Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G6:M2A:U2

Analyzing Structure and Communicating Theme in Literature: “If” by Rudyard Kipling and Bud, Not Buddy

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 1How Does the Author Convey Themes in Bud, Not Buddy?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Chapter 13 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Triads Complete Conveying Theme in Bud, Not Buddy Charts (25 minutes)

     B. Gallery Walk of Charts (5 minutes)

3.  Closing and Assessment

     A. Exit Ticket: How Does the Author Convey Theme? (5 minutes)

4.  Homework

     A.  Read Chapter 14 of Bud, Not Buddy.

  • Conveying Theme in Bud Not Buddy charts
  • Exit ticket: How Does the author Convey Theme?
  • Exit Ticket
  • Gallery Walk
  • Think-Pair-Share

Lesson 2Introducing “If” and Noting Notices and Wonders of the First Stanza

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Chapter 14 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

    A.  Reading and Listening to Audio Recording of “If” (10 minutes)

     B. Notices and Wonders of First Stanza (15 minutes)

     C. Digging Deeper into the First Stanza: Vocabulary (5 minutes)

3. Closing and Assessment

     A. Exit Ticket: What Does Bud Mean? (5 minutes)

4.  Homework

     A. Read Chapter 15 of Bud, Not Buddy. Complete the Tracking Bud’s Rules graphic organizer for any rules you encounter in Chapter 15.

  • Notices and wonders of the first stanza on the Analyzing “If” graphic organizer
  • Exit Ticket: What does Bud mean?
  • Exit Ticket
  • Think-Pair-Share

Lesson 3Looking Closely at Stanza 1—Identifying Rules to Live By Communicated in “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Chapter 15 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2. Work Time

     A. Analyzing the Meaning of Excerpts of the First Stanza (15 minutes)

     B. Paraphrasing the First Stanza (5 minutes)

     C. Determining Rules to Live By in the First Stanza (10 minutes)

3. Closing and Assessment

     A. Exit Ticket: Connecting “If” with Bud, Not Buddy (5 minutes)

4. Homework

     A. Read Chapter 16 of Bud, Not Buddy. Use evidence flags to mark details in the chapter to answer this question: “How do the band members feel about Bud?”

  • The first stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • Exit ticket: Connecting “If” with Bud, Not Buddy
  • Exit Ticket

Lesson 4Notices and Wonders of the Second Stanza of “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Engaging the Reader: Chapter 16 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Notices and Wonders of Second Stanza (15 minutes)

    B. Digging Deeper into the Second Stanza: Vocabulary (10 minutes)

3.  Closing and Assessment

     A.  Venn Diagram: Comparing and Contrasting “If” and Bud, Not Buddy (10 minutes)

4.  Homework

     A. Read Chapter 17 of Bud, Not Buddy. Use an evidence flag to identify the most important moment in this chapter.

  • Notices and wonders of the second stanza on the Analyzing “If” graphic organizer.

Lesson 5Looking Closely at Stanza 2—Identifying Rules to Live By Communicated in “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Analyzing the Meaning of Excerpts of the Second Stanza (23 minutes)

     B. Paraphrasing the Second Stanza (5 minutes)

     C. Determining Rules to Live By in the Second Stanza (8 minutes)

3.  Closing and Assessment

     A.  Concentric Circles: Connecting “If” with Bud, Not Buddy (7 minutes)

4.  Homework

     A. Read Chapter 18 of Bud, Not Buddy. Use evidence flags to identify the important details that lead to Bud’s realization that Herman Calloway is not his father but his grandfather.

  • Notes on Stanza 2 of “If” by Rudyard Kipling—Interpreting Text to Make Meaning note-catcher
  • The second stanza of “If” paraphrased on the Analyzing “If” graphic organizer
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 6Notices, Wonders, and Vocabulary of the Third Stanza of “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Chapter 18 of Bud, Not Buddy (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Notices and Wonders of Third Stanza (10 minutes)

     B. Digging Deeper into the Third Stanza: Vocabulary (15 minutes)

     C. Comparing the Audio Version to the Written Poem (5 minutes)

3.  Closing and Assessment

     A. Exit Ticket: Venn Diagram Comparing Listening to and Reading “If” (5 minutes)

4.  Homework

     A. Read Chapter 19 of Bud, Not Buddy. Complete the Tracking Bud’s Rules graphic organizer for any rules you encounter in Chapter 19.

