Sixth Grade Writing
Module 2A: Getting the Gist: Steve Jobs Commencement Address
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Module 2A: Getting the Gist: Steve Jobs Commencement Address
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
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1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Fifth and Sixth Grade Writing Rubric:
3-8.ela.common.core.writing.rubric.pdf | |
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The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module 2A, Units 1 and 2 are being utilized in Mrs. Beckwith's reading class.
**Please note: Module 2A, Units 1 and 2 are being utilized in Mrs. Beckwith's reading class.
Common Core Standards and Module Overview:
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Central Texts:
Writing Task: Essay to Inform: “My Rule to Live By”
After studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will work in “research teams” to conduct a research project related to a specific issue facing their peer group. As a final performance task, students will use this group research as the basis for writing an individual evidence-based essay to inform readers about one of their own “rules to live by.” Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
Guiding Questions and Big Ideas:
Resources Website Links:
- Christopher Paul Curtis, Bud, Not Buddy (Yearling, 2002), ISBN-13: 978-0440413288.
- Steve Jobs, “Stanford University Commencement Address,” speech made on June 12, 2005.
- President Barack Obama, “Back-to-School Speech,” made on September 8, 2009.
http://www.whitehouse.gov/back-to-school
Writing Task: Essay to Inform: “My Rule to Live By”
After studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will work in “research teams” to conduct a research project related to a specific issue facing their peer group. As a final performance task, students will use this group research as the basis for writing an individual evidence-based essay to inform readers about one of their own “rules to live by.” Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
Guiding Questions and Big Ideas:
- What are “rules to live by”?
- How do people formulate and use “rules” to lead better lives?
- How do people communicate these “rules” to others?
- People develop “rules to live by” through their own life experience.
- These “rules to live by” are communicated through a variety of literary modes.
Resources Website Links:
- Module 2A, Unit 1, Lessons 6-12: https://www.engageny.org/resource/grade-6-ela-module-2a
- ELA Module 2A, Unit 1, Lessons 6-12, Student Materials: http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks
- Curriculum Map and Common Core Standards: Curriculum map and common core standards, http://www.engageny.org/resource/grade-6-ela-curriculum-map
- Graphic Organizers: http://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers
Homework Due Wednesday:
Classwork, Tuesday: GRADE 6: MODULE 2A: UNIT 1: LESSON 6: Getting the Gist:Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6
Classwork, Tuesday: GRADE 6: MODULE 2A: UNIT 1: LESSON 6: Getting the Gist:Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6
- Read the learning targets as a class together.
- Read paragraph one of Steve Jobs commencement speech.
- What does this introductory paragraph tell you?
- What do we learn about Steve Jobs?
- What is the structure of this speech going to be?
- Why would he structure it this way?
- Play 00:00-05:34 of the speech. http://www.ted.com/talks/steve_jobs_how_to_live_before_you_die?or%20http:/www.youtube.com/watch&v=UF8uR6Z6KLc
- Display the reading closely: Guiding Questions handout. We will be looking at the “Questioning Texts” row of the chart.
- Which of these questions will help us with our reading to get the gist of Steve Jobs speech?
- We will read again paragraphs 6-8 of the speech. Students should follow along.
- What do you understand from his excerpt so far?
- Students will silently reread paragraph six. Ask “what is the gist of this paragraph? What is this paragraph mostly about?”
- Write gist in margins and circle unfamiliar words.
- Students will repeat for paragraphs 7-8. Students will share with class what they wrote down.
- Go over power point on strategies of finding out the meaning of unfamiliar words.
- Students should record their new words in the word-catcher.
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Homework Due Thursday: None.
Classwork, Wednesday Lesson 7 Text-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)
Classwork, Wednesday Lesson 7 Text-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)
- Students will get out their copies of Stanford University Commencement Address: Steve Jobs.
- Students will get out their copies of Paragraphs 6-8 of the Steve Jobs Speech- Text-Dependent Questions. (Have the Close Reading Guide on the ELMO)
- Students should open to their evidence based claims graphic organizers.
- Claim: “You have to trust that the dots will somehow connect in your future.” (students will write this in their graphic organizer)
- What do you think was the question that prompted this claim?
- Focusing Question: “What message is Steve Jobs trying to give us in Paragraphs 6-8?”
- “How will having an idea of the question help you to find details to support the claim?”
- Students will look for details that specifically answer the question in relation to the claim and will annotate their thinking on those details in the margin next to text they have underlined.
