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

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ELA 2012 G6:M2B:U2

Monologues, Language, and Literary Argument: Voices of Medieval Village

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 1Launching the Book: Good Master! Sweet Ladies!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking the Learning Target (3 minutes)

B. Setting the Stage for Monologues (7 minutes)

2. Work Time

A. Introducing Good Masters! Sweet Ladies! Voices from a Medieval Village (15 minutes)

B. Using Monologues to Convey Theme (15 minutes)

3. Closing and Assessment

A. “Button, Button, Who’s Got the Button?” (5 minutes)

4. Homework

A. “Follow your own sweet will” and choose and read any monologue you’d like from Good Masters! Sweet Ladies!

  • Conveying Theme anchor chart

Lesson 2Close Read, Part 1: “Hugo, the Lord’s Nephew”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Setting the Stage for “Hugo, the Lord’s Nephew” and Homework Routines (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Reading for Flow and Gist: “Hugo, the Lord’s Nephew” (20 minutes)

B. Identifying Themes of Adversity: “Hugo, the Lord’s Nephew” (10 minutes)

3. Closing and Assessment

A. Adversity Today—Question and Discussion (5 minutes)

4. Homework

A. Read “Giles, the Beggar” and complete the Themes of Adversity graphic organizer.

  • Reading for gist notes
  • Theme of Adversity graphic organizer for “Hugo, the Lord’s Nephew”

Lesson 3Close Read, Part 2: “Hugo, the Lord’s Nephew”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols


1. Opening

A. Themes of Adversity and Figurative Language: “Giles, the Beggar” (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Introducing Figurative Language: “Hugo, the Lord’s Nephew” (10 minutes)

B. Word Choice and Tone: “Hugo, the Lord’s Nephew” (20 minutes)

3. Closing and Assessment

A. Changing Figurative to Literal Language (5 minutes)

4. Homework

A. Read “Thomas, the Doctor” and complete the Themes of Adversity graphic organizer. 

 

  • Themes of Adversity graphic organizer for “Giles, the Beggar” (from homework)
  • Figurative Language graphic organizer for “Hugo, the Lord’s Nephew”
  • Close Reading Guide: “Hugo, the Lord’s Nephew”
  • Exit Ticket: Give One, Get One—Word Choice

Lesson 4Close Read, Part 1: “Taggot, the Blacksmith’s Daughter”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Themes of Adversity: “Thomas, the Doctor’s Son” (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Reading for Flow and Gist: “Taggot, the Blacksmith’s Daughter” (20 minutes)

B. Identifying Themes of Adversity: “Taggot, the Blacksmith’s Daughter” (10 minutes)

3. Closing and Assessment

A. Adversity Today—Question and Discussion (5 minutes)

4. Homework

A. Read “Mogg, the Villein’s Daughter” and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “Thomas, the Doctor’s Son” (from homework)
  • Reading for gist notes
  • Themes of Adversity graphic organizer for “Taggot, the Blacksmith’s Daughter”

Lesson 5Close Read, Part 2: “Taggot, the Blacksmith’s Daughter"

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Themes of Adversity and Figurative Language: “Mogg, the Villein’s Daughter” (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Identifying Figurative Language: “Taggot, the Blacksmith’s Daughter” (15 minutes)

B. Word Choice and Tone: “Taggot, the Blacksmith’s Daughter” (15 minutes)

3. Closing and Assessment

A. Changing Figurative to Literal and Literal to Figurative (5 minutes)

4. Homework

A. Read “Jack, the Half-Wit” and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “Mogg, the Villein’s Daughter” (from homework)
  • Figurative Language graphic organizer for “Taggot, the Blacksmith’s Daughter”
  • Text-Dependent Questions: “Taggot, the Blacksmith’s Daughter”
  • Exit Ticket: Literal to Figurative, Simile and Metaphors

Lesson 6Jigsaw, Part 1: Good Masters! Sweet Ladies!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Themes of Adversity: “Jack, the Half-Wit” (4 minutes)

