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ELA 2019 G6:M3:U3

Literary Argument Writing: Gather Evidence and Reflect on Multiple Perspectives

Each unit is made up of a sequence of between 10-18 lessons. The Unit-at-a-Glance charts, available on the grade-level landing pages, break down each unit's lessons, showing CCS standards, agenda breakdown, daily learning targets, and ongoing assessments. The charts also indicate which lessons include mid- and end of unit assessments and the performance task.

View the unit overview

Lesson 1Analyze a Model Literary Argument Essay
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.6.1 (10 minutes)

2. Work Time

A. Analyze a Model Literary Argument Essay – W.6.1 (15 minutes)

B. Debrief Literary Argument Writing Checklist – W.6.1 (10 minutes)

3. Closing and Assessment

A. Debrief Literary Argument Writing Anchor Chart – W.6.1 (10 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can find the central idea of a model literary argument essay. (RI.6.2)
  • I can determine the purpose of a literary argument essay. (W.6.4)
  • I can apply my knowledge of the Painted Essay® to analyze the structure of a model literary argument essay. (W.6.1)
  • Work Time A: Annotated, color-coded model argument essay (RI.6.1, RI.6.2, W.6.1, W.6.4, W.6.5, W.6.9a)
  • Closing and Assessment A: Argument Writing checklist (W.6.1)

Lesson 2Gather Evidence and Plan Collaborative Literary Argument Essay
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.8 (5 minutes)

2. Work Time

A. Collect Evidence and Make Claim – RL.6.3, W.6.1 (20 minutes)

B. Group Practice: Plan a Literary Argument Essay – W.6.1, W.6.5 (15 minutes)

3. Closing and Assessment

A. Peer Share: Writing Planners – W.6.1, SL.6.1 (5 minutes)

4. Homework

A. Plan a Collaborative Literary Argument Essay: Students work to complete their assigned section (introduction or conclusion) of the Collaborative Literary Argument Writing Plan graphic organizer.

B. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can gather and evaluate evidence in order to make a claim for a literary argument essay about whether Cal should leave school to find Pop. (RL.6.3, W.6.1)
  • I can plan a literary argument essay about whether Cal should leave school to find Pop. (W.6.1, W.6.5)
  • I can provide kind, specific, and helpful feedback to peers. (W.6.1, SL.6.1)
  • Opening A: Entrance Ticket (RI.6.8, W.6.1)
  • Work Time A: Collaborative Literary Argument Evidence note-catcher (RL.6.1, RL.6.3, W.6.1b, W.6.4, W.6.9a)
  • Work Time B: Collaborative Literary Argument Writing Plan graphic organizer (RL.6.1, W.6.1a, W.6.1b, W.6.1e, W.6.4, W.6.5, W.6.9a)

Lesson 3Collaborative Literary Argument Essay: Analyze a Model and Draft an Introduction
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.6.1d (5 minutes)

2. Work Time

A. Analyze Model Introduction – W.6.1a (10 minutes)

B. Language Dive: Model Essay Claim – W.6.1a (10 minutes)

C. Collaborative Writing: Draft an Introduction – W.6.1a (15 minutes)

3. Closing and Assessment

A. Peer Review – W.6.1a, W.6.5 (5 minutes) 

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent research reading journal.
  • I can determine the characteristics of an effective main claim by analyzing the model. (W.6.1a)
  • I can collaboratively write an introduction with a strong main claim for an argument essay about whether Cal should leave school to find Pop. (W.6.1a)
  • I can provide kind, specific, and helpful feedback to peers. (W.6.1a, W.6.5)
  • Opening A: Entrance Ticket (RI.6.1, W.6.10)
  • Work Time B: Language Dive note-catcher (RI.6.1, W.6.1a, W.6.1c, SL.6.1a)
  • Work Time C: Introduction of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, L.6.2, L.6.3, L.6.6)
  • Closing and Assessment A: Peer review on sticky note (RI.6.1, W.6.1a, W.6.5)

Lesson 4Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 1
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.6.1 (5 minutes)