  • Notices and wonders of the third stanza on the Analyzing “If” graphic organizer
  • Exit ticket: Venn diagram—Comparing Listening to and Reading “If”
  • Exit Ticket

Lesson 7Looking Closely at Stanza 3—Identifying Rules to Live By Communicated in “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Chapter 19 of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A.  Analyzing the Meaning of Excerpts of the Third Stanza (16 minutes)

     B. Paraphrasing the Third Stanza (5 minutes)

     C. Determining Rules to Live By in the Third Stanza (8 minutes)

3.  Closing and Assessment

     A. Mix and Mingle: Connecting “If” with Bud, Not Buddy (9 minutes)

4.  Homework

     A.  Read the afterword of Bud, Not Buddy. Use evidence flags to identify three facts in the afterword that you find particularly interesting.

  • Notes on Stanza 3 of “If” by Rudyard Kipling—Interpreting Text to Make Meaning note-catcher
  • The third stanza of “If” paraphrased on the Analyzing “If” graphic organizer

Lesson 8Mid-Unit 2 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Engaging the Reader: Afterword of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.   Work Time

     A.  Mid-Unit 3 Assessment, Part 1: Comparing the Listening and Reading Experience of Stanza 4 of “If” (8 minutes)

     B. Vocabulary Pre-teaching (6 minutes)

     C. Mid-Unit 3 Assessment, Part 2: Analyzing Stanza 4 of “If” (19 minutes)

3.   Closing and Assessment

     A. Paraphrasing the Fourth Stanza (5 minutes)

4.   Homework

  • Mid-Unit 3 Assessment: Analyzing Structure and Theme in Stanza 4 of “If”
  • The fourth stanza of “If” paraphrased on the Analyzing “If” graphic organizer

Lesson 9Qualities of a Strong Literary Argument Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Unpacking Learning Targets (5 minutes)

2.  Work Time

     A. Unpacking the End of Unit 2 Assessment Prompt (10 minutes)

     B. Reading Like a Writer: Annotating the Model Essay about Rules in the Steve Jobs Speech (12 minutes)

     C. Analyzing Evidence-Based Claims: Essay about the Steve Jobs Speech (16 minutes)

3.  Closing and Assessment

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

4.  Homework

     A. Review the novel and the Bud’s Rules graphic organizer that you completed in Units 1 and 2. In preparation for Lesson 10, think about what claim you might make about how Bud used his rules. Bring both the Bud, Not Buddy novel and your Bud’s Rules graphic organizer to class for Lesson 10.

  • Qualities of a Strong Literary Argument Essay anchor chart
  • “Steve Jobs’ Rules to Live By” model essay annotations
  • Think-Pair-Share

Lesson 10Revisiting Bud’s Rules: Survive or Thrive?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Discussion: Survive or Thrive? (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Finding Text Evidence: How Did Bud Use His Rules? (18 minutes)

     B.  Silent Gallery Walk: Weighing Evidence: Survive vs. Thrive (15 minutes)

3. Closing and Assessment

     A. Triads: What Do You Think about Bud’s Rules Now? Thrive or Survive? (5 minutes)

4.  Homework

     A.  Continue your independent reading. In Lesson 11, be prepared to explain what you think of your book so far.

  • How Did Bud Use His Rule? charts
  • Bud, Not Buddy: Forming Evidence-Based Claims graphic organizer
  • Think-Pair-Share
  • Gallery Walk
  • Mix and Mingle
  • Triad

Lesson 11Pitching Your Claim with Best Evidence

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

      A. Independent Reading Review (5 minutes)

     B. Unpacking Learning Targets (3 minutes)

2.  Work Time

     A. Taking a Side: Does Bud Use His Rules to Survive or Thrive? (20 minutes)
     B. Evaluating Evidence: Choosing Best Evidence to Support a Claim (15 minutes)

3.  Closing and Assessment (2 minutes)

     A. Exit Ticket: Survive or Thrive?

4.  Homework

     A. If needed, finish making revisions to your Forming Evidence-Based Claims graphic organizer with your claim, your text evidence, and your explanation.

