Curriculum / ELA / 6th Grade / Unit 4: Finding Connection: The Outsiders / Lesson 7
ELA
Unit 4
6th Grade
Lesson 7 of 26
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Determine the theme of “Nothing Gold Can Stay” and explain how poet Robert Frost uses literary devices to develop that theme.
Poem: “Nothing Gold Can Stay” by Robert Frost
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What is the theme of the poem, “Nothing Gold Can Stay”? How does Robert Frost develop this theme? Support your answer with specific words and phrases from the poem.
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 is the gist of the poem? What is the speaker literally talking about?
What are the connotations of the word “gold”? What is the poet saying figuratively about the “first green”?
What are the connotations of the word “flower”? What is the poet saying figuratively about the leaves?
What is the tone of the poem? How does the speaker seem to feel about the fact that “nothing gold can stay”? What words and phrases does the poet use to communicate this tone?
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
subside
v.
to become less intense or severe; settle down
figurative language
n.
language that goes beyond the literal meaning of words and phrases and is used with the intention of creating an image, feeling, or deeper understanding for the reader.
tone
An author/speaker’s attitude toward a topic or an audience, which is often conveyed through word choice and/or literary devices.
denotation
the literal meaning of a word; the dictionary definition.
symbol
a character, setting, object, or event that represents a larger, more complex concept or idea.
thematic topic
a one- or two-word phrase that describes the overarching topic of a text or section of text.
theme
the author’s message in the text about the way the world works or what it means to be human.
Reading and/or task to be completed at home in preparation for the next lesson.
While reading, answer the following questions.
Who has agreed to be a "spy" for the greasers? Why?
What has Johnny decided to do about the police being after them? Why?
What do the boys think started the fire in the church?
What do the boys do when they realize there are children in the church?
What happens to each of the boys after the fire?
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L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
Standards that are practiced daily but are not priority standards of the unit
L.6.5.a — Interpret figures of speech (e.g., personification) in context.
L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
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.6.9 — 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.
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.
Lesson 6
Lesson 8
Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders.
RL.6.6
Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.
L.6.1 L.6.1.e RL.6.5
Explain how Hinton continues to develop Ponyboy’s point of view and identify how and why his point of view changes.
L.6.1 L.6.1.e RL.6.3 RL.6.6
Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.
RL.6.5
Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.
RL.6.7
Explain how Hinton continues to develop Ponyboy’s point of view, and identify how and why his point of view changes.
RL.6.3 RL.6.6
L.6.5 RL.6.2 RL.6.4
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change.
Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change in response to plot events.
Writing
Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.
W.6.3 W.6.5
Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.
W.6.3
Explain how Hinton develops mood in significant scenes in this chapter, and how this chapter fits into the overall structure of The Outsiders.
RL.6.4 RL.6.5
Explain how Hinton develops Ponyboy’s point of view and his reactions to plot events.
Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.
Identify characters' perspectives and explain how and why they change in Chapter 12 of The Outsiders.
RL.6.2
Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.
Determine the meaning of unknown words in an informational article using context clues and Greek/Latin roots.
L.6.4 L.6.4.a L.6.4.b RI.6.4
Explain how poet Gwendolyn Brooks uses literary devices to develop tone and meaning in the poem, “We Real Cool.”
L.6.5 RL.6.4
Determine the meaning of unknown words through context clues, and then successfully use those words in their own writing.
L.6.4 L.6.4.a L.6.6 RI.6.4
Socratic Seminar
Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.
SL.6.1 SL.6.1.d SL.6.3 SL.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.6.5 W.6.3 W.6.3.a W.6.5
Identify the features of a text's exposition and draft one exposition paragraph.
W.6.3 W.6.3.a W.6.3.b W.6.3.d W.6.5
Write four exposition paragraphs of a sequel to The Outsiders.
Assessment – 2 days
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