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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.6.2 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.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Speaking and Listening
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.
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
DESCRIPTION OF LESSON
This Grade 6 lesson titled “All Summer in a Day” from Student Achievement Partners and the Anthology Alignment Project centers around a short story by Ray Bradbury. It has a suggested instructional time of five days, 45 minutes per day. The lesson gives students opportunities to read a complex text closely and discuss a short story, answering text-dependent questions as a guide. As a culminating task, students independently complete an evidence chart in order to write an explanatory essay about how the conflicts the characters face develop the short story’s theme.
Connecticut teachers are cautioned that the lesson materials do not include a pacing guide. To meet the varied needs of students, supports and modifications may be needed since limited information on scaffolding or discrete skill instruction is provided. While there are assessment guidelines, an aligned rubric should be created to elicit direct, observable evidence to which a student can independently demonstrate the major targeted standards. Student copies of the short story text will be needed.
RATIONALE FOR SELECTION
This lesson is a good example of how to facilitate rich and rigorous evidence-based discussions and writing about a complex text through a sequence of specific, thought-provoking, and text-dependent questions. It targets a set of grade-level standards and includes a clear and explicit purpose for instruction. Annotated sample student responses to both the text-dependent questions and the culminating task explanatory essay are provided for interpreting student performance. Quality teacher notes and additional writing tasks are included with the materials.