- Annotate. Underline “I decided to take a calligraphy class…typography great.” In margins write “connects to his future”
- Assist students as they begin working on their own. Ask students “How does that detail answer the question and support the claim? What is your thinking behind choosing that detail?”
- Students will have to look at all three details to see how all three details support the claim.
- Fill-out organizer on the ELMO as a class after students individually complete their organizers. (might have to do for the next class, depending on time.)
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Homework Due Thursday: Work on your Halloween writing contest pieces.
Classwork, Wednesday:
Classwork, Wednesday:
- Students will be introduced to a writing contest for a Halloween writing competition.
- Students can write a poem or fiction essay that is 200-1000 words.
- The writing piece should be about Halloween.
- The submission deadline is Tuesday, October, 28, 2014.
- Students can hand in their copies of their Halloween pieces into Ms Z.
Homework Due Monday:
Classwork, Friday: Lesson 7 Text-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)
Classwork, Friday: Lesson 7 Text-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)
- Students will get out their copies of Stanford University Commencement Address: Steve Jobs.
- Students will get out their copies of Paragraphs 6-8 of the Steve Jobs Speech- Text-Dependent Questions. (Have the Close Reading Guide on the ELMO)
- Students should open to their evidence based claims graphic organizers.
- Claim: “You have to trust that the dots will somehow connect in your future.” (students will write this in their graphic organizer)
- What do you think was the question that prompted this claim?
- Focusing Question: “What message is Steve Jobs trying to give us in Paragraphs 6-8?”
- “How will having an idea of the question help you to find details to support the claim?”
- Students will look for details that specifically answer the question in relation to the claim and will annotate their thinking on those details in the margin next to text they have underlined.
- Annotate. Underline “I decided to take a calligraphy class…typography great.” In margins write “connects to his future”
- Assist students as they begin working on their own. Ask students “How does that detail answer the question and support the claim? What is your thinking behind choosing that detail?”
- Students will have to look at all three details to see how all three details support the claim.
- Fill-out organizer on the ELMO as a class after students individually complete their organizers. (might have to do for the next class, depending on time.)
6m2a.1l7.doc | |
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Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Students will complete the Forming Evidence-Based Claims graphic organizer. v Fill-out organizer on the ELMO as a class after students individually complete their organizers. (might have to do for the next class, depending on time.)
- Students will have to look at all three details to see how all three details support the claim.
- Annotate. Underline “I decided to take a calligraphy class…typography great.” In margins write “connects to his future”
- Claim: “You have to trust that the dots will somehow connect in your future.” (students will write this in their graphic organizer)
- What do you think was the question that prompted this claim?
- Focusing Question: “What message is Steve Jobs trying to give us in Paragraphs 6-8?”
- As a class we will listen to Stanford Commencement Address: Steve Jobs. Play 05:35-09:00.
- After hearing the speech we will read paragraphs 12-14 out loud.
- Students then will reread paragraph 12 again with a partner, discuss the gist with their partner, write their annotations, and circle any unknown words in the speech.
- Students will continue to do the same thing for paragraphs 13 and 14: reread, annotate the gist, and circle unfamiliar words.
- Students will share the unfamiliar words they circled in paragraphs 12-14.
- Ask other students if they know the meaning of words other students say and how they know the meaning. Students will record word in their word catcher for lesson 6.
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- As a class we will listen to Stanford Commencement Address: Steve Jobs. Play 05:35-09:00.
- After hearing the speech we will read paragraphs 12-14 out loud.
- Students then will reread paragraph 12 again with a partner, discuss the gist with their partner, write their annotations, and circle any unknown words in the speech.
- Students will continue to do the same thing for paragraphs 13 and 14: reread, annotate the gist, and circle unfamiliar words.
- Students will share the unfamiliar words they circled in paragraphs 12-14.
- Ask other students if they know the meaning of words other students say and how they know the meaning. Students will record word in their word catcher for lesson 6.
Homework Due Wednesday,: None.
Classwork, Tuesday:
- Students will complete the text dependent questions for paragraphs 12-14.
- Students will complete the Forming Evidence-Based Claims graphic organizer.
- Students will make the claim for this section themselves.
- The claim that the students make need to answer this question: “In paragraph 14, Steve Jobs goes on to tell his audience two thing not to do, beginning his sentences with the word ‘don’t.’ What does paragraph 14 suggest he is trying to tell the graduates?”
