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ELA G6:M2B

Voices of Adversity

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: Adversities in Medieval Times

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge about the Middle Ages
  • Summarizing informational texts
  • Determining word meaning in an informational text
  • Analyzing how a part of a text contributes to the whole
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)
  • Forming expert groups around one aspect of the Middle Ages
  • Continuing to practice reading informational texts in small groups
  • Gathering research about a particular aspect of medieval society, especially adversities faced by different people
  • Begin writing research-based essay
  • 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 conduct short research projects to answer a question. (W.6.7)
  • I can use several sources in my research. (W.6.7)
  • I can refocus or refine my question when appropriate. (W.6.7)
  • I can use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • Mid-Unit 1 Assessment: Research Reading: Medieval Times (CCLS RI.6.1, RI.6.2, RI.6.4, and RI.6.5)
  • Writing research-based essay about the adversities of a specific group in the Middle Ages
  • 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 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)
  • End of Unit 1 Assessment: Writing about Medieval Times (CCLS W.6.2, W.6.4, W.6.7, and W.6.9)

Weeks 4-6 Unit 2: Monologues, Language, and Literary Argument: Voices of Medieval Village

Instructional FocusLong-Term TargetsAssessments
  • Introducing the book Good Masters! Sweet Ladies!
  • Close reading of two monologues for theme, figurative language, and word choice
  • I can cite text-based evidence to support an analysis of a 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 (metaphors and similes) in a literary text. (RL.6.4)
  • 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. (RL.6.5)
  • Continue working with Good Masters! Sweet Ladies!
  • Form jigsaw groups to read more monologues and practice determining theme, interpreting figurative language, and analyzing word choice
  • I can cite text-based evidence to support an analysis of a 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 (metaphors and similes) in a literary text. (RL.6.4)
  • 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. (RL.6.5)
  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.6.5)
  • Mid-Unit 2 Assessment: Finding Theme and Interpreting Figurative Language: Monologues from a Medieval Village (CCLS RL.6.2, RL.6.4, and L.6.5, L.6.5a, L.6.5b, and L6.5c)
  • Study a model of a literary argument essay
  • Collecting best evidence for a literary argument essay
  • Writing a literary argument essay
  • Peer critique
  • 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 use evidence from a variety of grade-appropriate texts to support analysis, reflection, and research. (W.6.9)
  • I can accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)
  • End of Unit 2 Assessment: Argument Essay: Do We Face the Same Adversities as the Voices of Good Masters, Sweet Ladies? (CCLS W.6.1 and W.6.9)

Weeks 7-8 Unit 3: Modern Voices of Adversity

Instructional FocusLong-Term TargetsAssessments
  • Read concrete poetry in Blue Lipstick and Technically, It’s Not My Fault
  • Determine themes of adversity in concrete poems
  • Small group discussion about theme, language, and words in the concrete poems
  • I can cite several pieces of text-based evidence to support an analysis of a literary text. (RL.7.1)
  • I can analyze how an author develops and contrasts the points of view of characters and narrators in a literary text. (RL.7.6)
  • Mid-Unit 3 Assessment: Small Group Discussion: How Do Modern Poems Portray Modern Adversities? (CCLS RL.6.7, RL.6.9, SL.6.1, SL.6.4, and SL.6.6)
  • Study model monologues and concrete poems for writing
  • Plan and draft a narrative (monologue or concrete poem)
  • Peer critique
  • Prepare for performance task
  • Perform monologue or concrete poem (as spoken word) as performance task
  • I can cite several pieces of text-based evidence to support an analysis of a literary text. (RL.7.1)
  • I can compare and contrast a fictional and historical account of a time, place, or character. (RL.7.9)
  • I can objectively summarize informational texts. (RI.7.2)
  • End of Unit 3 Assessment: Giving Voice to Adversity: Drafting a Modern Narrative of Adversity (CCLS W.6.3, L.6.1, and L.6.3)
  • Final Performance Task: Giving Voice to Adversity (CCLS W.6.3, SL.6.4, SL.6.6, L.6.1, L.6.3, and L.6.6)

 

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