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ELA G6:M2A

Rules to Live By

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: Analyzing Figurative Language, Word Choice, Structure and Meaning: Bud, Not Buddy and Steve Jobs’ Commencement Address

Instructional FocusLong-Term TargetsAssessments
  • Launching Bud, Not Buddy
  • Analyzing word choice and figurative language in Bud, Not Buddy
  • I can determine the meaning of literal and figurative language (metaphors and similes) in 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 figurative language, word relationships, and nuances in word meanings.
  • (L.6.5)
  • Mid-Unit 1: Figurative Language and Word Choice in Bud, Not Buddy (RL.6.4 and L.6.5)
  • Analyzing structure and word choice in the Steve Jobs speech
  • Determining word meaning in the Steve Jobs speech
  • Determining themes in the Steve Jobs speech
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can determine a theme based on details in a literary text. (RI.6.2)
  • I can analyze how key individuals, events, or ideas are developed throughout a text. (RI.6.3)
  • 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)

Weeks 4-6 Unit 2: Analyzing Structure and Communicating Theme in Literature: “If” by Rudyard Kipling and Bud, Not Buddy

Instructional FocusLong-Term TargetsAssessments
  • Analyzing structure and language in “If” by Rudyard Kipling
  • Determining themes of “If” by Rudyard Kipling
  • Comparing and contrasting the experience of hearing a poem and reading it
  • 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)
  • Continuing to analyze language, word choice, and theme in “If” by Rudyard Kipling
  • Continuing to compare and contrast the experience of hearing a poem and reading it
  • Comparing and contrasting how theme is communicated between the poem and the novel
  • 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)
  • Mid-Unit 2: Analyzing Poetry: Structure and Theme in Stanza 4 of “If” by Rudyard Kipling (RL.6.5, RL.6.7, RL.6.9, and L.6.5)
  • Writing an argument related to the novel: How does Bud use his rules: to survive or to thrive?
  • 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)

a.    I can create an introduction that states my main argument and foreshadows the organization of my piece.

b.   I can support my claim(s) with clear reasons and relevant evidence.

c.    I can use credible sources to support my claim(s)

b.   I can identify the relationship between my claim(s) and reasons by using linking words, phrases, and clauses.

c.    I can maintain a formal style in my writing.

d.    I can construct a concluding statement or section that reinforces my main argument.

  • 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 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)
  • End of Unit 2: How Does Bud Use His Rules—to Survive or to Thrive? Argument Essay (RL.6.1, RL.6.2, W.6.1, W.6.4, W.6.5, W.6.9, L.6.1, L.6.2)

Weeks 7-8 Unit 3: Culminating Project: “My Rule to Live By”

Instructional FocusLong-Term TargetsAssessments
  • Reading and gathering information to support my “rule to live by”
  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can summaize an informational text using only information from the text. (RI.6.2)
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (SL.6.1)
  • Mid-Unit 3: Discussion Skills, Summarizing Informational Text, and Choosing Best Evidence: Supporting a Claim in an Essay to Inform (RI.6.1, RI.6.2, and SL.6.1)
  • Drafting an essay to inform: “My Rule to Live By”
  • Revising and writing best draft of “My Rule to Live By”
  • I can write informative /explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.6.2)

a.      I can introduce the topic of my text.

a.      I can organize my information using various strategies (e.g., definition/classification, comparison/contrast, cause/effect).

b.     I can develop the topic with relevant facts, definitions, concrete details, and quotations.

c.      I can use transitions to clarify relationships among my ideas.

d.      I can use contextually specific language/vocabulary to inform or explain about a topic.

e.      I can establish and maintain a formal style in my writing.

f.      I can construct a concluding statement or section of an informative/explanatory text.

  • 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 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)
  • End of Unit 3: Draft of Essay to Inform: “My Rule to Live By” (RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.9)
  • Final Performance Task: “My Rule to Live By” (RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2)

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