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Homework Due Friday: None.
Classwork, Thursday:
- As a class we will listen to Stanford Commencement Address: Steve Jobs. Play 09:00-14:32
- After hearing the speech we will read paragraphs 20-22 out loud.
- Display Steve Jobs Commencement Speech.
- Students will follow along as a I read paragraphs 20-22.
- Students then will reread paragraph 20 again with a partner, discuss the gist with their partner, write their annotations, and circle any unknown words in the speech.
- Gist for paragraph 20- Steve Jobs is glad he didn’t die, even though he used to think about it.
- Gist for paragraph 21- Death is going to happen. Death causes life.
- Gist for paragraph 22- Follow your gut to do what you want in life.
- Students will share the gist’s that they came up with.
- Students will continue to do the same thing for paragraphs 21 and 22: reread, annotate the gist, and circle unfamiliar words.
- Then ask students what is one strategy you used to determine the meaning of unknown words?
- Students will share the unfamiliar words they circled in paragraphs 20-22.
- Ask other students if they know the meaning of words other students say and how they know the meaning. Students will record word in their word catcher for lesson 6.
6m2a.1l8.doc | |
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Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- As a class we will read The Graves Family by Patrica Polacco.
- After reading the book students will think, pair, share their favorite part in the book.
- Then, students will use on of the following writing prompts to write a short story.
- Running down the street with candy flying, I saw.......
- The black cat started to crouch and his when.......
- I couldn't believe my eyes when I saw......
- Something in the closet was making a strange noise, so I opened the closet and......
Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Gist for paragraph 21- Death is going to happen. Death causes life.
- Gist for paragraph 22- Follow your gut to do what you want in life.
- Students will share the gist’s that they came up with.
- Students will continue to do the same thing for paragraphs 21 and 22: reread, annotate the gist, and circle unfamiliar words.
- Then ask students what is one strategy you used to determine the meaning of unknown words?
- Students will share the unfamiliar words they circled in paragraphs 20-22.
- Ask other students if they know the meaning of words other students say and how they know the meaning. Students will record word in their word catcher for lesson 6.
- Students will complete the text dependent questions for paragraphs 20-22.
- Students will complete the Forming Evidence-Based Claims graphic organizer.
- The claim that the students make need to answer this question: Why does Steve Jobs make the puzzling claim in Paragraph 21 that “death is very likely the single best invention of life”? Students can write this question in their graphic organizers.
- Remind students that I the first box they record their details and in the second box they record their thinking of the details, and in the final box they record the claim.
- Students will have about ten minutes to fill out their graphic organizers and then they can share them with the whole class.
Homework Due Wednesday: Study for Test. Look over Steve Jobs speech and try answering the text questions again to help prepare you for the test.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will complete the text dependent questions for paragraphs 20-22.
- Students will complete the Forming Evidence-Based Claims graphic organizer.
- The claim that the students make need to answer this question: Why does Steve Jobs make the puzzling claim in Paragraph 21 that “death is very likely the single best invention of life”? Students can write this question in their graphic organizers.
- Remind students that I the first box they record their details and in the second box they record their thinking of the details, and in the final box they record the claim.
- Students will have about ten minutes to fill out their graphic organizers and then they can share them with the whole class.
- Students will read paragraphs 15-17 in their Steve Jobs packet.
- As a class we will fill out a claim graphic organizer to answer the following questions: "What is Steve Jobs trying to tell his audience in paragraphs 15-17?"
Homework Due Thursday: Study for Test. Look over Steve Jobs speech and try answering the text questions again to help prepare you for the test.
Classwork, Wednesday:
Classwork, Wednesday:
- Students will read paragraphs 15-17 in their Steve Jobs packet.
- As a class we will fill out a claim graphic organizer to answer the following questions: "What is Steve Jobs trying to tell his audience in paragraphs 15-17?"
- Students will have to find details that answer the question. Students will find three supporting details.
- Students will have to connect the details.
- Students will then have to make a final claim.
- Students will start learning about argumentative essays.
Homework Due Friday: None.
Classwork, Thursday:
Classwork, Thursday:
- Students will complete a writing assessment.
- Students will read through a speech.
- After reading a speech students will answer comprehension questions about the speech.
- Then students will fill out an evidence based claim graphic organizer.
- The question for the evidence based claims organizer is "what does president Obama believe students need to do to be successful?"
- Once students are done they will hand in the test and work silently on any homework that they might have.