B. Read Aloud, Read Along: “Jacob Ben Salomon, the Moneylender’s Son and Petronella, the Merchant’s Daughter” (4 minutes)

C. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for Gist and Theme: Jigsaw Monologues (15 minutes)

B. Reading for Figurative Language: Jigsaw Monologues (15 minutes)

3. Closing and Assessment

A. Jigsaw Findings: Back-to-Back (5 minutes)

4. Homework

A. Read “Why not? Why not blame the Jews?” (pages 58 and 59). Complete the Themes of Adversity graphic organizer for “Jacob Ben Salomon, the Moneylender’s Son and Petronella, the Merchant’s Daughter.”

  • Annotated notes for gist
  • Themes of Adversity graphic organizer for “Jack, the Half-Wit” (from homework)
  • Figurative Language graphic organizer for “Constance, the Pilgrim.” 

Lesson 7Jigsaw, Part 2: Good Masters! Sweet Ladies!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Themes of Adversity in “Jacob Ben Salomon, the Moneylender’s Son and Petronella, the Merchant’s Daughter” (4 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Final Read of Jigsaw Monologues, Answering Text-Dependent Questions (16 minutes)

B. Prepare for Jigsaw (10 minutes)

C. Presenting Monologues (10 minutes)

3. Closing and Assessment

A. Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? (3 minutes)

4. Homework

A. Read “Pask, the Runaway” as a preview of the text you will be using in the Mid-Unit 2 Assessment in Lesson 8. Begin to think about the figurative language, word choice, and themes of adversity in this text. 

  • Themes of Adversity graphic organizer for “Jacob Ben Salomon, the Moneylender’s Son and Petronella, the Merchant’s Daughter” (from homework)
  • Text-dependent questions for “Will, the Plowboy,” “Otho, the Miller’s Son,” “Lowdy, the Varlet’s Daughter,” and “Constance, the Pilgrim”
  • Exit Ticket: How Has the Author Helped Us Get to Know the Children of Medieval Times? 

Lesson 8Mid-Unit Assessment: Theme, Figurative Language, and Word Choice in Good Masters! Sweet Ladies!

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mid-Unit Assessment (40 minutes)

3. Closing and Assessment

A. Reflecting on the Learning Targets (3 minutes)

4. Homework

A. Read the other three monologues from the Jigsaw. The four monologues involved in the Jigsaw were “Will, the Plowboy,” “Constance, the Pilgrim,” “Otho, the Miller’s Son,” and “Lowdy, the Varlet’s Child.”

  • Mid-Unit Assessment: Theme, Figurative Language, and Word Choice

Lesson 9Qualities of a Strong Literacy Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Unpacking the Prompt: End of Unit Assessment (10 minutes)

B. Reading like a Writer: Annotating the Model Essay (12 minutes)

C. Analyzing Evidenced-Based Claims: Model Essay (16 minutes)

3. Closing and Assessment

A. Reflection: Why Do We Analyze Models? (2 minutes)

4. Homework

A. Read “Simon, the Knight’s Son” and complete the Themes of Adversity graphic organizer.

  • Model essay text-coded to show claim ©, text evidence (T), examples from life today (L), and explanation (E)

Lesson 10Revisiting the Text: What Are the Adversities They Face?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “Simon, the Knight’s Son” (6 minutes)

B. Unpacking Learning Targets (4 minutes)

2. Work Time

A. Discussing the Rubric (6 minutes)

B. Revisiting Themes of Adversity Graphic Organizers (9 minutes)

C. Evaluating Evidence to Choose Which to Use in the Essay (15 minutes)

3. Closing and Assessment

A. Pair Share (5 minutes)

4. Homework

A. Read “A Little Background: The Crusades” (pages 36 and 37) and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “Simon, the Knight’s Son” (from homework)
  • Are We Medieval?: Forming Evidence-Based Claims graphic organizer

Lesson 11Examples from Life Today

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “A Little Background: The Crusades” (7 minutes)