2. Work Time

A. Analyze a Model: Proof Paragraph 1 – RI.6.8, W.6.1b (20 minutes)

B. Collaborative Writing: Draft Proof Paragraph 1 – W.6.1b (15 minutes)

3. Closing and Assessment

A. Debrief Collaborative Writing Process – SL.6.1b (5 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
  • I can analyze the structure of Proof Paragraph 1 of the model essay. (W.6.1b)
  • I can determine the characteristics of an effective support paragraph by analyzing the model. (W.6.1b)
  • I can collaboratively write Proof Paragraph 1 for an essay on whether Cal should leave school to find Pop. (W.6.1b)
  • Opening A: Entrance Ticket (W.6.1a, W.6.1b)
  • Work Time B: Proof Paragraph 1 of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)

Lesson 5Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 2
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – RI.6.8 (5 minutes)

2. Work Time

A. Analyze a Model: Proof Paragraph 2 – RI.6.8, W.6.1b, W.6.1c (20 minutes)

B. Collaborative Writing: Draft Proof Paragraph 2 – W.6.1b, W.6.1c (15 minutes)

3. Closing and Assessment

A. Reflect on Learning – SL.6.1 (5 minutes)

4. Homework

A. Review Independent Reading Journal: Students review their independent reading journal entries in preparation for the Independent Reading Research Share in the next lesson.
  • I can revise a Proof Paragraph to make it more effective (RI.6.8, W.6.5)
  • I can analyze the structure of Proof Paragraph 2 of the model. (W.6.1b, W.6.1c)
  • I can collaboratively write Proof Paragraph 2 for an essay on whether Cal should leave school to find Pop. (W.6.1b, W.6.1c)
  • Opening A: Entrance Ticket (RI.6.8, W.6.1b)
  • Work Time A: Analyze a Model: Proof Paragraph 2 (RI.6.5, RI.6.8, W.6.1a, W.6.1b, W.6.1c)
  • Work Time B: Proof Paragraph 2 of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)

Lesson 6Collaborative Literary Argument Essay: Analyze a Model and Draft Conclusion
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner – W.6.1a, W.6.1e (5 minutes)

2. Work Time

A. Analyze a Model Conclusion – W.6.1e (10 minutes)

B. Write a Collaborative Conclusion – W.6.1e (15 minutes)

C. Peer Review – W.6.1e, W.6.5 (5 minutes)

3. Closing and Assessment

A. Share Independent Research Reading – RL.6.10, RI.6.10 (10 minutes)

4. Homework

A. Strengthen Claim, Evidence, and Reasoning: Students complete Homework: Strengthen Claim, Evidence, and Reasoning.
  • I can determine the characteristics of a strong reflection by analyzing the model. (W.6.1e)
  • I can collaboratively write a conclusion with a strong reflection for an essay about whether Cal should leave school to find Pop. (W.6.1e)
  • I can provide kind, specific, and helpful feedback to peers. (W.6.1a, W.6.5)
  • Opening A: Entrance Ticket (W.6.1a, W.6.1e)
  • Work Time A: Analyze the Model Conclusion Chunk (RI.6.1, W.6.1e)
  • Work Time B: Conclusion of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)
  • Work Time C: Peer review on sticky note (RI.6.1, W.6.1e, W.6.5)

Lesson 7Gather Evidence and Plan Independent Literary Argument Essay
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Gather and Evaluate Evidence – RL.6.3, W.6.1 (10 minutes)

B. Plan Literary Argument Essay – W.6.1, W.6.5 (25 minutes)

3. Closing and Assessment

A. Whole Group Reflection (5 minutes)

4. Homework

A. Plan Independent Literary Argument Essay: Students work to complete their Independent Literary Argument Writing Plan graphic organizer.
  • I can gather and evaluate evidence in order to make a claim for a literary argument essay about whether Cal should return to Challagi. (RL.6.3, W.6.1)
  • I can plan a literary argument essay about whether Cal should return to Challagi. (W.6.1, W.6.5)
  • Work Time A: Independent Literary Argument Evidence note-catcher (RL.6.1, RL.6.3, W.6.1b, W.6.4, W.6.9a, W.6.10)
  • Work Time B: Independent Literary Argument Writing Plan graphic organizer (RL.6.1, RL.6.3, W.6.1a, W.6.1b, W.6.1e, W.6.4, W.6.5, W.6.9a)

