Unit-at-a-Glance Detail | EL Education Curriculum

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ELA 2012 G6:M2A:U1

Analyzing Figurative Language, Word Choice, Structure and Meaning: Bud, Not Buddy and Steve Jobs’ Commencement Address

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Bud, Not Buddy: Launching the Novel and Understanding Its Context (Chapter 1)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Unpacking Learning Target (2 minutes)

2. Work Time

     A. Establishing a Context for Bud, Not Buddy (20 minutes)

     B. Whole Class Read of Chapter 1: Who Is Buddy? (20 minutes)

3. Closing and Assessment

     A. Exit Ticket: Who’s Bud? (3 minutes)

4. Homework

     A. Read Chapter 2. Complete the Bud’s Rules graphic organizer for rules 3 and 118.

  • Exit ticket: Who’s Bud?
  • Exit Ticket
  • Think-Pair-Share

Lesson 2Figurative Language and Word Choice: A Closer Look at Bud, Not Buddy (Chapter 2)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Tracking Bud’s Rules: Rule 118 (8 minutes)

     B. Unpacking Learning Targets (4 minutes)

2.  Work Time

     A. Introducing Figurative Language in Bud, Not Buddy (10 minutes)

     B. Explaining How Word Choice Affects Tone: Strategies for Answering Selected Response Questions (18 minutes)

3.  Closing and Assessment

     A. Exit Ticket: Interpreting Figurative Language in Chapter 2 of Bud, Not Buddy (5 minutes)

4.  Homework

     A. Read Chapter 3. Add to the Tracking Bud’s Rules graphic organizer.

  • Tracking Bud’s Rules graphic organizer
  • Figurative Language in Bud, Not Buddy graphic organizer
  • Selected Response Questions: Word Choice in Chapter 2
  • Exit ticket: Interpreting Figurative Language in Chapter 2 of Bud, Not Buddy
  • Exit Ticket
  • Think-Pair-Share

Lesson 3Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Triad Discussion—Rules in Chapter 3 of Bud, Not Buddy (6 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Analyzing Author’s Word Choice, Meaning, and Tone in Chapter 3 of Bud, Not Buddy (12 minutes)

     B. Carousel of Quotes: Figurative Language in Chapter 3 (20 minutes)

3.  Closing and Assessment

     A. Carousel of Quotes Synthesis (5 minutes)

4.  Homework

     A. Read Chapter 4 of Bud, Not Buddy.

  • Chapter 3 of Bud, Not Buddy: Author’s Word Choice and Tone graphic organizer
  • Carousel Brainstorm

Lesson 4Interpreting Figurative Language and Answering Selected Response Questions (Chapter 4)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Entrance Ticket: What Would You Title Chapter 4? (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Writing: Interpreting Figurative Language in Bud, Not Buddy (10  minutes)

     B. Read-aloud of Excerpt from Chapter 4 and Completion of Selected Response Questions (20 minutes)

3.  Closing and Assessment

     A. Discussion of Selected Response Question (5 minutes

4.  Homework

     A. Read Chapter 5 of Bud, Not Buddy.

  • Entrance ticket: What Would You Title Chapter 4?
  • Selected Response Questions, Chapter 4 of Bud, Not Buddy
  • Figurative Language in Bud, Not Buddy graphic organizer
  • Admit Ticket

Lesson 5Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A.  Engage the Reader: Tracking Bud’s Rules, Number 83 (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Mid-Unit 1 Assessment (35 minutes)

3.  Closing and Assessment

     A.  Reflecting on Learning Targets: Fist to Five (3 minutes)

4.  Homework

     A.  Read Chapter 6 of Bud, Not Buddy

  • Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy

Lesson 6Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Entrance Ticket: What Would You Title Chapter 6? (8 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Read and Discuss Paragraph 1 (8 minutes)

B. Reading and Listening to Paragraphs 1–8 of the Steve Jobs Speech (10 minutes)

C. Getting the Gist and Identifying Vocabulary, Paragraphs 6–8 (12 minutes)

3. Closing and Assessment

A. Exit Ticket: Why Do People Have Rules to Live By? (5 minutes)

4. Homework

A. Read Chapter 7 of Bud, Not Buddy. Complete the Tracking Bud’s Rules graphic organizer for any rules you encounter in this chapter. 

