Curriculum / ELA / 6th Grade / Unit 12: Declaring Identity: Being Jazz (2020) / Lesson 21

Declaring Identity: Being Jazz (2020)

Lesson 21

ELA

Unit 12

6th Grade

Lesson 21 of 28

Lesson Overview

Objective

Compare and contrast two accounts of the same event described in Being Jazz.

Readings and Materials

Book: Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings pp. 199–204

Lesson Notes

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Video: “Meet Jennicet, One Month after She Interrupted President Obama” by Jorge Rivas

Lesson Notes

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Article: “Exclusive: I Interrupted Obama because We Need to be Heard” by Jennicet Gutierrez

Lesson Notes

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Lesson Map

Lesson

Use a text and video source to define terms related to gender identity and provide basic information about what it means to be transgender.

Materials

“An Intro...”
Understanding Transgender

Standards

L.6.6RI.6.7

Lesson

Identify narrator Jazz’s point of view and how it is conveyed in the first chapter of Being Jazz.

Materials

Being Jazz pp. 1–12

Standards

RI.6.6

Lesson

Explain how Jazz introduces and illustrates ideas about her life through anecdotes and examples.

Materials

Being Jazz pp. 15–25

Standards

RI.6.3

Lesson

Explain how specific sentences and passages fit into the overall structure of Being Jazz.

Materials

Being Jazz pp. 27–39

Standards

RI.6.5

Lesson

Explain how the 20/20 documentary about Jazz develops the reader’s understanding of her memoir.

Materials

Being Jazz pp. 41–46
“20:20” — (0:00–16:25)

Standards

RI.6.7RI.6.9

Lesson

Explain how Jazz uses examples and anecdotes to illustrate ideas in her memoir.

Materials

Being Jazz pp. 49–60

Standards

RI.6.3

Lesson

Explain the debate around transgender athletes participating in sports and explain the purpose and point of view of two different articles on this topic.

Materials

“Transgender Athletes Speak Out”
“The Case for Allowing...”

Standards

RI.6.6

Lesson

Informative Writing

Differentiate between credible and non-credible sources when beginning research.

Standards

W.6.2W.6.2.aW.6.2.bW.6.2.dW.6.7W.6.8

Lesson

Informative Writing

Appropriately cite sources and provide a strong conclusion for biographical profiles.

Standards

W.6.2W.6.2.fW.6.8

Lesson

Explain how Jazz communicates her point of view by developing an authentic narrative voice.

Materials

Being Jazz pp. 63–73

Standards

RI.6.6RL.6.4

Lesson

Explain how Jazz uses examples and anecdotes to introduce, illustrate, and elaborate on ideas in her memoir.

Materials

Being Jazz pp. 73–84

Standards

RI.6.3

Lesson

Explain how specific sentences, text features, and paragraphs contribute to the structure and meaning of Being Jazz.

Materials

Being Jazz pp. 87–95

Standards

RI.6.5

Lesson

Explain how Jazz’s narrative style develops her point of view and the impact of this on readers.

Materials

Being Jazz pp. 97–114
“Jazz message to Obama”

Standards

RI.6.6

Lesson

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.

Materials

Being Jazz pp. 117–130
“Camp Aranu'tiq”

Standards

RI.6.7RI.6.9

Lesson

Describe the impact of bullying on young people by presenting information from nonfiction articles and analyzing events in Being Jazz.

Materials

Being Jazz pp. 133–141
Bullying Statistics
How Does Bullying...
What Is Bullying

Standards

RI.6.7SL.6.4

Lesson

Literary Analysis Writing

Write a letter communicating perspective on bullying and persuade the reader to agree with the position.

Materials

What Is Bullying
How Does Bullying...
Bullying Statistics
Being Jazz

Standards

W.6.1W.6.1.aW.6.1.bW.6.1.e

Lesson

Interpret words and figures of speech Jazz uses in her memoir and analyze their impact.

Materials

Being Jazz pp. 143–152

Standards

L.6.4.cL.6.5.aRI.6.4

Lesson

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.

Materials

Being Jazz pp. 155–167

Standards

RI.6.1

Lesson

Identify narrator Jazz’s point of view and how it is conveyed in Being Jazz.

Materials

Being Jazz pp. 169–176

Standards

RI.6.6

Lesson

Identify author’s purpose and point of view in Barbara Walters’s 20/20 interview and in Being Jazz.

Materials

Being Jazz pp. 187–196
“The Story of Jazz”

Standards

RI.6.6RI.6.7

Lesson

Compare and contrast two accounts of the same event described in Being Jazz.

Materials

Being Jazz pp. 199–204
“Meet Jennicet”
“Exclusive”

Standards

RI.6.7RI.6.9

Lesson

Analyze how Jazz concludes her memoir and how she continues to develop ideas in the text.

Materials

Being Jazz pp. 207–215

Standards

RI.6.5

Lesson

Determine central ideas in Being Jazz and explain how specific details support these ideas.

Materials

Being Jazz — whole text

Standards

RI.6.2

Lesson

Socratic Seminar

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.

Materials