Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 23
ELA
Unit 2
6th Grade
Lesson 23 of 32
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Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
Article: “Kids Must Learn to Control Their Own Screen Time” by John Keilman
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Read the final sentence of this article. Why does the author include this sentence? How does it develop his main idea? Provide examples to support your answer.
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Questions about the text that will help guide the students understanding
What is John Keilman's primary argument about kids and screen time? Provide one piece of evidence from the text to support your answer.
Read the third paragraph of the essay. What is the purpose of this paragraph? How does it contribute to the development of ideas in the essay?
Read paragraphs seven and eight of this essay. What purpose do these paragraphs serve? How do they contribute to the development of ideas in the essay?
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
compulsive
adj.
motivated by an obsessive urge to do something
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: “Don't Limit Your Teen's Screen Time” by Chris Bergman
While reading, answer the following questions.
What did the author's parents think about screen time when he was a kid?
What did the author think about screen time when he was a kid?
How does the author approach screen time with his own children?
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RI.6.5 — Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
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.6.9 — 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.
Next
Explain the characteristics, purpose, and development of the genre of dystopian fiction and define important terms related to this topic.
Standards
L.6.6RI.6.2
Explain how specific words, sentences, and passages in the first two chapters of The Giver help establish the setting.
RL.6.5W.6.1.c
Determine the meaning of unknown words in The Giver and explain the impact of specific words and phrases on the mood and tone.
L.6.4RL.6.4
Evaluate what kind of person Jonas is, based on the way he responds to specific events and his community's values in Chapters 5–6 of The Giver.
RL.6.2RL.6.3
Explain how specific passages from Chapters 7 and 8 of The Giver use juxtaposition to develop the plot and fit into the overall structure of the text.
RL.6.5
Draw conclusions about Jonas based on the way he responds to specific events in Chapters 9–10 of The Giver.
RL.6.3RL.6.5
Analyze how Jonas responds to events and how he changes as he continues his training in The Giver.
Explain how author Lois Lowry develops several thematic topics in Chapter 13 of The Giver.
RL.6.2
Analyze why Jonas makes certain decisions and analyze how the events of Chapters 14 and 15 advance the overall plot.
Analyze how Jonas changes and why in Chapters 16 and 17.
RL.6.3RL.6.6W.6.1.c
Explain how specific words and phrases develop mood, tone, and meaning in Chapters 18 and 19 of The Giver.
RL.6.4RL.6.5
Explain how Jonas has changed as a result of witnessing the release of the newchild.
Analyze the changes in Jonas' character at the resolution of The Giver.
Determine universal themes for the novel The Giver and explain how the author develops those themes.
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.6.1SL.6.1.aSL.6.1.cSL.6.4
Unpack the prompt for a multi-paragraph essay, study an exemplar, and begin to gather evidence.
W.6.1W.6.5W.6.9
Draft a strong claim statement and create an outline for a multi-paragraph essay.
W.6.1W.6.1.aW.6.1.bW.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.6.1W.6.1.a
Use pronouns appropriately in writing.
L.6.1L.6.1.aL.6.1.d
Identify arguments an author makes about screen time and explain whether or not claims are supported by credible reasoning and evidence.
RI.6.8
Identify arguments and claims authors make about screen time and explain whether or not claims are supported by evidence.
RI.6.2RI.6.8
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.6.2W.6.8W.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.6.1W.6.1.aW.6.1.bW.6.1.c
Draft strong introduction and conclusion paragraphs.
W.6.1W.6.1.aW.6.1.e
Revise essays for tone and add transitions to clarify reasoning and connections between ideas.
W.6.1W.6.1.cW.6.1.d
Use pronouns appropriately and incorporate any edits to final drafts.
L.6.1L.6.1.cL.6.1.dW.6.5
2 days
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