Curriculum / ELA / 6th Grade / Unit 11: Declaring Identity: Being Jazz (2020) / Lesson 20
ELA
Unit 11
6th Grade
Lesson 20 of 28
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Identify author’s purpose and point of view in Barbara Walters’s 20/20 interview and in Being Jazz.
Book: Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings pp. 187 – 196
Video: “The Story of Jazz”
We participate in the Amazon Associate program. This means that if you use this link to make an Amazon purchase, we receive a small portion of the proceeds, which support our non-profit mission.
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Barbara Walters’s point of view on Jazz? How does she convey this? What specific words and phrases does she use in her introduction to the interview that communicate her point of view?
Questions about the text that will help guide the students understanding
RI.6.6 — Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
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.
Next
Compare and contrast two accounts of the same event described in Being Jazz.
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.
Describe the impact of bullying on young people by presenting information from nonfiction articles and analyzing events in Being Jazz.
RI.6.7SL.6.4
Write a letter communicating perspective on bullying and persuade the reader to agree with the position.
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.
RI.6.6RI.6.7
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free