Sixth Grade: Writing a Research Paper
Homework Due Thursday, December 4, 2014: None.
Classwork, Wednesday, December 3, 2014: Grade 6: Module 2A: Unit 2: Lesson 15, Asking Probing Questions and Choosing a Research Topic
Module 2A: Unit 2: Lesson 15:
r6m2a.2l15.doc
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Homework Due Friday, December 5, 2014: Complete the "Choosing a Research Topic" handout. THIS IS FOR A GRADE.
Classwork, Thursday, December 6, 2014:
Choosing a Research Topic handout:
choosing.a.research.topic.pdf
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choosing.a.research.topic.docx
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Homework Due Monday, December 8, 2014: None.
Classwork,Friday, December 5, 2014: Grade 6: Module 2A: Unit 2: Lesson 15 (continued)
Homework Due Tuesday, December 9, 2014: None.
Classwork, Monday, December 8, 2014: Module 2A: Unit 2: Lesson 16: Introducing Research Folders and Generating a Research Question
Generating Research Questions:
generating.research.questions.pdf
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generating.research.questions.docx
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Module 2A: Unit 2: Lesson 16:
r6m2a.2l16.doc
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Homework Due Wednesday, Thursday, and Friday, December 10, 11, and 12, 2014: None.
Classwork, Tuesday, Wednesday, Thursday, and Friday, December 9, 10, and 11, 2014: Computer Lab: first period, Tuesdays, Wednesdays, and Thursdays, December 9th, 10th, and 11th, and December 16th, 17th and 18th, and January 6th, 7th, and 8th.
Homework Due Monday, December 15, 2014: Complete Task A "Reading for Gist" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Classwork, Friday, December 12, 2014: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
Lesson 1: Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
6m2a.3l1-1.doc
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Homework Due Tuesday, December 16, 2014: Complete Research Task B "Rereading for Details Relevant to Your Research Question" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet. Fill out page 8 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Classwork, Monday, December 15, 2014: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
Lesson 2: Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
6m2a.3l2.doc
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Homework Due Wednesday, Thursday, and Friday, December 17, 18, and 19, 2014: None.
Classwork, Tuesday, Wednesday, and Thursday, December 16, 17, and 18, 2014: Computer Lab: first period, Tuesday, Wednesday, and Thursday, December 16th, 17th and 18th, and January 6th, 7th, and 8th.
Lesson 3: Mid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research
6m2a.3l3.doc
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Homework Due Monday, January 5, 2015: Begin thinking about an extra credit project. Extra credit is due on Friday, January 16, 2015. Mrs. Looney will not accept extra credit after January 16th. Look at the home page for ideas for extra credit.
Homework Due Monday, January 5, 2015:
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Homework Due Wednesday, Thursday, and Friday, December 17, 18, 19, 2014: None.
Classwork, Wednesday, Thursday and Friday, December 17, 18, 19, 2014:
Homework Due Monday, January 5, 2015:
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Homework Due Tuesday, January 6, 2015: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork, Monday, January 5, 2015: Substitute teacher.
Homework Due Wednesday, January 7, 2015: Complete pages 40-41 in the Lesson 5 and Lesson 6 Packet.
Classwork, Tuesday, January 6, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 1.
Lesson 5: Analyzing the Structure and Content of an Essay to Inform
6m2a.3l5.doc
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Homework Due Thursday, January 8, 2015: None.
Classwork, Wednesday, January 7, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
Homework Due Friday, January 9, 2015: None.
Classwork, Thursday, January 8, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
Homework Due Monday, and Tuesday, Wednesday, Thursday, Friday, January 12, 13, 14, 15, 16, 2015: Rough draft of Essay is to be completed by Tuesday morning. Computer draft of essay is to be completed by Thursday morning at 8:30.
Classwork, Friday, and Monday, Tuesday, Wednesday, and Thursday, January 9, and January 12, 13, 14, 15, 2015: Lesson 6: End of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform. Lesson 7: End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform
Lesson 6: End of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform
6m2a.3l6.doc
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Lesson 7: End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform
6m2a.3l7.doc
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Remembering and Honoring Dr. Martin Luther King, Jr.
