This is meant to be a beginning of the year learning module for income 6th graders. The module is intended to introduce the students to the Notice and Note signposts created by Kylene Beers and Robert E. Probst. The 6th graders will also learn to write a CER paragraph, which they will use in this ELA course and other sixth grade courses. 

This project meets the following Common Core Standards: 

• RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.6.3: 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.

• 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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

• CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• CC.6.W.6 Production and Distribution of Writing: 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 sitting.

This module should take the students about 3-4 weeks to complete in its entirety, but can be stretched out to take longer if you need to slow down and have the students examine even more texts. I would start by introducing one signpost at a time and checking the students updates and comments along the way for mastery. I like to read a book aloud to the students as well, and point out signposts I notice in my read aloud as we go! 

Directions: 

Have the students take the Pre Learning Module Survey before beginning any updates. Compare the knowledge at the beginning of the learning module to the knowledge at the end, when you will have them take the Post Learning Module Survey. 

6th Grade Common Core Standard Allignment: 

1. RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.6.3: 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.
3. 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.
4. RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Pedagogical Rationale:

Contrasts and Contradictions is a way for a reader to begin to think about character's choices and actions and how they affect the plot/conflict. By finding contrasts and contradictions students are learning to look closer at a passage of a tex abd apply evidence from that text to an inference or prediction. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books. 

Materials Needed: 

1. Students will need chromebooks and headphones. 

2. Optionally, students could take Contrast and Contradiction notes in a notebook. 

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work. 

Key points: 

1. Be sure to stress to students that they need to stop WHEN the character does something out of the ordinary and ask themselves, "Why is the character doing that?

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the story or character and make a prediction or inference. 

Class Arrangement:

1. Students could work on this individually in class or at home. 

2. Students can also work on this in groups in the classroom. 

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Pedagogical Rationale:

Aha Moments are a way for a reader to begin to think about the theme and/or the conflict in a text. By finding Aha Moments students are learning to look closer at a passage of a text and apply evidence from that text to theme and/or conflict. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books.

Materials Needed:

1. Students will need chromebooks and headphones.

2. Optionally, students could take Aha Moment notes in a notebook.

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work.

Key points:

1. Be sure to stress to students that they need to stop WHEN the character realizes something and ask themeselves, "How might this change things?"

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the conflict or the theme.

Class Arrangement:

1. Students could work on this individually in class or at home.

2. Students can also work on this in groups in the classroom.

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Pedagogical Rationale:

Tough Questions are a way for a reader to begin to think about the the conflict and/or foreshadowing in a text. By finding Tough Questions students are learning to look closer at a passage of a text and apply evidence from that text to the conflict. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books.

Materials Needed:

1. Students will need chromebooks and headphones.

2. Optionally, students could take Tough Questions notes in a notebook.

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work.

Key points:

1. Be sure to stress to students that they need to stop WHEN the character is face with a difficult question and ask themeselves, "What does this question make me wonder about?"

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the conflict or foreshadowing.

Class Arrangement:

1. Students could work on this individually in class or at home.

2. Students can also work on this in groups in the classroom.

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CC.6.W.6 Production and Distribution of Writing: 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 sitting.

Pedagogical Rationale:

Words of the Wiser are a way for a reader to begin to think about the theme in a text. By finding a Words of the Wiser students are learning to look closer at a passage of a text and apply evidence from that text to the theme. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books. By using a CER parargraph to write about the Words of the Wiser, students are practicing standards based skills such as making a claim, supporting it with evidence, and backing up their claim with logical reasoning. 

Materials Needed:

1. Students will need chromebooks and headphones.

2. Optionally, students could take Words of the Wiser notes in a notebook.

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work.

Key points:

1. Be sure to stress to students that they need to stop WHEN the character is given an advice by an older/wiser character and ask themeselves, "What is the life lesson the character learns, and how does it affect the character?"

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the theme.

Class Arrangement:

1. Students could work on this individually in class or at home.

2. Students can also work on this in groups in the classroom.

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CC.6.W.6 Production and Distribution of Writing: 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 sitting.

Pedagogical Rationale:

Again and Agains are a way for a reader to begin to think about the theme and conflict in a text. By finding an Again and Again students are learning to look closer at a passage of a text and apply evidence from that text to the theme/conflict. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books. By using a CER parargraph to write about the Again and Again, students are practicing standards based skills such as making a claim, supporting it with evidence, and backing up their claim with logical reasoning.

Materials Needed:

1. Students will need chromebooks and headphones.

2. Optionally, students could take Again and Again notes in a notebook.

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work.

Key points:

1. Be sure to stress to students that they need to stop WHEN they notice something repeating and ask themeselves, "Why does this keep showing up again and again?"

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the theme/conflict. 

Class Arrangement:

1. Students could work on this individually in class or at home.

2. Students can also work on this in groups in the classroom.

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CC.6.W.6 Production and Distribution of Writing: 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 sitting.

Pedagogical Rationale:

Again and Agains are a way for a reader to begin to think about the theme and conflict in a text. By finding an Again and Again students are learning to look closer at a passage of a text and apply evidence from that text to the theme/conflict. Students will apply these reading strategies to all texts they read, and should be looking for these in their independent reading books. By using a CER parargraph to write about the Again and Again, students are practicing standards based skills such as making a claim, supporting it with evidence, and backing up their claim with logical reasoning.

Materials Needed:

1. Students will need chromebooks and headphones.

2. Optionally, students could take Memory Moment notes in a notebook.

3. Additionally, students should always have an independent reading book that they are reading. They will choose an independent reading book to complete their final work.

Key points:

1. Be sure to stress to students that they need to stop WHEN the author interrupts the action with a memory and ask themselves, "Why might this moment be important?"

2. This is how we know that the passage or section of media is an important one, and that we can learn something about the theme/conflict/foreshadowing.

Class Arrangement:

1. Students could work on this individually in class or at home.

2. Students can also work on this in groups in the classroom.

6th Grade Common Core Standard Allignment:

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3: 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.
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.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CC.6.W.1 Text Types and Purposes: Write arguments to support claims with clear reasons and relevant evidence.

CC.6.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CC.6.W.6 Production and Distribution of Writing: 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 sitting.

Thoughts on directions:

1. Students should be using either one film or one book to create the project. You could make them choose either a film or a book that you want them to use, or only a book, or only a film. This could be used to accommodate different students at various levels of instruction. 

2. Scaffold peers to do the peer review. Perhaps pick on peer on a similar level and one peer that is above the students level to do their peer reviews. 

Assessments:

Instructors will evaluate the students on the following requirements. 

1. Did the students respond to each admin update with 100+ word response? Was the student able to identify the sign post moment in a provided document?

2. Did the students create 4 updates of their own with a 200+ word resonse? Were the students able to teach about the sign post and identify one in a text of their own? 

3. Did students engage in the learning module by responding to 12 peer updates over the entirety of the course?

4. Did students take the pre-course and post course survey? Did their score improve at the end of the learning module?

5. Did the students create a peer reviewed project (the one pager)? Did the project show a synthesis of knowledge about Notice and Note? 

6. Did the studnets provide meaningful peer review feedback on two peers' projects?