Lesson 8Mid-Unit 3 Assessment: Write a Literary Argument Essay (Lessons 8-9)
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (10 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Write a Literary Argument Essay (65 minutes)

3. Closing and Assessment

A. Track Progress – W.6.1 (15 minutes)

4. Homework

A. Preread Performance Task Texts: Students preread the options within the Performance Task Recording: Text List in preparation for choosing a text during the next lesson.
  • I can write a literary argument essay about whether Cal should return to Challagi. (W.6.1)
  • Opening A: Entrance Ticket
  • Work Time A: Mid-Unit 3 Assessment (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)
  • Closing and Assessment A: Track Progress (W.6.1)

Lesson 10Prepare for Performance Task: Analyze a Model and Select a Text
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Analyze a Model Recording – SL.6.2 (20 minutes)

B. Select a Text – RL.6.10, RI.6.10 (15 minutes)

3. Closing and Assessment

A. Peer Share – SL.6.1 (5 minutes)

4. Homework

A. Select a Text and Provide Context: Students continue to review and then select a text for the performance task recording. Students should also begin adding to the Preface: Background and Context section of the Performance Task Recording Planner.
  • I can paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in the model performance task recording. (SL.6.2)
  • I can analyze a model for characteristics of an effective performance task.
  • Opening A: Entrance Ticket
  • Work Time A: Analyze a Model Performance Task Recording (RI.6.1, RI.6.6, SL.6.2, SL.6.6, L.6.6)
  • Work Time B: Select a text (RL.6.10, RI.6.10)

Lesson 11Plan Performance Task: Audio Museum
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Language Dive: Model Recording Preface – L.6.3a (10 minutes)

B. Write Preface and Reflection – W.6.4, W.6.10 (25 minutes)

3. Closing and Assessment

A. Prepare Listening Station (5 minutes)

4. Homework

A. Performance Task Recording Planner: Students finish planning and continue to refine and rehearse their performance task for the recording in the next lesson.

B. Listening Station Visuals: Students work on the visual materials and artifacts to be featured at their listening station during the audio museum.
  • I can analyze the "context for reading" sentence from the model performance task preface. (L.6.3a)
  • I can plan the preface and reflection sections of my performance task recording. (W.6.4, W.6.10)
  • Opening A: Entrance Ticket
  • Work Time A: Language Dive: Model Recording Preface note-catcher (W.6.4, W.6.10, SL.6.1a, L.6.3a, L.6.6)
  • Work Time B: Performance Task Recording Planner (RI.6.1, RI.6.6, RI.6.10, W.6.4, W.6.10)

Lesson 12End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Part I (10 minutes)

B. End of Unit 3 Assessment: Part II (10 minutes)

C. End of Unit 3 Assessment: Part III (15 minutes)

3. Closing and Assessment

A. Assessment Debrief (5 minutes)

4. Homework

A. Performance Task Recording (optional): Students finalize their performance task recordings for the audio museum in the next lesson.

B. Listening Station Visuals: Students finish creating the visual materials and artifacts to be featured at their listening station during the audio museum.
  • I can assess and revise my performance task recording. (SL.6.6, L.6.6)
  • I can reflect on, assess, and give feedback on my peers' recording. (SL.6.2)
  • I can correctly use pronouns and vary my sentences for meaning and interest. (optional) (L.6.1)
  • Opening A: Entrance Ticket
  • Work Time A, B, and C: End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording (RI.6.1, RI.6.6, SL.6.2, SL.6.6, L.6.3b, L.6.6 [optional L.6.1])
  • Homework A: Performance Task Recording (RI.6.10, W.6.4, W.6.10, SL.6.2, SL.6.6, L.6.3a, L.6.6)

Lesson 13Participate in Performance Task: Audio Museum
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. Participate in Audio Museum – SL.6.2 (30 minutes)

3. Closing and Assessment

A. Module Reflection – SL.6.1 (10 minutes)

4. Homework

A. None
  • I can paraphrase the key ideas and demonstrate understanding of the perspectives being conveyed in the audio museum recordings. (SL.6.2)
  • I can participate in a discussion to reflect on the audio museum, the module overall, and my own learning. (SL.6.1)
  • Work Time A: Audio Museum: Responses and Reflections note-catcher (RI.6.1, RI.6.6, W.6.10, SL.6.2)

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