Curriculum / ELA / 6th Grade / Unit 2: Challenging Authority: The Giver / Lesson 25
ELA
Unit 2
6th Grade
Lesson 25 of 32
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Identify arguments and claims a speaker makes about screen time, and explain whether or not claims are supported by reasoning and evidence.
Video: “3 Fears about screen time for kids—and why they're not true” by Sarah DeWitt
Video: “3 Fears about screen time for kids—and why they're not true (transcript)” by Sarah DeWitt
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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 Sara DeWitt make about screen time and isolation? How does she develop this claim? Why does the author provide different types of evidence? Include examples from the audio and/or transcript to support your answer.
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Questions about the text that will help guide the students understanding
What is the purpose of paragraph three (01:21–02:28)? How does DeWitt use this paragraph to develop her claim? Provide evidence from this paragraph and carefully explain your thinking.
What claim does Sara DeWitt make about screen time and exercise? Does she provide evidence to support this claim? If so, provide specific examples from the text to support your answer.
What claim does Sara DeWitt make about screen time and education? Does she provide evidence to support this claim? If so, provide specific examples from the text to support your answer.
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
There aren't any new text-based vocabulary words in today's lesson.
Reading and/or task to be completed at home in preparation for the next lesson.
Lesson 26 is a writing lesson. There is no assigned reading in preparation for tomorrow.
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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.6.7 — 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.
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.6.2 — Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3 — Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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.
Next
Create a poster of pros and cons of parents limiting kids' screen time and appropriately cite evidence.
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
Explain how specific sections of an article fit into the overall structure of the text and help to develop meaning.
RI.6.5
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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