Grade 6 English Language Arts Module #2Subject: English Language Arts
Timeline: 23 Instructional Days
Module Title: Weighing in on Adolescent Health
In this module students will learn about choices that students and schools could adopt to positively impact a healthy lifestyle for adolescents. By reading articles, watching videos, exploring multimedia resources and participating in classroom discussions, students will make a claim as to whether increasing access to physical activity or decreasing access to unhealthy food in schools would have a greater effect on the physical and emotional health of adolescents. Students will write an argumentative essay, citing logical and thorough text-based evidence to support their claim.
Module Objectives:After reading informational texts and multimedia resources, students will complete the module by writing an essay that answers the question, “Which is a more effective strategy for schools to adopt to positively impact a healthy lifestyle for adolescents: Increasing physical activity within the school day or decreasing unhealthy foods within the school day. Students will support their discussion with evidence from the textFocus Standards:
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2:Determine a 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.RI.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.6.1: Write arguments to support claims in an analsis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.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.Concepts - Students will know:Essential ContentLiterary DevicesLiterary Elements including anecdote, cause/effect, classification, compare/contrast, convey, credible sources, definiton, editorial, elaborate, graphic, illustrate, inferences, multiple meaning words, phrase, setting, subheading, theme
Competencies -Students will be able to:
- Cite textual evidence
- Determine a cental idea
- Read and comprehend literary nonfiction
- Write arguments to support claims
- Produce clear and coherent writing
- Write routinely over extended time frames
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately and establishes a position, but focus is uneven.
Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.
Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.
Establishes a claim. (L2) Makes note of counter claims.
Establishes a credible claim. (L2) Develops claim and counter claims fairly.
Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.
Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.
Accurately and effectively presents important details from reading materials to develop argument or claim.
Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim.
Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim.
Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.
Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence.
Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.
Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Demonstrates an uneven command of standard English conventions and cohesion.
Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.
Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.
Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
__________________________________________________________________________________________________________Elements of Instruction:
SKILL CLUSTER 1: PREPARING FOR THE TASK
1. Bridging Conversation
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task Analysis
Ability to understand and explain the task’s prompt and rubric.
3. Project Planning
Ability to plan and set specific goals and deadlines and accomplish the task on time.
SKILL CLUSTER 2: READING PROCES
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading, Essential Vocabulary and Note Taking
· read purposefully; cite and record textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
· use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 6 academic/domain specific language analyze how an author’s ideas are developed and refined by particular sections of text(s)
· determine a central idea and how it is conveyed using details
· summarize text
· assess the credibility of sources and provide basic bibliographic information for sources.
* The specifics of the skills listed above are further defined by the texts and teaching task.
3. Organizing Notes
Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one’s own writing.
SKILL CLUSTER 3:TRANSITION TO WRITING
1. Bridging Conversations
explain the rubric and begin linking reading, notes, and discussion to writing task;
engage in a range of collaborative conversations to interpret information, delineate a speaker’s or author’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not
- analyze and integrate knowledge and ideas, including competing arguments, from multiple media formats.
2. Readying as a Writer
Ability to explain the mode and text structure, the rubric, and link discussions to the writing task.
SKILL CLUSTER 4: WRITING PROCESS
1. Establishing a Claim
Ability to introduce a claim(s).
Ability to organize the reasons and evidence clearly to support claims informational/explanatory writing.
· write an initial draft of an opening paragraph that introduces the claim and reasons
· construct an initial draft of the body paragraphs which support claims with clear reasons and relevant evidence from credible sources
· use words, phrases and clauses to connect the claim and reasons
· use precise language and domain-specific vocabulary
· provide a concluding statement or section that follows from the argument
4. Revision 1
Ability to develop a clear and coherent line of thought which responds to the prompt and maintains focus on developing all aspects of the task steadily throughout the piece.
5. Revision 2
Ability to use words, clauses, sentence patterns and knowledge of language (pronouns) to clarify the relationship among claims and reasons, while maintaining a formal style.
Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and its conventions when writing.
Differentiation:Below are links to adapted student materials for completing this module.Interdisciplinary Connections:SciencePhysical Education
Additional Resources / Games: