Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 27
ELA
Unit 2
6th Grade
Lesson 27 of 32
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Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.
Article: “The Harmful Effects of Too Much Screen Time for Kids” by Amy Morin, LCSW
Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee
Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board
Article: “Don't Limit Your Teen's Screen Time” by Chris Bergman
Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman
Video: “3 Fears about screen time for kids—and why they're not true (transcript)” by Sarah DeWitt
Rubric: Analytical Writing Rubric, Mid-Unit Task (G6, U2)
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Complete your outline for the two body paragraphs of your essay in response to the following prompt:
In The Giver, Jonas' community has taken away people's ability to make decisions in their lives, in order to protect people from the danger of making bad choices.
Many parents believe that screen time is bad for children, and that it is their responsibility to prevent their children from making the "bad choice" of spending too much time on screens. Considering the articles you have read, write an essay in which you argue your position on the following question:
Should parents limit their children's screen time?
Using evidence from at least two of the articles you have read to support your position. Your essay must include an introduction, at least two body paragraphs, and a conclusion paragraph.
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 any work not finished in class.
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W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
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.
Standards that are practiced daily but are not priority standards of the unit
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 — 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.
RI.6.10 — 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.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.7 — Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 — Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
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 26
Lesson 28
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.
Craft a strong introductory paragraph, complete with hook, context, and sub-claims.
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
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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