- Number of visits 426
- Number of saves 25
- 2
Description
- Overview:
- Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.
Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .
- Subject:
- Arts and Humanities
- Level:
- Middle School
- Grades:
- Grade 6
- Material Type:
- Primary Source, Reading, Teaching/Learning Strategy, Unit of Study
- Provider:
- New York State Education Department
- Provider Set:
- EngageNY
- Date Added:
- 04/04/2013
- License:
-
Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English
- Media Format:
- Downloadable docs, Text/HTML
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Standards
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Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: Not Rated (0 users)
Maryland College and Career Ready English Language Arts Standards
Grade 6Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Speaking and Listening
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1���3up to and including grade 6 on page53.)
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading
Standard: Summarize and analyze an informational text and/or media, using supporting details to explain the main idea.
Degree of Alignment: Not Rated (0 users)
Cluster: Key Ideas and Details.
Standard: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Degree of Alignment: 3 Superior (1 user)
Cluster: Key Ideas and Details.
Standard: 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.
Degree of Alignment: 3 Superior (1 user)
Cluster: Key Ideas and Details.
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims with clear reasons and relevant evidence.
Degree of Alignment: 3 Superior (1 user)
Cluster: Text Types and Purposes.
Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Degree of Alignment: 3 Superior (1 user)
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Degree of Alignment: 3 Superior (1 user)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Degree of Alignment: 3 Superior (1 user)
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Degree of Alignment: 3 Superior (1 user)
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment: 3 Superior (1 user)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Degree of Alignment: 2 Strong (1 user)
Cluster: Craft and Structure.
Standard: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Degree of Alignment: 2 Strong (1 user)
Cluster: Range of Writing.
Standard: 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.
Degree of Alignment: 2 Strong (1 user)
Cluster: Production and Distribution of Writing.
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3up to and including grade 6 on page53.)
Degree of Alignment: 2 Strong (1 user)
Cluster: Comprehension and Collaboration.
Standard: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Degree of Alignment: 2 Strong (1 user)
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment: 2 Strong (1 user)
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Degree of Alignment: 2 Strong (1 user)
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment: 2 Strong (1 user)
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Degree of Alignment: 2 Strong (1 user)
Cluster: Range of Reading and Level of Text Complexity.
Standard: 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.
Degree of Alignment: 1 Limited (1 user)
Evaluations
Achieve OER
Average Score (3 Points Possible)| Degree of Alignment | 2.4 (1 user) |
| Quality of Explanation of the Subject Matter | 3 (1 user) |
| Utility of Materials Designed to Support Teaching | 3 (1 user) |
| Quality of Assessments | N/A |
| Quality of Technological Interactivity | N/A |
| Quality of Instructional and Practice Exercises | N/A |
| Opportunities for Deeper Learning | N/A |
Tags (18)
- CCSS ELA
- CCSS Literacy
- Close and Critical Reading
- Commencement Speeches
- Common Core
- Entrepreneurs
- Evidence-Based Claims
- Historical Claims
- History
- Inside Your Classroom
- K-12 Units
- Language Arts -- Reading
- Language Arts - Writing
- Primary Sources
- Steve Jobs
- Textual Evidence
- Primary Source Exemplar
- NE ELA
Looks like a great resource, lots of information.
Grade 6 ELA MODULE 2A: Working with Evidence: Rules to live by
(A very comprehensive unit: 8 weeks)
Unit 1: Analyzing Figurative Language, Word Choice, Structure and Meaning:
Bud, Not Buddy and Steve Jobs’ Commencement Address
Unit 2: Analyzing Structure and Communicating Theme in Literature: “If ” by Rudyard Kipling and Bud, Not Buddy
Unit 3: Writing to Inform: “My Rule to Live By”
ELA CCSS: RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.10, W.6.1, W.6.2, W.6.4, W.6.5, W.6.7, W.6.9, W.6.10, SL.6.1, SL.6.2, L.6.1, L.6.2, L.6.4, L.6.5
Module provides teachers with:
Unit Curriculum Map
Recommended Text
Table of Content
Each lesson provides teachers with:
Long term targets addressed
Supporting targets addressed
On-going assessments (formative assessments)
Agenda
Teaching notes
Lesson vocabulary
Materials
Opening
Meeting students' needs
Work time
Closing assessments
Homework
Assessments:
Essay to Inform: “My Rule to Live By” (Performance Task)
Figurative Language and Word Choice in Bud, Not Buddy
Analyzing the Barack Obama Back-to-School Speech
Analyzing Poetry: Structure and Theme in “If ” by Rudyard Kipling
Argument: How Does Bud Use His Rules—to Survive or to Thrive?
Discussion Skills, Summarizing Informational Text, and Choosing Best Evidence: Supporting a Claim in an Essay to Inform
Draft of Essay to Inform: “My Rule to Live By”