COMMON CORE STANDARDS
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
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.6.1(c) Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
W.6.1(d) Establish and maintain a formal style.
W.6.1(e) Provide a concluding statement or section that follows from the argument presented.
W.6-4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.
DESCRIPTION OF LESSON
This Grade 6 lesson titled “Grade 6: Counting down from 11 – Analysis of Point of View in Eleven by Sandra Cisneros” cited on the CPALMS Lesson Plan Development Initiative is intended to be completed in 2 hours and 40 minutes of ELA/Literacy instruction. In this lesson’s activities, students first practice explaining how an author’s choice of words can develop a character’s point of view. After collecting evidence from the text and through discussions with class/partners, each student writes his/her own argumentative essay about the point of view of the narrator in the story. In the culminating activity, students write a poem on the same topic, using text evidence transferred from their directed note-taking guide.
Connecticut teachers should be aware that the lesson plan lists its standards with Florida labels; while the standards listed above use the Common Core labeling, the wording remains the same. Although rubrics are included, the use of a Common Core-aligned rubric that elicits direct, observable evidence of the degree to which students can independently demonstrate all of the targeted standards is suggested.
RATIONALE FOR SELECTION
This lesson is a good example of how to provide all students with multiple opportunities to engage with text of appropriate complexity for the grade level. It addresses instructional expectations and is easy to understand and use. Included in the lesson materials are: prior knowledge that students should have for the lesson, specifics lesson plan activities with links to all materials needed, guided practice with teacher and peer support, independent activities to reinforce the lesson content, and suggested accommodations/recommendations. For assessing student knowledge and skills, there is a formative and a summative assessment, as well as tips and opportunities for additional teacher feedback.