Homework Due Tuesday, January 20, 2015: None.
Classwork, Friday, January 16, 2015
Homework Due Tuesday, and Wednesday, January 20, and 21, 2015: None.
Classwork, Tuesday, January 20, 2015 Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
Lesson 8: Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
6m2a.3l8.doc
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Homework Due sday, , 2014: None.
Classwork, day, , 2015: Final Performance Task: Final Draft of Essay to Inform
Lesson 9:
Final Performance Task: Final Draft of Essay to Inform
6m2a.3l9.doc
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Homework Due sday, , 2014: None.
Classwork, day, , 2014:
Homework Due sday, , 2015: "My Rule to Live By" Essay due by 3:00! Due on loose-leaf!
Classwork, day, , 2015:
Homework Due sday, , 2014: None.
Classwork, day, , 2014:
Homework Due sday, , 2014: None.
Classwork, day, , 2014:
Lesson 4: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research
6m2a.3l4.doc
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Homework Due sday, , 2014: None.
Classwork, day, , 2014: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research
Sixth Grade Writing
Module 2A, Unit 3: "My Rule to Live By"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
Central Texts:
Writing Task: Argument Essay: “My Rule to Live By”
While studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will write an argument essay that convinces their peers to follow "my rule to live by." Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the adapted NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
Write arguments to support claims with clear reasons and relevant evidence.
a.Introduce claim(s) and organize the reasons and evidence clearly.
b.Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c.Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d.Establish and maintain a formal style.
e.Provide a concluding statement or section that follows from the argument presented.
Guiding Questions and Big Ideas:
Resources Website Links:
NYS Social Studies Core Curriculum:
Unifying Themes (pages 6–7)
• Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions supports the development of identity. Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.
• Theme 5: Development and Transformation of Social Structures: Role of social class, systems of stratification, social groups, and institutions. Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture. Social and political inequalities. Expansion and access of rights through concepts of justice and human rights.
Social Studies Practices, Grades 5–8:
• Descriptor 4) Gathering, Using, and Interpreting Evidence
Descriptor 5) The Role of the Individual in Social and Political Participation
NPR This I BElieve series. Have kids write their own and make a bound shuttlefly book of all the entries. Do what Buddy did...made a list of rules to get through his day-to-day.
BILL GATES: RULES TO LIVE BY
STEVE JOBS: ODELL
RACE!!!!!!
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Classwork, Wednesday, December 3, 2014: Grade 6: Module 2A: Unit 2: Lesson 15, Asking Probing Questions and Choosing a Research Topic
- As a class we will go over the Performance Task Prompt found on page 1 of our "Module 2A, Unit 2, Lesson 15" packet.
- We will go over the meaning of "evidence-based essay."
- Students will discuss why they think they have to provide evidence to support their rule to live by.
- Students will participate in the fish bowl discussion. See page 2 in packet.
- Students will decide one topic to research to make a rule to live by.
- The choices to research are:
- healthy habits
- reduce, reuse, recycle
- bullying
- Students will fill out the Exit Ticket Topic Choice found on page 4 of the packet.
Module 2A: Unit 2: Lesson 15:
r6m2a.2l15.doc
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Homework Due Friday, December 5, 2014: Complete the "Choosing a Research Topic" handout. THIS IS FOR A GRADE.
Classwork, Thursday, December 6, 2014:
- Mrs. Looney will list the three topics that are the options for the research essay.
- The choices to research are:
- healthy habits
- reduce, reuse, recycle
- bullying
- Mrs. Looney will explain the "Choosing a Research Topic" handout, pages 4A and 4B.
- Students will brainstorm about the topic that they have chosen as they fill out the handout.
- If students fill out the entire handout before the class is over, students may meet in pairs or groups of three to discuss their ideas. Students may add to their handout after getting more ideas from classmates.
- THIS IS FOR A GRADE.
Choosing a Research Topic handout:
choosing.a.research.topic.pdf
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choosing.a.research.topic.docx
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Homework Due Monday, December 8, 2014: None.
Classwork,Friday, December 5, 2014: Grade 6: Module 2A: Unit 2: Lesson 15 (continued)
- Students will be assigned research teams determined by which research topic was chosen.