  • Forming Evidence-Based Claims graphic organizer
  • Exit Ticket: Survive or Thrive?
  • Exit Ticket
  • Take a Stand

Lesson 12Selecting Evidence to Logically Support Claims

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Discussing the Rubric (8 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Studying the Model Essay: Backward Planning a Body Paragraph (12 minutes)

     B. Writing: Making a “Rule Sandwich” for Bud, Not Buddy Literary Argument Essay (20 minutes)

3.  Closing and Assessment

      A. Debrief: How Have You Skillfully Chosen the Rules That Support Your Claim? (3 minutes)

4.  Homework

     A. Complete your Rule Sandwich Guide for Bud, Not Buddy if you did not complete it in class. Continue reading in your independent reading book at home.

  • Rule Sandwich Guide: Bud, Not Buddy
  • Qualities of a Strong Literary Argument Essay anchor chart

Lesson 13Writing: Drafting Body Paragraphs and Revising for Language

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Unpacking Learning Targets (3 minutes)

2.  Work Time

     A. Independent Writing: Drafting Body Paragraphs of the Literary Argument Essay (20 minutes)

     B. Revising Word Choice: Maintaining a Formal Style (16 minutes)

3.  Closing and Assessment

     A. Partner Writing: Reading Aloud a Revised Paragraph (6 minutes)

4.  Homework

    A. Complete the word choice revisions to your body paragraphs if you did not finish them in class.

  • Draft of body paragraphs
  • Writing with a Formal Style recording form

Lesson 14Planning for Writing: Introduction and Conclusion of a Literary Argument Essay

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

      A. Unpack Learning Target (5 minutes)

2.  Work Time

     A. Studying the Model and Drafting an Introductory Paragraph (17 minutes)

    B. Studying the Model and Drafting a Concluding Paragraph (18 minutes)

3. Closing and Assessment

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

4.  Homework

     A. Continue independent reading. Select five words that grabbed your attention and describe what it is about those words that caught your eye.

  • First draft of argument essay.
  • Self-assessment against Rows 1 and 3 of Literary Argument Essay Rubric
  • Think-Pair-Share

Lesson 15Asking Probing Questions and Choosing a Research Topic

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

     A. Independent Reading: Five Vocabulary Words (5 minutes)

     B. Unpacking Learning Targets (3 minutes)

2.  Work Time

     A. Studying the Performance Task Prompt (7 minutes)

     B. Focused Discussion: Asking Questions and Paraphrasing (18 minutes)

     C. Introducing the Discussion Tracker (7 minutes)

3.  Closing and Assessment

     A. Exit Ticket: Topic Choice (5 minutes)

4.  Homework

     A. Continue independent reading. Answer this question: “Who is the intended audience of your book? Why do you think that?”

     B. Familiarize yourself with the researcher’s notebook to get ready for the next lesson.

  • Exit ticket: Topic Choice
  • Exit Ticket
  • Think-Pair-Share

Lesson 16Introducing Research Folders and Generating a Research Question

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.   Opening

     A. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Introducing Research Teams and Creating Group Norms (8 minutes)

     B. Topic Chalk Talk: Rules to Live By (8 minutes)

     C. Evaluating Research Materials and Generating a Research Question (22 minutes)

3.  Closing and Assessment

     A. Recording Research Question (5 minutes)

4.  Homework

     A. Continue independent reading. Answer this question: “Who is the intended audience of your book? Why do you think that?”

  • Research question on researcher’s notebook
  • Chalk Talk

Lesson 17End 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: Independent Reading (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Mini Lesson: Addressing Common Errors (10 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. If you haven’t done so already, finish the final draft of your essay to turn in tomorrow, along with the first draft, rubric, and planners.

     B. Continue reading your independent reading book for this unit at home.

  • End of Unit 2 Assessment: Final Draft of Literary Argument Essay
  • Think-Pair-Share
  • Peer Critique
  • Inner Circle/Outer Circle (Concentric Circles)

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