Curriculum / ELA / 6th Grade / Unit 12: Coming of Age: Short Stories / Lesson 13
ELA
Unit 12
6th Grade
Lesson 13 of 28
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Lesson Notes
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Students will integrate information from various sources to develop an understanding about wheelchair basketball.
Article: “Yes, you can do this' the story behind the rapid rise in sports for students with disabilities” by Jacqueline Kantor
Video: “Mott Children's Wheelchair Basketball a Slam Dunk for Kids” by Michigan Medicine
Non-Fiction Text: “Dear Colleague Letter” by Seth M. Galanter
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Summarize what you learn about opportunities for students with disabilities to participate in sports.
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Questions about the text that will help guide the students understanding
What did the "Dear Colleague Letter" on January 25, 2013 state?
According to the article, "'Yes you can do this'..." what was the effect of the letter?
Based on the video, why are adaptive sports so empowering for kids with disabilities?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
objective
not influenced by personal beliefs or opinions
adaptive
adj.
able to be changed for a particular purpose (Kantor)
unified
united, brought together (Kantor)
Reading and/or task to be completed at home in preparation for the next lesson.
To ensure that students are prepared for the next lesson, have students complete the following reading for homework. Use guidance from the next lesson to identify any additional language or background support students may need while independently engaging with the text.
Book: Flying Lessons & Other Stories by Ellen Oh pp. 207 – 216 — "Sometimes Dreams Need a Push" by Walter Dean Meyers
While reading, answer the following questions.
What happens to the main character, Chris?
How does his father feel about the accident?
What opportunity does Chris get?
Describe Chris's relationship with his father.
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RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
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.
Standards that are practiced daily but are not priority standards of the unit
L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.6.1 — 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.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.
W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Students will analyze the change in the relationship between Chris and his father.
Describe how the author, Matt de la Peña, develops the narrator's unique point of view.
Standards
RL.6.1RL.6.3RL.6.6
Compare and contrast character motivations in "Volar" and "How to Transform an Everyday, Ordinary Hoop Court into a Place of Higher Learning and You at the Podium".
Unpack a prompt, study a Mentor Text, and gather evidence in preparation for writing a paragraph response.
RL.6.6RL.6.9W.6.1W.6.5
Synthesize annotations and create a strong outline for a paragraph response.
RL.6.3W.6.1W.6.5
Draft a paragraph response and revise for analysis.
RL.6.3W.6.1W.6.1.aW.6.1.bW.6.1.cW.6.5
Explain how Medina develops Merci's point of view through her relationship with her family.
Explain how a character responds to challenges that she faces.
Compare and contrast the theme in "Fish Cheeks" and "Sol Painting, Inc.".
Compare and contrast Martin and Grandpa's perspectives in "The Medicine Bag".
Gather evidence and create an outline in response to a writing prompt.
RL.6.9W.6.1W.6.5
Draft and revise a paragraph response, focusing on writing strong claims, analysis, and introducing evidence effectively.
RL.6.9W.6.1W.6.1.aW.6.1.bW.6.1.c
RI.6.2RI.6.7
Students will analyze Walter Dean Myer's legacy.
RI.6.1RI.6.3RI.6.7
Students will analyze the purpose of compiling the Flying Lessons and Other Stories anthology.
RI.6.1RI.6.3RI.6.7RI.6.7
Unpack a prompt, study a Mentor Text, and begin a plan for rewriting a scene from "Sometimes a Dream Needs a Push".
W.6.3W.6.5
Outline and draft narratives.
W.6.3W.6.3.aW.6.3.bW.6.5
Revise narratives for descriptive language and sensory details, and identify the cases of pronouns in writing.
L.6.1L.6.1.aW.6.3W.6.3.aW.6.3.bW.6.3.dW.6.5
Compare and contrast the experience of reading "Famous" to viewing the video version of the poem.
RL.6.4RL.6.7
Students will be able to explain the motivation for Linda's advocacy and work.
RI.6.2RI.6.6
Explain how Alexander develops the narrator's unique point of view.
Analyze how the "EPILOGUE" poem on page 206 contributes to the development of the story.
RL.6.5RL.6.6
Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.
SL.6.1SL.6.1.aSL.6.1.bSL.6.4
Unpack the expectations of a writing task, study a mentor text, and begin to plan a personal narrative.
Outline and begin to draft narratives.
W.6.3W.6.3.aW.6.5
Write strong conclusions and revise drafts for descriptive language.
W.6.3W.6.3.bW.6.3.dW.6.3.eW.6.5
Provide peer feedback and self-assess using a rubric.
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