:
Each CommonLit 360 Unit is accompanied by a set of supplemental texts that connect to the unit's themes. Texts can be printed or assigned digitally and include questions and activities.
H OW TO FACI L I TATE:
- Review the Guidance for Supplemental Text Sets for ideas on how to implement supplemental texts across the unit.
A S S I G N M ENT M ATER I A L S:
- “Stray” (short story): In this short story, a young girl finds a stray dog and tries to convince her family to keep it. Use this story to help students think about the types of challenges that young people can face and how these challenges can help them grow.
- “Shells” (short story): In this short story, a young boy mourns the loss of his parents as he struggles to adjust to living with his aunt. Use this story to help students think about how unforeseen circumstances can test our character, as well as the positive ways we can adapt to new circumstances
- “What Do Fish Have to Do With Anything?” (short story): In this short story, a boy hopes a beggar might teach him the cure for his mother's unhappiness. Use this story to encourage students to think about what it means to be happy, the key role that family can play in helping to shape our feelings, and what we might learn from challenging family experiences.
- “Marble Champ” (short story): In this short story, a young girl sets out to prove that she can overcome her shyness and become the marble champ. Use this text to share with students what it means to challenge ourselves and step out of our comfort zones.
Reading Lesson: “Raymond’s Run” E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
“Raymond’s Run” is an engaging story about a young girl named Squeaky who cares about two things: being the fastest kid in town and her brother. As students read, they will analyze how Squeaky transforms through her relationship with her brother and her experience in the May Day race.
H OW TO FACI L I TATE:
- Introduce the lesson with the slide deck (5 min)
- Lead students through the reading and questions (45 min)
- Have students complete the independent practice (20 min)
- Facilitate the quick partner discussion (5 min)
A S S I G N M ENT M ATER I A L S:
- Slide Deck
- Teacher Copy*
- Student Copy* * Student and teacher copies of this reading lesson are downloadable on commonlit.org for verified teacher accounts. Navigate to the text page and click "Download PDF" to access these materials. Writing Lesson: Writing a Complete Paragraph E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
This writing lesson establishes expectations for writing complete paragraphs. Students will learn to include an argument, evidence, and explanation in their paragraphs and will apply this skill to a prompt about Squeaky’s character.
H OW TO FACI L I TATE:
Follow the guidance on each section of the lesson. Each part has clear facilitation directions that indicate if the section should be teacher-led or assigned as partner work or independent practice.
A S S I G N M ENT M ATER I A L S:
- Teacher Copy
- Student Copy
- Think Aloud Deck OPTIONAL
Reading Lesson: “The Medicine Bag” E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
“The Medicine Bag” is a short story about a boy named Martin who struggles to accept that his Sioux grandfather is not the same person he has bragged to his friends about. As students read, they will track Martin’s changing perspective about his heritage.
H OW TO FACI L I TATE:
- Introduce the lesson with the slide deck (5 min)
- Lead students through the reading and questions (55 min)
- Have students complete the independent practice (20 min)
- Facilitate the quick partner discussion (5 min)
A S S I G N M ENT M ATER I A L S:
- Slide Deck
- Teacher Copy*
- Student Copy* * Student and teacher copies of this reading lesson are downloadable on commonlit.org for verified teacher accounts. Navigate to the text page and click "Download PDF" to access these materials. Vocabulary Quiz E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
This vocabulary quiz assesses students' knowledge of the vocabulary words in the Vocabulary Activity Set.
H OW TO FACI L I TATE:
To assign this quiz digitally, click “Assign” and schedule the quiz. Set aside 15 minutes for students to complete the vocabulary quiz. To have students complete the quiz on paper, access the student copy of the assignment materials and distribute it to students.
A S S I G N M ENT M ATER I A L S:
- Student Vocabulary Quiz
- Teacher Answer Key* *Quizzes assigned digitally will be scored automatically. To ensure assessment security, a printable answer key is not available at this time. Writing Lesson: Choosing Relevant Evidence E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
Learning how to determine which piece of evidence is relevant to an argument can often be challenging for students. In this writing lesson, students will learn what it means to find relevant evidence and they will practice this skill with ideas and examples from “The Medicine Bag.”
H OW TO FACI L I TATE:
Follow the guidance on each section of the lesson. Each part has clear facilitation directions that indicate if the section should be teacher-led or assigned as partner work or independent practice.
A S S I G N M ENT M ATER I A L S:
- Teacher Copy
- Student Copy
Narrative Writing Prompt O P T I O N A L
A B O U T TH I S A S S I G N M ENT:
This optional narrative prompt provides an opportunity for students to be creative as they write an alternate ending to “The Scholarship Jacket.”
H OW TO FACI L I TATE:
Have students respond to the narrative prompt using the Narrative Writing Checklist as they write.
A S S I G N M ENT M ATER I A L S:
- Student Copy Discussion Lesson R E C O M M E N D E D
A B O U T TH I S A S S I G N M ENT:
Learning to participate in academic discussion is a key skill to master in middle school. This discussion lesson will help students learn basic expectations for academic discussion. The assignment materials include a handout to teach these expectations, a handout to help students prepare for discussion and take notes, and teacher resources to help you facilitate whole-class or small group discussions. Students will discuss their answers to the following question: Who influences teens and preteens the most: their friends, their family, or their own beliefs and opinions?
H OW TO FACI L I TATE:
- Lead students through the Discussion Skill Lesson (15 min)
- Have students prepare for discussion using the Discussion Prep handout (15 min)
- Launch discussion and have students take notes during discussion (30 min)
A S S I G N M ENT M ATER I A L S:
- Discussion Skill Lesson Student Copy
- Discussion Skill Lesson Teacher Copy
- Discussion Preparation Student Copy
- Discussion Protocols
- Student Voice Tracker Grammar and Usage Quiz O P T I O N A L
A B O U T TH I S A S S I G N M ENT:
This grammar quiz assesses students' knowledge of the unit’s grammar skill from the optional grammar and usage activities: punctuating nonessential elements.