  • Entrance ticket
  • Annotated Steve Jobs speech
  • Exit ticket
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 7Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address (and connecting to Chapter 7)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Text-Dependent Questions, Paragraphs 6–8 (20 minutes)

     B. Forming Evidence-Based Claims: Paragraphs 6–8 (15 minutes)

3.  Closing and Assessment

     A. Connecting the Steve Jobs Speech to Bud, Not Buddy (8 minutes)

4.  Homework

     A. Read Chapter 8 of Bud, Not Buddy.

  • Forming Evidence-Based Claims graphic organizer
  • Connecting Events in the Steve Jobs Speech to Those in Bud, Not Buddy graphic organizer

Lesson 8Getting the Gist and Determining Word Meaning: Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Bud, Not Buddy (6 minutes)

     B.  Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Listening to the Steve Jobs Speech (Paragraphs 9–14) While Reading Along (5 minutes)

     B. Reading for the Gist and Vocabulary, Paragraphs 12–14 (22 minutes)

3.  Closing and Assessment

     A. Love and Loss Venn Diagram (10 minutes)

4.  Homework

     A. Read Chapter 9 of Bud, Not Buddy.

  • Annotated Steve Jobs speech
  • Venn Diagram

Lesson 9Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 9)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Triad Discussion—Questions from Chapter 9 of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Text-Dependent Questions, Paragraphs 12–14 (15 minutes)

     B. Forming Evidence-Based Claims: Paragraphs 9–14 (18 minutes)

3.  Closing and Assessment

     A. Connecting the Steve Jobs Speech to Bud, Not Buddy (5 minutes)

4.  Homework

     A. Read Chapter 10 of Bud, Not Buddy. Identify the rules Bud refers to in the chapter and complete your Tracking Bud’s Rules graphic organizer.

  • Forming Evidence-Based Claims graphic organizer
  • Think-Pair-Share

Lesson 10Getting the Gist and Determining Word Meaning: Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 10)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Triad Discussion—Rules in Chapter 10 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Listening to the Steve Jobs Speech (Paragraphs 15–26) While Reading Along (5 minutes)

     B. Getting the Gist and Vocabulary, Paragraphs 20–23 (20 minutes)

3.  Closing and Assessment

     A. Exit Ticket: Give One, Get One (10 minutes)

4.  Homework

     A.  Read Chapter 11 of Bud, Not Buddy.

  • Annotated Steve Jobs speech
  • Exit ticket
  • Exit Ticket
  • Give One-Get One-Move On

Lesson 11Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Triad Discussion—Rules in Chapter 11 of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Text-Dependent Questions, Paragraphs 20–23 (15 minutes)

     B.  Forming Evidence-Based Claims: Paragraphs 20–23 (18 minutes)

3.  Closing and Assessment

     A. Connecting the Steve Jobs Speech to Bud, Not Buddy (5 minutes)

4.  Homework

     A.  Read Chapter 12 of Bud, Not Buddy.

  • Stanford University Commencement Address: Steve Jobs: Paragraphs 20-23 Details to Support the Claim Note-catcher
  • Forming Evidence-Based Claims graphic organizer

Lesson 12End of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Unpacking Learning Targets (2 minutes)

2.   Work Time

     A. Reading and Listening to an Excerpt from President Obama’s Speech (5 minutes)

     B. End of Unit Assessment (35 minutes)

3.  Closing and Assessment

     A. Mix and Mingle: What Does President Obama Believe Students Need to Do to Be Successful? (3 minutes)

4.  Homework

     A. Read Chapter 13 of Bud, Not Buddy.

  • End of Unit 1 Assessment: Analyzing President Obama’s 2009 Back-to-School Speech

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