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ELA G6:M2A:U2

Analyzing Structure and Communicating Theme in Literature: “If” by Rudyard Kipling and Bud, Not Buddy

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1How Does the Author Convey Themes in Bud, Not Buddy?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine a theme based on details in a literary text and how it is conveyed through details in the text. (RL.6.2)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)

  • I can select text evidence to support themes from Bud, Not Buddy.
  • I can analyze the writing techniques the author uses to convey themes in Bud, Not Buddy.
  • Conveying Theme in Bud Not Buddy charts
  • Exit ticket: How Does the author Convey Theme?
  • Exit Ticket
  • Gallery Walk
  • Think-Pair-Share

Lesson 2Introducing “If” and Noting Notices and Wonders of the First Stanza

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL6.5)
  • I can describe the structure of the poem “If.”
  • I can identify the meaning of unfamiliar vocabulary from the context.
  • Notices and wonders of the first stanza on the Analyzing “If” graphic organizer
  • Exit Ticket: What does Bud mean?
  • Exit Ticket
  • Think-Pair-Share

Lesson 3Looking Closely at Stanza 1—Identifying Rules to Live By Communicated in “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)
  • I can describe the literal meaning of figurative language in the poem “If.”
  • I can paraphrase the first stanza of Rudyard Kipling’s “If” poem.
  • I can identify rules to live by communicated in the first stanza of the poem “If.”
  • The first stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • Exit ticket: Connecting “If” with Bud, Not Buddy
  • Exit Ticket

Lesson 4Notices and Wonders of the Second Stanza of “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how an author’s word choice affects tone and meaning in a literary text. (RL.6.4)
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL6.5)
  • I can describe the structure of the poem “If.”
  • I can identify the meaning of unfamiliar vocabulary from the context. 

  • Notices and wonders of the second stanza on the Analyzing “If” graphic organizer.
  • None

Lesson 5Looking Closely at Stanza 2—Identifying Rules to Live By Communicated in “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)
  • I can describe the literal meaning of figurative language in the poem “If.”
  • I can paraphrase the second stanza of Rudyard Kipling’s “If” poem.
  • I can identify rules to live by communicated in the second stanza of the poem “If.” 
  • Notes on Stanza 2 of “If” by Rudyard Kipling—Interpreting Text to Make Meaning note-catcher
  • The second stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 6Notices, Wonders, and Vocabulary of the Third Stanza of “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how an author’s word choice affects tone and meaning in a literary text. (RL.6.4)
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL6.5)
  • I can compare and contrast how reading a text is different from watching a movie or listening to a literary text. (RL.6.7)
  • I can describe the structure of the poem “If.”
  • I can identify the meaning of unfamiliar vocabulary from the context.
  • I can compare the experience of listening to an audio version of the poem to reading the poem.
  • Notices and wonders of the third stanza on the Analyzing “If” graphic organizer
  • Exit ticket: Venn diagram—Comparing Listening to and Reading “If”
  • Exit Ticket

Lesson 7Looking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)
  • I can describe the literal meaning of figurative language in the poem “If.”
  • I can paraphrase the third stanza of Rudyard Kipling’s “If” poem.
  • I can identify rules to live by communicated in the third stanza of the poem “If.” 
  • Notes on Stanza 3 of “If” by Rudyard Kipling—Interpreting Text to Make Meaning note-catcher
  • The third stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • None

Lesson 8Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how a particular sentence, stanza, scene, or chapter fits in and contributes to the development of a literary text. (RL.6.5)
  • I can compare and contrast how reading a text is different from watching a movie or listening to a literary text. (RL.6.7)
  • I can compare and contrast how different genres communicate the same theme or idea. (RL.6.9)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)
  • I can describe the literal meaning of figurative language in the poem “If.”
  • I can compare how similar themes are communicated in Bud, Not Buddy and “If.”
  • I can compare the experience of listening to an audio version of the poem to reading the poem.
  • Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”
  • The fourth stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • None

