Curriculum / ELA / 6th Grade / Unit 12: Coming of Age: Short Stories / Lesson 7
ELA
Unit 12
6th Grade
Lesson 7 of 28
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Lesson Notes
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Explain how Medina develops Merci's point of view through her relationship with her family.
Book: Flying Lessons & Other Stories by Ellen Oh pp. 41 – 51 — "Sol Painting, Inc." by Meg Medina
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Merci's relationship with her family reveal her point of view?
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Questions about the text that will help guide the students understanding
What do the nonverbal interactions between Merci and Roli on pages 42–43 reveal about their relationship?
What does the phrase "'You're shaming us!'" mean on page 45 and what impact does it have on Merci?
How does Merci describe Seward Pines? What does the reader learn about the school?
What does the scene in the office with Mrs. McDaniels reveal about Merci's character on page 50?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
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. 52 – 60 — "Sol Painting Inc." by Meg Medina
While reading, answer the following questions.
What happens as Merci and Roli are painting the gym?
What does Merci mean by the line "We are ghosts as they go by- unseen" on page 55?
How does Papi react to the incident?
What does Roli help Merci realize?
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RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.
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.
L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, 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
Explain how a character responds to challenges that she faces.
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
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
Students will integrate information from various sources to develop an understanding about wheelchair basketball.
RI.6.2RI.6.7
Students will analyze the change in the relationship between Chris and his father.
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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