Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 22
ELA
Unit 2
6th Grade
Lesson 22 of 32
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Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
Article: “Less Screen Time Means a Better Mind and Body for Kids” by Katherine Lee
Article: “Why the screen babysitter is worse than you think” by Baltimore Sun Editorial Board
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What claim does the Baltimore Sun Editorial Board make in “Why the Screen Babysitter is Worse Than you Think” about screens and child development? Do they provide evidence or reasoning to support this claim? If so, what evidence do they provide?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What central argument does writer Katharine Lee make about kids and screens in the article, “Less Screen Time Means a Better Mind and Body for Kids"? Provide two pieces of evidence to support your answer.
What claim does Katharine Lee make about educational activities on screens? Does she provide evidence or reasoning to support this claim? If so, what evidence does she provide?
What claim does Lee make about the benefits of reducing screen time? Does she provide specific evidence to support this claim?
If you were a parent, do you think you would put limits on your children’s screen usage? Why or why not? Has anything you have learned about over the last two days influenced your answer to this question?
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.
Article: “Kids Must Learn to Control Their Own Screen Time” by John Kielman
While reading, answer the following questions.
Why did the author of this article, Kielmman, buy his son a Kindle?
Does Kielman think that using self-control around screen use is easier for adults than kids?
Has Kielman made any rules for his family around screen time? Explain.
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RI.6.8 — Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Standards that are practiced daily but are not priority standards of the unit
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.
RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 — 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.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.6.6 — 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.6.8 — Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").
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.
Lesson 21
Lesson 23
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
L.6.6 RI.6.2
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
RL.6.5 W.6.1.c
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on mood and tone.
L.6.4 L.6.4.a L.6.4.c L.6.4.d RL.6.4
Draw conclusions what kind of person Jonas is, based on the way he responds to specific events and his environment in Chapters 5–6 of The Giver.
RL.6.3
Explain how specific passages from Chapters 7 and 8 of The Giver develop the setting and fit into the overall structure of the text.
RL.6.5
Explain the role of specific sentences and passages from Chapters 9–10 of The Giver in developing the setting and plot.
Explain how Jonas responds and changes as he continues his visits with the Giver.
Explain how author Lois Lowry develops several central ideas in Chapter 13 of The Giver.
RL.6.2
Identify the mood or tone of specific passages of Chapters 14 and 15 of The Giver by analyzing word choice.
RL.6.4
Explain how specific events in the text reveal changes in Jonas’ perspective and behavior.
RL.6.3 W.6.1.c
Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Describe the changes in Jonas’ character at the resolution of The Giver.
RL.6.3 RL.6.5
Determine overall themes for the novel The Giver and explain how the author develops those themes.
Socratic Seminar
Engage in a Socratic Seminar with peers, demonstrating a deep understanding of the text and topic by posing and responding to questions, and providing evidence to support ideas.
SL.6.1 SL.6.1.a SL.6.1.c SL.6.4
Writing
Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
W.6.1 W.6.5 W.6.9
Draft a strong claim statement and create an outline for a multi-paragraph essay.
W.6.1 W.6.1.a W.6.1.b W.6.5
Draft and revise strong body paragraphs, incorporating feedback from peers.
Craft a strong introductory paragraph, complete with hook, context, and sub-claims.
W.6.1 W.6.1.a
Use pronouns appropriately in writing.
L.6.1 L.6.1.a L.6.1.d
Identify arguments an author makes about screen time and explain whether or not claims are supported by reasoning and evidence.
RI.6.8
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
RI.6.5
Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.
Create a poster of pros and cons of parents limiting kids’ screen time and appropriately cite evidence.
W.6.2 W.6.8 W.6.9
Unpack an argumentative essay prompt, write a strong claim statement, and begin to outline the essay.
Draft and revise two strong body paragraphs.
W.6.1 W.6.1.a W.6.1.b W.6.1.c
Draft strong introduction and conclusion paragraphs.
W.6.1 W.6.1.a W.6.1.e
Revise essays for tone and add transitions to clarify reasoning and connections between ideas.
W.6.1 W.6.1.c W.6.1.d
Use pronouns appropriately and incorporate any edits to final drafts.
L.6.1 L.6.1.c L.6.1.d W.6.5
Assessment – 2 days
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