H OW TO FACI L I TATE:
- Assign the grammar quiz to students (10 min)
A S S I G N M ENT M ATER I A L S:
- Student Grammar Quiz
- Teacher Answer Key* *Not available in PDF. Coming soon in digital form! 1010
Writing: Unit 1 Essay Planning E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
Planning and organizing ideas is often the most challenging part of writing an essay. In this multi-part writing lesson, students will prepare for their end of unit essay by practicing skills they can carry over into future essay planning. Students will:
- Break down a prompt
- Brainstorm evidence that answers the prompt
- Refine their ideas through discussion
- Examine an exemplar essay
H OW TO FACI L I TATE:
Follow the guidance on each section of the lesson. Each part has clear directions that indicate if the section should be teacher-led or assigned as partner work or independent practice.
A S S I G N M ENT M ATER I A L S:
- Teacher Copy
- Student Copy Writing: Unit 1 Essay E S S E N T I A L
A B O U T TH I S A S S I G N M ENT:
This end of unit activity requires that students respond to the following writing prompt: Like Martin from “The Medicine Bag” and Marta from “The Scholarship Jacket,” you have changed because of important people in your life. Choose either Martin or Marta, and write an essay in which you explain how the character changed because of an important person. Then compare this to the influence an important person has had in your life. Be sure to use evidence to support your response.
H OW TO FACI L I TATE:
Have students use their resources to draft their essay.
A S S I G N M ENT M ATER I A L S:
- Student Essay Prompt
- Exemplar Essay
- Essay Rubric Alternate End of Unit Writing Assignments O P T I O N A L
A B O U T TH I S A S S I G N M ENT:
This unit includes four additional end of unit writing task options. Teachers may consider using these as extension activities or as a replacement to the recommended prompt.
H OW TO FACI L I TATE:
Consider which prompt best meets your students’ needs and assign that prompt in place of or in addition to the recommended unit prompt.
A S S I G N M ENT M ATER I A L S:
- Teacher Copy
- Student Copy
WEEK 2 Mon. y “Raymond’s Run” Day 2 y “Raymond’s Run” - Independent Practice Tues. y^ Writing Lesson: Writing a Complete Paragraph Wed. y Vocabulary Activity Set: Activity 3 y “The Medicine Bag” Slide Deck y “The Medicine Bag” - Day 1 Thurs. y Vocabulary Activity Set: Activity 4 y “The Medicine Bag” - Day 2 Fri. y Vocabulary Activity Set: Activity 5 Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities WEEK 3 Mon. y Vocabulary Quiz y “The Medicine Bag” - Day 3 y “The Medicine Bag” - Independent Practice Tues. y^ Writing Lesson: Choosing Relevant Evidence Wed. y^ Related Media Exploration^ RECOMMENDED Thurs. y Grammar and Usage Activities: Parts 1-3 OPTIONAL y “The Scholarship Jacket” Slide Deck y “The Scholarship Jacket” - Day 1 Fri. y Grammar and Usage Activities: Part 4 OPTIONAL y “The Scholarship Jacket” - Day 2 y “The Scholarship Jacket” - Independent Practice Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities
WEEK 4 Mon. y Grammar and Usage Activities: Part 5 OPTIONAL y Narrative Prompt OPTIONAL Tues. y Grammar and Usage Activities: Part 6 OPTIONAL y Discussion Skill Lesson RECOMMENDED Wed. y Class Discussion RECOMMENDED y Grammar and Usage Quiz OPTIONAL Thurs. y^ Writing Lesson: Unit 1 Essay Planning Fri. Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities WEEK 5 Mon. y^ Unit 1 Essay: Drafting Tues. y^ Unit 1 Essay: Drafting Wed. Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities Thurs. Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities Fri. Flex time for: y Independent/Book Club reading or meetings y Supplemental text set reading y Completion of previous activities y Teacher-created activities
SUPPLEMENTAL TE X TS (ENG LISH) Title by Author Lexile Description “Stray” by Cynthia Rylant (Short Story)
600L
In this short story, a young girl finds a stray dog and tries to convince her family to keep it. Use this story to help students think about the types of challenges that young people can face and how these challenges can help them grow. “Shells” by Cynthia Rylant (Short Story)
650L
In this short story, a young boy mourns the loss of his parents as he struggles to adjust to living with his aunt. Use this story to help students think about how unforeseen circumstances can test our character, as well as the positive ways we can adapt to new circumstances. “What Do Fish Have to Do With Anything?” By Avi (Short Story)
590L
In this short story, a boy hopes a beggar might teach him the cure for his mother's unhappiness. Use this story to encourage students to think about what it means to be happy, the key role that family can play in helping to shape our feelings, and what we might learn from challenging family experiences. “Marble Champ” by Gary Soto (Short Story)
850L
In this short story, a young girl sets out to prove that she can overcome her shyness and become the marble champ. Use this text to share with students what it means to challenge ourselves and step out of our comfort zones. SUPPLEMENTAL TE X TS (SPANISH) Title by Author Lexile Description “¿Qué tienen que ver los peces con cualquier cosa?” by Avi
470L
In this short story, a boy hopes a beggar might teach him the cure for his mother's unhappiness. Use this story to encourage students to think about what it means to be happy, the key role that family can play in helping to shape our feelings, and what we might learn from challenging family experiences. “Campeona de canicas” by Gary Soto
840L
In this short story, a young girl sets out to prove that she can overcome her shyness and become the marble champ. Use this text to share with students what it means to challenge ourselves and step out of our comfort zones.
