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ELA G6:M3A:U1

Narrator’s Point of View and Evidence of Author’s Perspective in Dragonwings

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 1Learning from the Narrator’s Point of View: Introducing Dragonwings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can recognize Moon Shadow’s point of view concerning “demons” in Chapter 1 of Dragonwings.
  • I can locate text evidence of Moon Shadow’s point of view.
  • I can explain how Laurence Yep develops the point of view of Moon Shadow.
  • I can follow Triad Talk Expectations when I participate in a discussion.
  • None

Lesson 2Analyzing Point of View and Figurative Language: Chapter 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of literal, connotative, 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 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 how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can find the gist of pages 15–16 of Dragonwings.
  • I can analyze how Laurence Yep develops Moon Shadow’s point of view of the “Land of the Golden Mountain” and the “demons.”
  • I can determine the meaning of figurative language.
  • I can analyze how the words affect tone and meaning.
  • I can explain how a passage contributes to a theme..
  • Gist annotated on sticky notes
  • Moon Shadow’s Point of View graphic organizer, Pages 15–16
  • Exit Ticket: How Does a Passage Contribute to a Theme?
  • Back-to-back and Face-to-Face

Lesson 3Analyzing Point of View and Figurative Language: Chapter 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can find the gist of pages 23–25 of Dragonwings.
  • I can determine the meaning of figurative language.
  • I can analyze how the words affect tone and meaning.
  • I can explain how a chapter fits into a theme.
  • I can analyze how Laurence Yep develops Moon Shadow’s point of view of where the Tang people live.
  • Ongoing Assessment
  • Structured notes (from homework)
  • Gist annotated on sticky notes
  • Point of View graphic organizer for pages 23–25
  • None

Lesson 4Analyzing Point of View and Figurative Language: Chapter 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can find the gist of pages 41–43 and 60–61 of Dragonwings.
  • I can determine the meaning of figurative language.
  • I can analyze how the words affect tone and meaning.
  • I can explain how a chapter fits into a theme.
  • I can analyze how Laurence Yep develops Moon Shadow’s point of view of his father.
  • Gist annotated on sticky notes
  • New vocabulary on word-catcher
  • Moon Shadow’s Point of View graphic organizer: pages 41–43 and 60–61
  • None

Lesson 5Mid-Unit Assessment: Developing the Narrator’s Point of View, Figurative Language, and Connecting Passages across the Novel Dragonwings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 how an author develops a narrator or speaker’s point of view. (RL.6.6)
  • I can use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of a word or phrase. (RL.6.4a)
  • I can create and present a text or artwork in response to a literary work. (W.6.11)
  • I can develop a perspective or theme supported by relevant details. (W.6.11a)
  • I can recognize and illustrate social, historical, and cultural features in the presentation of literary texts. (W.6.11b)
  • I can create poetry, stories, plays, and other literary forms (e.g., videos, artwork). (W.6.11c)
  • I can determine the meaning of figurative language.
  • I can determine the meaning of a word from the context.
  • I can analyze how the words affect tone and meaning.
  • I can explain how a chapter fits into a theme.
  • I can analyze how Laurence Yep develops Moon Shadow’s point of view.
  • I can create a piece of artwork illustrating a scene from Dragonwings that contributes to one of the themes of the novel: “It’s hard to fit in when you move to live in another culture.”
  • Structured notes (from homework)
  • Mid-Unit 1 Assessment, Part 1: Point of View, Figurative Language, and Passage Connections from Dragonwings
  • Mid-Unit 1 Assessment, Part 2: A Scene to Illustrate a Theme
  • None

Lesson 6Introducing The Lost Garden and Finding Evidence of Laurence Yep’s Perspective on What It’s Like to Fit into Another Culture on Pages 66–67 of Dragonwings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • I can find the gist of the opening excerpt from Yep’s autobiography The Lost Garden.
  • I can identify details that affected Laurence Yep’s perspective on what it’s like to fit into another culture.
  • I can infer how those details affected Laurence Yep’s perspective on what it’s like to fit into another culture.
  • I can identify evidence of Laurence Yep’s perspective on what it’s like to fit into another culture in Dragonwings.
  • Gathering Evidence of Yep’s Perspective graphic organizer: Opening Excerpt
  • None

Lesson 7Inferring Laurence Yep’s Perspective on the Police from the Crime in the Neighborhood Excerpt of The Lost Garden

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • Explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • I can find the gist of the Crime in the Neighborhood excerpt.
  • I can identify details in the Crime in the Neighborhood excerpt that affected Laurence Yep’s perspective on the police.
  • I can infer how those details affected Laurence Yep’s perspective on the police.
  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: Crime in the Neighborhood graphic organizer
  • Concentric Circles

Lesson 8Finding Evidence of Laurence Yep’s Perspective of the Police in Dragonwings

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • I can determine the meaning of literal, connotative, and figurative language (metaphors and similes) in literary text. (RL.6.4)
  • I can identify evidence of Laurence Yep’s perspective on the police in Dragonwings.
  • I can explain what connotative language is and identify the meaning of connotative language.
  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: Crime in the Neighborhood graphic organizer
  • None

Lesson 9Inferring Laurence Yep’s Perspective of Being Chinese from the “Being Chinese” Excerpt of The Lost Garden

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • Explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • I can find the gist of the “Being Chinese” excerpt.
  • I can identify details in the “Being Chinese” excerpt that affected Laurence Yep’s perspective of being Chinese.
  • I can infer how those details affected Laurence Yep’s perspective of being Chinese.
  • Structured notes (from homework)
  • Gathering Evidence of Yep’s Perspective: “Being Chinese” graphic organizer
  • None

Lesson 10End of Unit Assessment: Finding Evidence of Laurence Yep’s Perspective on Being Chinese in Dragonwings and Determining Connotative Language

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of literal, connotative, and figurative language (metaphors and similes) in literary text. (RL.6.4).
  • Explain how an author’s geographic location or culture affects his or her perspective. (RL.6.6a)
  • I can identify evidence of Laurence Yep’s perspective on being Chinese in Dragonwings.
  • I can explain what connotative language is and identify the meaning of connotative language.
  • End of Unit 1 Assessment
  • None

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