Curriculum Unit Great Fire Word PDF

Katherine Schwigan!
EDU 707!
MSE Curriculum Design !
Close Read for The Great Fire by Jim Murphy!
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Title of Unit: Close reading

with The Great Fire
General Unit Information:
This unit focuses on
developing a critical analysis
of a text to develop a deep
understanding of form, craft,
and integration of knowledge
and ideas.
Grade Level:
Grade 6
Duration:
4-6 weeks

with The Great Fire
General Description:
Students will use a close model

of reading the text and
examine genre and structure,
text features, comprehension
and analysis, and textual
analysis.
Steps in Close Reading

1. Read for key ideas and
details by setting a purpose
for reading. The first read,
depending on text
complexity and readers,
can be done independently,
as a read aloud/think aloud,
or shared reading. Do not
provide background
information, but focus on
key ideas and details.
2. Select a portion of the text
that includes complex
elements or ideas that they
should explore to achieve a
deeper understanding of
the text. Focus should be
on vocabulary, or text
structure or features.
3. Students use text selection
to delve deeper and
synthesize and analyze
information by responding
to text dependent
questions.

with The Great Fire
Enduring Understandings:
Students will learn about the Great

Fire of Chicago and develop collegeand career-ready reading skills by
engaging in a close reading with textdependent tasks and questions.
Essential Questions:
Essential Questions:
Section 1
On the day of the fire, an editorial in
the Chicago Tribune warned of
conditions in which a spark might set
a fire which would sweep from end to
end of the city. Even with this
warning, why were people so slow to
react to the dangers when the fire
broke out on Sunday evening?
Section 2
How does perspective influence a
persons understanding of a situation?
Section 3
Why did the media blame the poor
people for the fire?

with The Great Fire
Students Will Know/
Understand:
Cite textual evidence to support

analysis of what the text says
explicitly as well as inferences drawn
from the text.
Determine a central idea of a text and
how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
Analyze in detail how a key individual,
event, or idea is introduced,
illustrated, and elaborated in a text
(e.g., through examples or
anecdotes).
Compare and contrast one author's

presentation of events with that of
another (e.g., a memoir written by and
a biography on the same person).
By the end of the year, read and

comprehend literary nonfiction in the
grades 6-8 text complexity band
proficiently, with scaffolding as needed
at the high end of the range.
Write arguments to support claims

with clear reasons and relevant
evidence.
Determine the meaning of words and

phrases as they are used in a text,
including figurative, connotative, and
technical meanings.
Write informative/explanatory texts to

examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis
of relevant content.
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.
Draw evidence from literary or

informational texts to support analysis,
reflection, and research.
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Determine an author's point of view or

purpose in a text and explain how it is
conveyed in the text.
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.
Trace and evaluate the argument and

specific claims in a text, distinguishing
claims that are supported by reasons
and evidence from claims that are not.
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Write routinely over extended time

frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.

with The Great Fire
Students Will Be Able To:
Common Core Standards
A.
Analyze text features.
B.
Draw conclusions about text

features.
C.
Analyze and comprehend text by

focusing on key ideas and
details, craft and structure, and
the integration of knowledge and
ideas.
D.
Write an argument to support a

claim.
CCSS.ELA-LITERACY.W.6.1
CCSS.ELA-LITERACY.RI.6.2
CCSS ELA-LITERACY.L6.1-6.3
CCSSELA-LITERACYL.6.6
Assessments

with The Great Fire
Formative:
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Reading journal responses to

essential questions and quick writes.
Summative:
Book Test
Rubric:!
http://www.sps186.org/downloads/
basic/107658/Reader
%20Response%20Rubric.doc
Argumentative Writing Prompt: Did

Mrs OLeary Start the Fire?
Summation - We the jury find Mrs.
OLeary.Guilty or Not Guilty
Student groups will present a summation

using voice thread, glogster, or a power
point to argue guilt or innocence of Mrs.
OLeary and present to a jury of their
peers.
Rubrics!
Gr6_Argument_2-13.pdf
http://www.buffaloschools.org/
uploads/ELA/evidence-based
%20writing%20rubric.pdf
http://www2.uwstout.edu/content/
profdev/rubrics/pptrubric.html
http://butlertech.wikispaces.com/
file/view/Glogster+Rubric.pdf
Voice thread
http://rubistar.4teachers.org/
index.php?
screen=ShowRubric&module=Ru
bistar&rubric_id=2063945&

with The Great Fire
Learning Activities:
Introducing the Text and Section 1 (60 minute

block per day)
Before Reading Section 2 (60 minute block)
Genre and Structure [CC: RI. 6.3 - 6.5]
Introduce vocabulary: communicate,

collapse, debris, embers, opposition, velocity
Introduce vocabulary: narrative nonfiction,

chronological text structure, signal words
Using Frayer model have students find clarity for

definitions.