- In teams, students will discuss group "norms" that will help guide their work.
- Students will look at the Discussion Tracker on page 5 of the "Module 2A, Unit 2, Lesson 15" packet.
- While discussing the skills needed to accomplish your goals as a group (with suggestions from the Discussion Tracker) students will answer the following question: What would be good norms to make sure that your group reaches your goals? These norms should be written on the loose-leaf paper that is found on page 6 in the packet.
- Some norms may be: a) Listen carefully when someone is speaking. b) Ask questions when you aren't sure, to get more information, or to encourage the speaker to think more deeply about their ideas.
- In the research teams, students will share their ideas to answer the following question: What rules to live by do you already have for the topic you have chosen?
- After hearing other ideas from their group, students will add to their list of rules to live by.
- We will reconvene as a whole group, discussing ideas, norms, and rules to live by.
Homework Due Tuesday, December 9, 2014: None.
Classwork, Monday, December 8, 2014: Module 2A: Unit 2: Lesson 16: Introducing Research Folders and Generating a Research Question
- As a class we will look at and read the Researcher's Notebook found on pages 7-13 of the "Module 2A, Unit 2, Lesson 15" packet.
- Students will spend time familiarizing themselves with the informational texts in the "Module 2A, Unit 2, Lesson 16" packet.
- We will discuss the different items in the packet and discuss how the items might be useful (glossary, etc.). Discuss the titles, graphics, etc.
- Students will think about the following questions as they peruse the packet: What do you think this text is going to be about? How might this specific material help you in your research?
- Students will begin to choose a question to guide their research.
- Which of the rules you have brainstormed seem like they might have supporting evidence in the research folder?
- What is important about your topic?
- How does your topic contribute to improving the lives of your peers?
- Which of your questions do you think will be the most effective to research to write an evidence-based essay about a rule to live by? Why?
- Criteria for Research Questions: 1) Broad question, the answer of which is of interest to many people. 2) The research should help us make claims rather than assumptions. 3) Leads us to find evidence to justify claims using words like "Why?"
- Students will generate questions for research about their topic.
- Students will fill out the "Generating Research Questions" handout.
Generating Research Questions:
generating.research.questions.pdf
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generating.research.questions.docx
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Module 2A: Unit 2: Lesson 16:
r6m2a.2l16.doc
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Homework Due Wednesday, Thursday, and Friday, December 10, 11, and 12, 2014: None.
Classwork, Tuesday, Wednesday, Thursday, and Friday, December 9, 10, and 11, 2014: Computer Lab: first period, Tuesdays, Wednesdays, and Thursdays, December 9th, 10th, and 11th, and December 16th, 17th and 18th, and January 6th, 7th, and 8th.
- Ms. Z. will help us with NoodleTools!
Homework Due Monday, December 15, 2014: Complete Task A "Reading for Gist" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Classwork, Friday, December 12, 2014: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
- We will go over the learning targets and vocabulary.
- Students will remind each other what "gist" means. A gist is getting an initial sense of what a text is mostly about. What are some ways that we can quickly get the gist of a text?
- Researchers read a lot of texts and do a first read just to get the basic sense of the text and determine if it is "trash or treasure." Is the text relevant or not to their research?
- Students will choose one of the articles in their packet.
- Each student will complete Task A "Reading for Gist" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Lesson 1: Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
6m2a.3l1-1.doc
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Homework Due Tuesday, December 16, 2014: Complete Research Task B "Rereading for Details Relevant to Your Research Question" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet. Fill out page 8 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Classwork, Monday, December 15, 2014: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
- Students will complete Research Task B "Rereading for Details Relevant to Your Research Question" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
- Students will summarize the text on their Researcher's Notebook found on page 8 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
Lesson 2: Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
6m2a.3l2.doc
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Homework Due Wednesday, Thursday, and Friday, December 17, 18, and 19, 2014: None.
Classwork, Tuesday, Wednesday, and Thursday, December 16, 17, and 18, 2014: Computer Lab: first period, Tuesday, Wednesday, and Thursday, December 16th, 17th and 18th, and January 6th, 7th, and 8th.
- We will continue to work with NoodleTools!
