Curriculum / ELA / 6th Grade / Unit 11: Declaring Identity: Being Jazz (2020) / Lesson 15
ELA
Unit 11
6th Grade
Lesson 15 of 28
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Describe the impact of bullying on young people by presenting information from nonfiction articles and analyzing events in Being Jazz.
Book: Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings pp. 133 – 141
Website: Bullying Statistics by PACER's National Bullying Prevention Center
Website: How Does Bullying Affect Health and Well-Being?” by US Department of Health and Human Services
Website: What Is Bullying by StopBullying.gov
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Consider the experiences Jazz describes on pages 136–138 and 140 when she is at the play. Each group should answer the following questions based on their group number:
Group 1: Was what Jazz experienced “bullying”? Support your answer with evidence from both texts.
Groups 2 & 3: What are the possible long-term impacts of Jazz’s experience being bullied? Provide evidence from the informational article you read today.
Group 4: Based on the statistics around bullying of LGBT students, is Jazz’s experience uncommon? Provide evidence from the informational article you read today.
Group 5: How did Jazz respond to the bullying she experienced? According to studies about bullying interventions, would you consider her response appropriate and effective? Support your answer with evidence from both texts.
Questions about the text that will help guide the students understanding
RI.6.7 — Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
SL.6.4 — Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Next
Write a letter communicating perspective on bullying and persuade the reader to agree with the position.
Use a text and video source to define terms related to gender identity and provide basic information about what it means to be transgender.
Standards
L.6.6RI.6.7
Identify narrator Jazz’s point of view and how it is conveyed in the first chapter of Being Jazz.
RI.6.6
Explain how Jazz introduces and illustrates ideas about her life through anecdotes and examples.
RI.6.3
Explain how specific sentences and passages fit into the overall structure of Being Jazz.
RI.6.5
Explain how the 20/20 documentary about Jazz develops the reader’s understanding of her memoir.
RI.6.7RI.6.9
Explain how Jazz uses examples and anecdotes to illustrate ideas in her memoir.
Explain the debate around transgender athletes participating in sports and explain the purpose and point of view of two different articles on this topic.
Differentiate between credible and non-credible sources when beginning research.
W.6.2W.6.2.aW.6.2.bW.6.2.dW.6.7W.6.8
Appropriately cite sources and provide a strong conclusion for biographical profiles.
W.6.2W.6.2.fW.6.8
Explain how Jazz communicates her point of view by developing an authentic narrative voice.
RI.6.6RL.6.4
Explain how Jazz uses examples and anecdotes to introduce, illustrate, and elaborate on ideas in her memoir.
Explain how specific sentences, text features, and paragraphs contribute to the structure and meaning of Being Jazz.
Explain how Jazz’s narrative style develops her point of view and the impact of this on readers.
Explain the purpose and impact of Camp Aranu’tiq by reading Being Jazz and watching a video, and describe the differences between those two sources.
RI.6.7SL.6.4
W.6.1W.6.1.aW.6.1.bW.6.1.e
Interpret words and figures of speech Jazz uses in her memoir and analyze their impact.
L.6.4.cL.6.5.aRI.6.4
Draw conclusions about Jazz’s character based on the way she responds to challenges in her own life and the injustice she sees around her.
RI.6.1
Identify narrator Jazz’s point of view and how it is conveyed in Being Jazz.
Identify author’s purpose and point of view in Barbara Walters’s 20/20 interview and in Being Jazz.
RI.6.6RI.6.7
Compare and contrast two accounts of the same event described in Being Jazz.
Analyze how Jazz concludes her memoir and how she continues to develop ideas in the text.
Determine central ideas in Being Jazz and explain how specific details support these ideas.
RI.6.2
Engage in a Socratic Seminar with classmates, using previous feedback to set goals and reflect on performance in the seminar and paraphrasing the ideas of peers.
SL.6.1.bSL.6.1.d
Identity the features of a strong personal narrative and begin to craft own personal narrative.
W.6.3W.6.3.aW.6.3.bW.6.3.dW.6.5
Organize narratives in a logical structure and add specific details and dialogue to develop meaning.
W.6.3W.6.3.aW.6.3.bW.6.5
Craft a strong concluding paragraph and share stories with classmates.
SL.6.4W.6.1.eW.6.3
2 days
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