B. Unpacking Learning Targets (5 minutes)

2. Work Time

A. Determining Examples from Life Today (10 minutes)

B. Explaining the Thinking (15 minutes)

3. Closing and Assessment

A. Pair Share (8 minutes)

4. Homework

A. Read “Isobel, the Lord’s Daughter” and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “A Little Background: The Crusades” (from homework)
  • Are We Medieval?: Forming Evidence-Based Claims graphic organizer

Lesson 12Writing: Drafting Body Paragraphs and Revising for Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “Isobel, the Lord’s Daughter” (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Reviewing Formal Style (4 minutes)

B. Independent Writing: Drafting Body Paragraphs of the Literary Argument Essay (23 minutes)

3. Closing and Assessment

A. Revising Word Choice (8 minutes)

4. Homework

A. Read “Nelly, the Sniggler” and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “Isobel, the Lord’s Daughter” (from homework)
  • Draft of body paragraphs

Lesson 13Planning for Writing: Introduction and Conclusion of a Literary Argument Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “Nelly, the Sniggler” (7 minutes)

B. Unpacking Learning Target (3 minutes)

2. Work Time

A. Studying the Model and Drafting an Introductory Paragraph (14 minutes)

B. Studying the Model and Drafting a Concluding Paragraph (16 minutes)

3. Closing and Assessment

A. Self-Assessment against the Rubric (5 minutes)

4. Homework

A. Read “Drogo, the Tanner’s Apprentice” and complete the Themes of Adversity graphic organizer.

  • Themes of Adversity graphic organizer for “Nelly, the Sniggler” (from homework)
  • First draft of argument essay
  • Self-assessment against Rows 1 and 3 of Literary Argument Essay Rubric

Lesson 14Launching Modern Voices: Concrete Poetry

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Launching Independent Reading (12 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Medieval Voices to Modern Voices (10 minutes)

B. Introducing Blue Lipstick and Technically, It’s Not My Fault (15 minutes)

3. Closing and Assessment

A. Setting Independent Reading Goals (5 minutes)

4. Homework

A. Read independently to meet your goal. Complete the Reading Tracker and Reviewer’s Notes.

B. Read “Advanced English” from Blue Lipstick and complete the Modern Voices graphic organizer.

  • Modern Voices graphic organizer

Lesson 15Analyzing and Discussing: Modern Voices

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Using Discussion Starters to Share Independent Reading (7 minutes)

B. Unpacking Learning Targets (3 minutes)

2. Work Time

A. Identifying Theme, Finding Evidence, and Making Inferences with Two Concrete Poems (15 minutes)

B. Using Speaking and Listening Criteria in Discussion (15 minutes)

3. Closing and Assessment

A. Back-to-Back, Face-to-Face: Using Voices to Share a Challenge (5 minutes)

4. Homework

A. Read independently to meet your goal. Complete the Reading Tracker and Reviewer’s Notes.

B. Read “My Sister Is Crazy” from Blue Lipstick and complete the Modern Voices graphic organizer for “My Sister Is Crazy.”

  • Modern Voices graphic organizer for “Advanced English” (from homework)
  • Reading Tracker and Reviewer’s Notes
  • Speaking and Listening Criteria Discussion Tracker

Lesson 16End of Unit 2 Assessment: Final Draft of Literary Argument Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: “Drogo, the Tanner’s Apprentice” (7 minutes)

B. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Mini Lesson: Addressing Common Errors (8 minutes)

B. Peer Critique: Draft Literary Arguments (10 minutes)

C. Essay Revision (16 minutes)

3. Closing and Assessment

A. Collecting End of Unit Assessments (2 minutes)

4. Homework

A. Finish the final draft of your essay to turn in tomorrow, along with first draft, rubric, and planners.

  • Themes of Adversity graphic organizer for “Drogo, the Tanner’s Apprentice” (from homework)
  • End of Unit 2 Assessment: Final draft of literary argument essay 

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