Lesson 3: Mid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research
6m2a.3l3.doc
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Homework Due Monday, January 5, 2015: Begin thinking about an extra credit project. Extra credit is due on Friday, January 16, 2015. Mrs. Looney will not accept extra credit after January 16th. Look at the home page for ideas for extra credit.
Homework Due Monday, January 5, 2015:
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Homework Due Wednesday, Thursday, and Friday, December 17, 18, 19, 2014: None.
Classwork, Wednesday, Thursday and Friday, December 17, 18, 19, 2014:
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list. We will also look for similes.
- Students will review the fact that hyperboles are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- Thursday: We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- Friday: We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
Homework Due Monday, January 5, 2015:
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Homework Due Tuesday, January 6, 2015: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork, Monday, January 5, 2015: Substitute teacher.
Homework Due Wednesday, January 7, 2015: Complete pages 40-41 in the Lesson 5 and Lesson 6 Packet.
Classwork, Tuesday, January 6, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 1.
- The teacher will read exemplary samples of the "Animals in the Classroom" argument essays to show students what a fantastic essay that follows the RACE organizer sounds like.
- Students will receive the MLA sample essay. We will go over formatting.
- Students will receive the Persuasive Words packet.
- Students will complete pages 37A-40 in their Lesson 5 and Lesson 6 Packet.
Lesson 5: Analyzing the Structure and Content of an Essay to Inform
6m2a.3l5.doc
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Homework Due Thursday, January 8, 2015: None.
Classwork, Wednesday, January 7, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
- In the computer lab, using their Noodletools, students will complete their outline, using pages 42-43 in their Lesson 5 and Lesson 6 packet as a guide.
Homework Due Friday, January 9, 2015: None.
Classwork, Thursday, January 8, 2015: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
- In the computer lab, using their Noodletools, students will begin to piece their research paper together.
Homework Due Monday, and Tuesday, Wednesday, Thursday, Friday, January 12, 13, 14, 15, 16, 2015: Rough draft of Essay is to be completed by Tuesday morning. Computer draft of essay is to be completed by Thursday morning at 8:30.
Classwork, Friday, and Monday, Tuesday, Wednesday, and Thursday, January 9, and January 12, 13, 14, 15, 2015: Lesson 6: End of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform. Lesson 7: End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform
- Each student has printed their outline and base of their essay.
- Students will use the printed copy of their outline and quotes to begin drafting the body paragraphs of their essay. They can begin to weave their notes and quotes together on the printed copy or as a rough draft in their notebooks or on loose-leaf.
- On Tuesday, Wednesday, and Thursday, students will be typing their essays in the elementary computer.
- Students will use the model essay to use as a guide. We will read the introduction and conclusion of the model essay as the students draft their own introduction and conclusion.
- As a class we will read pages 55-56 in the Lesson 7 and Lesson 8 packet.
- Students will self-evaluate their writing using rows 1 and 3 from the NYS rubric.
- Students will fill out page 57 in the packet, evaluating their writing using the rubric.
Lesson 6: End of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform
6m2a.3l6.doc
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Lesson 7: End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform
6m2a.3l7.doc
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Remembering and Honoring Dr. Martin Luther King, Jr.
Homework Due Tuesday, January 20, 2015: None.
Classwork, Friday, January 16, 2015
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- We will read the book Martin's Big Words written by Doreen Rappaport, illustrated by Brian Collier. Martin's Big Words. https://www.youtube.com/watch?v=R3scXTRjqIU
- What are some characteristics that you can infer about Dr. Martin Luther King, Jr? Compare his characteristics from when he was younger to his characteristics of his during the time that he died.
- Before we listen to King's speech and watch King deliver his speech, we will discuss the use of repetition as a powerful literary device. Students will write down at least two examples of repetition in his speech. Students will also be listening to the theme of the speech.
- As a class we will listen to Dr. Martin Luther King's speech. Dr. Martin Luther King, Jr., Five minutes of his "I Have Dream" Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- We will watch about four and a half minutes of the following biography of King's life: "Martin Luther King Jr. - A 5 Minute Biography." https://www.youtube.com/watch?v=OmEZGbUvW2M
- We will sing "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Below are some more videos that inform about Dr. Martin Luther King, Jr.'s life and values.
