Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 20
ELA
Unit 4
6th Grade
Lesson 20 of 26
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Analyze how the author develops the tone and meaning of the poem "We Real Cool" and how the poem explores similar themes as The Outsiders.
Poem: “We Real Cool” by Gwendolyn Brooks
Book: The Outsiders by S.E. Hinton
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How do the poem "We Real Cool" and the novel The Outsiders convey similar themes about coming of age? Provide examples from both texts to support your answer.
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Questions about the text that will help guide the students understanding
How do the speakers of the poem view themselves? How does Brooks develop their perspective? Cite evidence from the text to support your answer. ("We Real Cool")
What words and phrases contribute to developing the tone of the poem? How and when does the tone of the poem shift? Cite evidence from the text to support your answer. ("We Real Cool")
How does Brooks' use of sound contribute to conveying a deeper meaning in the poem? Cite evidence from the text to support your answer. ("We Real Cool")
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
alliteration
the repetition of consonant sounds at the beginning of words that are close to one another in a piece of writing
rhyme
when two or more words have the same ending sound, especially when these are used at the ends of lines of poetry
rhythm
the pattern of stressed and unstressed syllables that creates a beat and pace for the poem
Reading and/or task to be completed at home in preparation for the next lesson.
While reading, answer the following questions.
How does being understood and accepted by others shape a person's life and identity?
How do stereotypes and prejudices influence the way we see others and ourselves?
What factors influence our decisions, and how do our significant decisions define us?
What do the texts in this unit reveal about the experience of coming of age?
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RL.6.2 — Determine a theme or 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.
RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.9 — Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Standards that are practiced daily but are not priority standards of the unit
L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.7 — Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
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.6.6 — 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.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
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
Engage in a Socratic dialogue with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
Synthesize information from multiple sources to explain teenagers' perspectives and feelings about coming of age.
Standards
RI.6.5RI.6.7
Analyze how the author develops the narrator's unique perspective in The Outsiders.
RL.6.1RL.6.6
Analyze how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader's understanding of characters.
RL.6.5
Synthesize information from multiple sources to explain what factors influence individuals' decisions.
Analyze how the author develops the characters' perspectives and explain how events in this chapter lead to a change in Ponyboy's perspective.
RL.6.3RL.6.6
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.1RL.6.7
Explain how the events of this chapter both reveal and change Ponyboy's perspective.
RL.6.1RL.6.3RL.6.6
Determine the theme of “Nothing Gold Can Stay” and analyze how the author uses literary devices to develop that theme.
L.6.5RL.6.2RL.6.4
Analyze how the author develops different characters' perspectives and explain how and why characters' perspectives change.
Analyze how the events of this chapter reveal changes in the characters' perspectives.
Analyze how the author conveys characters' internal conflicts as their perspectives change in response to plot events.
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3W.6.5
Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
W.6.3
Compare and contrast the experience of reading The Outsiders with viewing the film version and analyze how Hinton develops mood in significant scenes.
RL.6.1RL.6.4RL.6.7
Analyze how the author develops the narrator's perspective and emotions.
RL.6.3RL.6.4RL.6.6
Analyze how Hinton develops Ponyboy's perspective and explain how the characters respond and change as the plot moves toward a resolution.
Determine themes in The Outsiders and explain how the narrator's perspective has developed in response to significant events in the text.
RL.6.2RL.6.3RL.6.6
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.2RL.6.4RL.6.9
SL.6.1SL.6.1.dSL.6.3SL.6.4
Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.
Create a plot outline for a sequel to The Outsiders.
RL.6.5W.6.3W.6.3.aW.6.5
Identify the features of a text's exposition and draft one exposition paragraph.
W.6.3W.6.3.aW.6.3.bW.6.3.dW.6.5
Write four exposition paragraphs of a sequel to The Outsiders.
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