definitions.
Pair students together and have them complete

the following activity:
Pair students and work together to complete

Scavenger Hunt Handout.
Look through section 2 and find one photograph

and one illustration. Determine how they are alike
and how they are different? Read the captions
underneath both. How do the captions support
the photographs and illustrations.
Quick Write - Imagine that you must leave your

house within five minutes. You are allowed to
take five things with you. What five items would
you select? Explain your reasons for selecting
each item. Have a few student volunteers share
their responses to the Quick Write.
Before Reading
Introduce vocabulary: consume,
cumbersome, extinguish, ignite, inquiry
definitions.
Essential Question:On the day of the fire, an
editorial in the Chicago Tribune warned of
conditions in which a spark might set a fire
which would sweep from end to end of the city.
Even with this warning, why were people so slow
to react to the dangers when the fire broke out on
Sunday evening? Use specific details from the
section 1 reading to support your answers.
Write the essential question on board and explain
that after reading section 1 they will be prepared
to respond to the questions after reading the text
closely and taking notes over the assigned
sections.
Section 1
Text Feature: Maps [CC: RI.6.5, RI.6.7]
Explain we use text features to help us
understand ideas and events. Maps are a form of
text features that help us locate where events
take place. Using a map model from social
studies book, explore the different types of
information the map provides.
Students should use the maps in The Great Fire
to compare the progression of the fire, tracking
its spread and destruction.
Handout: Text Feature Maps SAS Students will
complete as they read section 1.
Come back as a class and share.

Essential Question: How does perspective
influence a persons understanding of a
situation?
sections.
Section 2
Text Features: Photographs and Illustrations
[CC: RI.6.5, RI.6.7}
Explain that photographs and illustrations provide
a better understanding of events and ideas for
the reader. Note that photographs were not
widely used in 1871, so newspapers often used
illustrations.
Encourage students to examine photographs and
illustrations for perspective and how they help the
reader develop a deeper understanding of the
impact of the fire on the people of the city.
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Before Reading Section 3 (60 minute block)!

Introduce vocabulary: investigate,
consequence, culprit, hazard, shortage,
temporary!
definitions.
Using the web site http://nieonline.com/aaec/
cftc.cfm select a cartoons for student pairs to
examine. Ask students to identify common
techniques.
Come back as a class and share.
Explain that political cartoons are illustrations
with a social message.
Identify techniques:
1. Focus on person or event in news.
2. Use humor, caricature, and symbols to make a
point.
Essential Question: Why did the media blame
the poor people for the fire?
sections.
Section 3
Text Feature: Political Cartoons [CC: RI.6.5,
RI.6.7]
Explain the author uses a political cartoon from
the era to help readers better understand the
ideas and events presented in the text.
Handout: Text Feature: Photographs and

Illustrations SAS
Handout: Text Features:Political Cartoons SAS
Students will complete as they read section 2.
Students will complete as they read section 3.

with The Great Fire
During Reading
During Reading
During Reading!
Teacher will follow steps for close reading for

section 1.
Teacher will follow steps of closed reading for

section 2.
Teacher will follow steps of closed reading for

section 3.
*See General Description
Purpose For Reading [CC: RI.6.1-6.3, RI.6.10,

W.6.9, W.6.10]
Read to discover how fire hazards, weather
conditions, and a series of mistakes lead to
disaster for the people and city of Chicago.
First Read Instruct students to write their
purpose for reading in their Reading Journals
and to take notes on what they discover. Remind
students to write page numbers to go back and
reread and to note text support.
Second Read Instruct students to work with
partners and read the Instructional Exemplar
handout to complete the text dependent
questions. Stress they should use evidence to
support their responses.Instruct to first discuss
and then respond.
Purpose For Reading [CC: RI.6.1-6.3, W.6.10]

Read to discover how four eye witnessesChamberlain, White, Frear, and Innes- reacted as
the Great Fire raged through the city.
purpose for reading and to take notes to discover
the different perspectives of each person.
Remind students to note page numbers so they
can go back and reread and to note text support.
partners and compare notes. Ask students to
discuss together how the accounts were similar
and different. Have students share findings with
the class.
Handout: Comprehension and Analysis

Section 1

Section 2
Third Read Students will work independently

and respond to the writing activity in their
Reading Journals. Encourage students to go
back and reread text notes in Reading Journals.
Focus should be textual evidence for writing
activity.
Third Read
Students will work independently and respond to
the writing activity in their Reading Journals.
Encourage students to go back and reread text
and notes in Reading Journals. Focus should be
textual evidence for writing activity.
Handout: Writing Activity [CC: RI.6.1, W..6.2,

W 6.4, W. 6.5, W. 6.8-6.10, L.6.1-6.3, L.6.6]
Essential Question.
Essential question.
*See above.
*See above.
Instructional Sequence
Section 1
Analyzing Maps Chapters 1 and 2
Lesson 2
Analyzing Photographs and

