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ELA G6:M1

Myths: Not Just Long Ago

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-3 Unit 1: Percy Jackson and the Hero’s Journey

Instructional FocusLong-Term TargetsAssessments
  • Begin The Lightning Thief.
  • Make inferences about character.
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change throughout a literary text. (RL.6.3)
  • Read informational article about “the hero’s journey.”
  • Analyze the stages of the hero’s journey.

 

  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change through a literary text (RL.6.3)
  • Mid-Unit 1 Assessment: Inferring about the Main Character in The Lightning Thief (RL.6.1 and RL.6.3)
  • Evaluate Percy as an archetypal hero.
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can describe how the characters change through a literary text (RL.6.3)
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • End of Unit 1 Assessment: Drawing Evidence from Text: Written Analysis of How Percy’s Experiences Align with “The Hero’s Journey” (RL.6.1, RL.6.3, RI.6.1, and W.6.9)

Weeks 4-6 Unit 2: Elements and Theme of Mythology in The Lightning Thief

Instructional FocusLong-Term TargetsAssessments
  • Read myths to understand their purpose and elements.
  • Read informational text about elements of myth.
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can describe how the plot evolves throughout a literary text. (RL.6.3)
  • Read key myths alluded to in The Lightning Thief.
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can determine the meaning of literal and figurative language in literary text. (RL.6.4)
  • I can write informative /explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use evidence from a variety of grade appropriate text to support analysis, reflection, and research. (W.6.9)
  • Mid-Unit 2 Assessment: Analytical Mini-Essay about Elements and Theme of the Myth of Prometheus. (RL.6.1, RL.6.2, RI.6.1, W.6.2, and W.6.9.)
  • Work in groups to read and identify the elements and interpret the theme of a single myth.
  • Write a literary essay analyzing how understanding a classic myth deepens understanding of The Lightning Thief.
  • I can cite text-based evidence to support an analysis of literary text (RL.6.1)
  • I can determine a theme based on details in a literary text. (RL.6.2)
  • I can determine the meaning of literal and figurative language in literary text. (RL.6.4)
  • I can write informative /explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can use correct grammar and usage when writing or speaking. (L.6.1)
  • End of Unit 2 Assessment: Literary Analysis—Connecting Themes in “Cronus” and The Lightning Thief (RL.6.1, RL.6.2, W.6.2, W.6.5, W.6.9, and L.6.1a, b, c, d).

 

Weeks 7-8 Unit 3: Culminating Project: My Hero’s Journey Narrative

Instructional FocusLong-Term TargetsAssessments
  • Plan a hero’s journey story based on the archetypal story line.
  • I can write informative /explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)
  • I can use evidence from a variety of grade appropriate texts to support analysis, reflection, and research. (W.6.9)
  • Mid-Unit 3 Assessment: Crosswalk Between between My Hero’s Journey and “The Hero’s Journey” Informational Text. (W6.2, W.6.3a, and W.6.9)
  • Write a hero’s journey story based on the archetypal story line.
  • Critique and revise hero’s journey story.
  • I can describe how the characters change throughout a literary text. (RL.6.3)
  • I can write narrative texts about real or imagined experiences using relevant details and event sequences that make sense. (W.6.3)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can use technology to publish a piece of writing. (W.6.6)
  • I can create poetry, stories, plays, and other literary forms (e.g. videos, art work)  (W.6.11c)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)
  • I can use a variety of sentence structures to make my writing and speaking more interesting. (L.6.3)
  • I can maintain consistency in style and tone when writing and speaking. (L.6.3)
  • End of Unit 3 Assessment: Final Draft of Hero’s Journey Narrative (W.6.3 and W.6.11c)
  • Final Performance Task: My Hero’s Journey Narrative (RI.6.3, W.6.3, W.6.4, W.6.5, W.6.6, W.6.11c, L.6.2 and L.6.3.)

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