Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 19
ELA
Unit 2
6th Grade
Lesson 19 of 32
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Craft a strong introductory paragraph, complete with hook, context, and sub-claims.
Book: The Giver by Lois Lowry
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Write a strong introductory paragraph for your essay.
An example response to the Target Task at the level of detail expected of the students.
Reading and/or task to be completed at home in preparation for the next lesson.
Complete introductory paragraph if not finished in class.
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W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
Standards that are practiced daily but are not priority standards of the unit
L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.2.b — Spell correctly.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.1.c — Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
W.6.10 — 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.
Lesson 18
Lesson 20
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
L.6.6 RI.6.2
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
RL.6.5 W.6.1.c
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.
L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4
Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 5–6 of The Giver.
RL.6.3
Explain how specific passages from Chapters 7 and 8 of The Giver develop the setting and fit into the overall structure of the text.
RL.6.5
Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.
Explain how Jonas responds and changes as he continues his visits with the Giver.
Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.
RL.6.2
Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.
RL.6.4
Explain how specific events in the text reveal changes in Jonas’ perspective and behavior.
RL.6.3 W.6.1.c
Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Describe the changes in Jonas’ character at the resolution of The Giver.
RL.6.3 RL.6.5
Determine overall themes for the novel The Giver and explain how the author develops those themes.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
Writing
Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
W.6.1 W.6.5 W.6.9
Draft a strong claim statement and create an outline for a multi-paragraph essay.
W.6.1 W.6.1.a W.6.1.b W.6.5
Draft and revise strong body paragraphs, incorporating feedback from peers.
W.6.1 W.6.1.a
Use pronouns appropriately in writing.
L.6.1 L.6.1.a L.6.1.d
Identify arguments an author makes about screen time and explain whether or not claims are supported by reasoning and evidence.
RI.6.8
Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
RI.6.5
Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.
Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.
W.6.2 W.6.8 W.6.9
Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.
Draft and revise two strong body paragraphs.
W.6.1 W.6.1.a W.6.1.b W.6.1.c
Draft strong introduction and conclusion paragraphs.
W.6.1 W.6.1.a W.6.1.e
Revise essays for tone and add transitions to clarify reasoning and connections between ideas.
W.6.1 W.6.1.c W.6.1.d
Use pronouns appropriately and incorporate any edits to final drafts.
L.6.1 L.6.1.c L.6.1.d W.6.5
Assessment – 2 days
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