Illustrations Chapters 3-5
Lesson 3
Analyzing Political Cartoons Chapters

Chapter 6-7
Purpose For Reading [CC: RI.6.1-6.3, W.6.9,

W6.10]
Read to discover the immediate effects of the fire
and the lasting effects of the fire?

purpose for reading and to take notes to discover
how the effects of the fire impacted the city
during and after the fire. Remind students to note
page numbers so they can go back and reread
and to note text support.
partners and compare notes. Ask students to
discuss together how the immediate effects of the
fire effected people differently and how this
impacted the citys future.
Section 3
Third Read
Students will work independently and respond to
the writing activity in their Reading Journals.
Encourage students to go back and reread text
and notes in Reading Journals. Focus should be
textual evidence for writing activity.
Essential Question.
*See above.

with The Great Fire
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Teacher Support and
Resource Materials:
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The Great Fire by Jim Murphy

Reading Response Journals
Core Reading Guide for The
Great Fire
http://www.tli.net/public/
userfiles/Literacy_Model_Units/
TLI_CRG_THE_GREAT_FIRE
_2012.pdf
Political Cartoons for the

Classroom
http://www.clrep.org/uploads/
1/7/7/6/17760533/
political_cartoons.pdf
http://nieonline.com/aaec/
cftc.cfm
http://www.phs.d211.org/
science/filipekcj/Bio138/frayer
%20cards%20template.pdf
Strategies For Differentiation Technology Use!

Mixed-Ability Classroom!
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varying questions!
flexible grouping!
tiered assignments!
compacting!
Journals!
Research!
Voicethread, Glogster, or
Powerpoint!
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Handouts!
Strategies For Differentiation

http://www.teachingoasis.com/
Formative Assessments!
*Self-Talk!
*Observation/Anecdotal!
*Response Journals/
Quickwrites!
*Performance Based Choice
NF%20Scavenger%20Hunt.pdf!
http://www.phs.d211.org/
science/filipekcj/Bio138/frayer
%20cards%20template.pdf
*Rubrics under assessments

with The Great Fire
Research Resources:
http://www.chicagohs.org/fire/
intro/
http://www.chicagohs.org/
history/index.html
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http://greatchicagofire.org/
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http://www.nationalcenter.org/
ChicagoFire.html
http://www.history.com/thisday-in-history/great-chicagofire-begins
http://www.pbs.org/wgbh/amex/
chicago/maps/
pop_fire_body.html
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http://nieonline.com/aaec/cftc.cfm!
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Professional Development and Support!
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The curriculum frame will involve all grade six teachers who teach ELA. Ongoing support for this framework will be addressed during weekly team meetings prior, during, and after implementation. Staff will compare both formative and summative assessments for feedback and adjust the framework as needed. The Curriculum Instruction Specialist will be invited to share and offer feedback regarding the curriculum frame.

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Katherine Schwigan!

Title of Unit: Close reading

Title of Unit: Close reading

Students will use a close model

Steps in Close Reading

Title of Unit: Close reading

Students will learn about the Great

Title of Unit: Close reading

Cite textual evidence to support

Compare and contrast one author's

By the end of the year, read and

Write arguments to support claims

Determine the meaning of words and

Write informative/explanatory texts to

Analyze how a particular sentence,

Draw evidence from literary or

Determine an author's point of view or

Integrate information presented in

Trace and evaluate the argument and

Write routinely over extended time

Title of Unit: Close reading

Common Core Standards

Analyze text features.

Draw conclusions about text

Analyze and comprehend text by

Write an argument to support a

Title of Unit: Close reading

Reading journal responses to

Argumentative Writing Prompt: Did

Student groups will present a summation

Title of Unit: Close reading

Introducing the Text and Section 1 (60 minute

Before Reading Section 2 (60 minute block)

Genre and Structure [CC: RI. 6.3 - 6.5]

Introduce vocabulary: communicate,

Introduce vocabulary: narrative nonfiction,

Using Frayer model have students find clarity for

Using Frayer model have students find clarity for

Pair students together and have them complete

Pair students and work together to complete

Look through section 2 and find one photograph

Quick Write - Imagine that you must leave your

Come back as a class and share.

Before Reading Section 3 (60 minute block)!

Handout: Text Feature: Photographs and

Handout: Text Features:Political Cartoons SAS

Students will complete as they read section 2.

Students will complete as they read section 3.

Title of Unit: Close reading

Teacher will follow steps for close reading for

Teacher will follow steps of closed reading for

Teacher will follow steps of closed reading for

*See General Description

*See General Description

*See General Description

Purpose For Reading [CC: RI.6.1-6.3, RI.6.10,

Purpose For Reading [CC: RI.6.1-6.3, W.6.10]

Handout: Comprehension and Analysis

Handout: Comprehension and Analysis

Third Read Students will work independently

Handout: Writing Activity [CC: RI.6.1, W..6.2,

Analyzing Maps Chapters 1 and 2

Analyzing Photographs and