- To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas.
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in. AND after you log into SNAP.caboces.org, click on the Learn360 icon. ALSO, click onto BrainPop and that will log you onto BrainPop.
- (C) After you are logged into Discovery Education and Learn360, come back to this webpage to click onto the two videos found below.
- Students will analyze the following videos:
- Dr. Martin Luther King, Jr. Biography. https://www.youtube.com/watch?v=OmEZGbUvW2M
- Brain Pop: Dr. Martin Luther King, Jr. https://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/
- Dr. Martin Luther King, Jr., Five minutes of his I Have Dream Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- Students will http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
Homework Due Tuesday, and Wednesday, January 20, and 21, 2015: None.
Classwork, Tuesday, January 20, 2015 Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
- Students will
- Students will
- Students will
- Students will
- Students will
- Students will
Lesson 8: Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
6m2a.3l8.doc
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Homework Due sday, , 2014: None.
Classwork, day, , 2015: Final Performance Task: Final Draft of Essay to Inform
- Students will
- Students will
- Students will
- Students will
- Students will
- Students will
Lesson 9:
Final Performance Task: Final Draft of Essay to Inform
6m2a.3l9.doc
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Homework Due sday, , 2014: None.
Classwork, day, , 2014:
- Students will
- Students will
- Students will
- Students will
- Students will
- Students will
Homework Due sday, , 2015: "My Rule to Live By" Essay due by 3:00! Due on loose-leaf!
Classwork, day, , 2015:
- Students will finish up "My Rule to Live By" Essay.
- Essay must be handed in by 3:00!
Homework Due sday, , 2014: None.
Classwork, day, , 2014:
Homework Due sday, , 2014: None.
Classwork, day, , 2014:
Lesson 4: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research
6m2a.3l4.doc
Download File
Homework Due sday, , 2014: None.
Classwork, day, , 2014: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research
- Students will
- Students will
- Students will
- Students will
- Students will
- Students will
Sixth Grade Writing
Module 2A, Unit 3: "My Rule to Live By"
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
Central Texts:
- Christopher Paul Curtis, Bud, Not Buddy (Yearling, 2002), ISBN-13: 978-0440413288.
- Steve Jobs, “Stanford University Commencement Address,” speech made on June 12, 2005.
- President Barack Obama, “Back-to-School Speech,” made on September 8, 2009.
http://www.whitehouse.gov/back-to-school
Writing Task: Argument Essay: “My Rule to Live By”
While studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will write an argument essay that convinces their peers to follow "my rule to live by." Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the adapted NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
Write arguments to support claims with clear reasons and relevant evidence.
a.Introduce claim(s) and organize the reasons and evidence clearly.
b.Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c.Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d.Establish and maintain a formal style.
e.Provide a concluding statement or section that follows from the argument presented.
Guiding Questions and Big Ideas:
- What are “rules to live by”?
- How do people formulate and use “rules” to lead better lives?
- How do people communicate these “rules” to others?
- People develop “rules to live by” through their own life experience.
- These “rules to live by” are communicated through a variety of literary modes.
Resources Website Links:
- Module 2A, Unit 3: https://www.engageny.org/resource/grade-6-ela-module-2a
- ELA Module 2A, Unit 3, Student Materials: http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks
- Curriculum Map and Common Core Standards: Curriculum map and common core standards, http://www.engageny.org/resource/grade-6-ela-curriculum-map
NYS Social Studies Core Curriculum:
Unifying Themes (pages 6–7)
• Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions supports the development of identity. Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.
• Theme 5: Development and Transformation of Social Structures: Role of social class, systems of stratification, social groups, and institutions. Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture. Social and political inequalities. Expansion and access of rights through concepts of justice and human rights.
Social Studies Practices, Grades 5–8:
• Descriptor 4) Gathering, Using, and Interpreting Evidence
Descriptor 5) The Role of the Individual in Social and Political Participation
NPR This I BElieve series. Have kids write their own and make a bound shuttlefly book of all the entries. Do what Buddy did...made a list of rules to get through his day-to-day.
BILL GATES: RULES TO LIVE BY
STEVE JOBS: ODELL
RACE!!!!!!
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