Lesson 9Qualities of a Strong Literary Argument Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • 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 describe the qualities of a literary argument essay about Bud’s Rules.
  • I can analyze how evidence from the text supports a claim in the Steve Jobs model essay.
  • Qualities of a Strong Literary Argument Essay anchor chart
  • “Steve Jobs’ Rules to Live By” model essay annotations
  • Think-Pair-Share

Lesson 10Revisiting Bud’s Rules: Survive or Thrive?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • 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 analyze how Bud used his rules: to survive or to thrive.
  • I can argue a claim using text evidence from the novel.
  • How Did Bud Use His Rule? charts
  • Bud, Not Buddy: Forming Evidence-Based Claims graphic organizer
  • Think-Pair-Share
  • Gallery Walk
  • Mix and Mingle
  • Triad

Lesson 11Pitching Your Claim with Best Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of literary text. (RL.6.1)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can argue my claim about Bud’s rules using text evidence from the novel.
  • I can determine the best evidence to support my claim about Bud.
  • Forming Evidence-Based Claims graphic organizer
  • Exit Ticket: Survive or Thrive?
  • Exit Ticket
  • Take a Stand

Lesson 12Selecting Evidence to Logically Support Claims

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • 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 explain how my evidence supports my claim in a logical way.
  • I can skillfully select the best evidence to support my claim about Bud.
  • Rule Sandwich Guide: Bud, Not Buddy
  • Qualities of a Strong Literary Argument Essay anchor chart
  • None

Lesson 13Writing: Drafting Body Paragraphs and Revising for Language

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • 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 accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)
  • I can draft the body paragraphs of my literary argument essay.
  • I can use precise and domain-specific language to formally argue my claim about how Bud uses his rules.
  • Draft of body paragraphs
  • Writing with a Formal Style recording form
  • None

Lesson 14Planning for Writing: Introduction and Conclusion of a Literary Argument Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can draft the introduction and conclusion of my literary argument essay. 
  • First draft of argument essay.
  • Self-assessment against Rows 1 and 3 of Literary Argument Essay Rubric
  • Think-Pair-Share

Lesson 15Asking Probing Questions and Choosing a Research Topic

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can pose questions that help me clarify what is being discussed. (SL.6.1c)
  • I can pose questions that elaborate on the topic being discussed. (SL.6.1c)
  • I can respond to questions with elaboration and detail that connect with the topic being discussed. (SL.6.1c)
  • After a discussion, I can paraphrase what I understand about the topic being discussed. (SL.6.1d)
  • I can ask speakers questions to encourage them to clarify their ideas and elaborate on what they are saying.
  • I can paraphrase what a speaker says to check my understanding.
  • I can respond to questions by clarifying the point I am trying to make and by elaborating on my ideas.
  • I can identify a topic I am particularly interested in researching.
  • Exit ticket: Topic Choice
  • Exit Ticket
  • Think-Pair-Share

Lesson 16Introducing Research Folders and Generating a Research Question

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can cite text-based evidence to support an analysis of an informational text. (RI.6.1)
  • I can summarize an informational text using only information from the text. (RI.6.2)
  • I can use several sources in my research. (W.6.7)
  • I can conduct short research projects to answer a question. (W.6.7)
  • I can identify norms to make group discussion more successful.
  • I can determine the difference between a relevant and an irrelevant research question.
  • I can write a research question for my topic.

 

  • Research question on researcher’s notebook
  • Chalk Talk

Lesson 17End of Unit 2 Assessment: Final Draft of Literary Argument Essay

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use correct grammar and usage when writing or speaking. (L.6.1)
  • I can use correct capitalization, punctuation, and spelling to send a clear message to my reader. (L.6.2)
  • With support from peers and adults, I can use the writing process to ensure that purpose and audience have been addressed. (W.6.5)
  • I can use the Literary Argument Essay Rubric to provide kind, specific, and helpful feedback to my peers.
  • I can use teacher feedback to revise my argument essay to further meet the expectations of the Literary Argument Essay Rubric.
  • End of Unit 2 Assessment: Final Draft of Literary Argument Essay
  • Think-Pair-Share
  • Peer Critique
  • Inner Circle/Outer Circle (Concentric Circles)

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