West Haven Performance Task Planner
Subject / English Language ArtsGrade/Course / Grade 6
Unit of Study / Unit 2 – Analyzing Craft and Structure
Duration of Unit / 30 Instruction Days and 5 Reteaching Days
Essential Questions / Corresponding Big Ideas
- Why do we break apart a text and examine its parts?
- How do the words we choose and the language we use impact our writing?
- The analysis of the parts of a text leads to understanding the essence of the whole text.
- The word choice and figurative language writers use keeps the reader focused and engaged.
“UNWRAPPED” Priority Standards
Priority Standards
CC.6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
CC.6.RI.5 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.
CC.6.W.2a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, compare/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia useful to aiding comprehension.
CC.6.L.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
CC.6. L3b – Maintain consistence in style and tone.
CC.6.L4d - Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in the context or in a dictionary.)
CC.6.L.5a – Interpret figures of speech (e.g., personification) in context.
Supporting Standards
Supporting Standards
CC.6.RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
CC.6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CC.6.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.6.L.2b Spell correctly.
CC.6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.6.L.4 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.
CC.6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CC.6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CC.6.L.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Interdisciplinary Connections / 21st Century Learning Skills
Social Studies
Expository Writing
Research Skills/Technology
Note-taking
Art / Check all those that apply:
Teamwork and Collaboration
Initiative and Leadership
Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
❑ Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
❑ Other
Engaging Scenario
Imagine you are in the public library to research your favorite entertainer. You lost track of time and didn’t hear the librarian’s call for the closing of the library. You are locked in the library and wander to the only section that has light. You find yourself in the poetry section of the library. You decide to make the most of your time and begin to read the spines of the books. You notice titles such as:“Paul Revere’s Ride”, “Twelfth Song of Thunder”, “Light Eyes”, and “Oh, the Places You’ll Go”. You pull a book off the shelf and begin reading it out loud, since there’s no one around to say “shhhhhhh”. You want to know more about poetry and the people who write it. You continue to look through the stacks of books and realize that poetry is really cool.
Task 1: Students will read the first 3 stanzas aloud from “Casey at the Bat” for enjoyment. Students will reread the first 3 stanzas focusing on what kind of figurative language the author used. The class willthen discusswhat kind of figurative language and word choice Ernest Lawrence Thayer used in stanzas 1-3 and the effect it created. Students will then work in cooperative Jigsaw groups (see Instructional Strategy and/or to read and analyzethe remaining stanzas from “Casey at the Bat”. Students will then complete a graphic organizer identifying 5 examples from the poem of: words/phrases that represent an example offigurative language, the meaning of the figurative language selected, and the effect it created.
Task 2:
Students willconduct a researchproject focusing on a poet of their choice. Students will identify4 supporting details for each of the following three main ideas: the poet’s life experiences, writing style (use of language), and facts about their published poetry. Students will collect at least 2 quotes and identify 3 websites from which they obtained their supporting details for each main idea. Students will use the Poet Research organizer to record information from their research.
Task 3:
Students will write an expository essay about their researched poet. Students will provide details about the poet’s life experiences, writing style (use of language), and facts about the poet’s poetry. Students will include 2 quotes from their research and cite their 3 resources.
Task 4: Students will work with a partner to write one poem incorporating the use of figurative language. The poem must have 4 or more stanzas and include at least 3 examples of figurative language. Students will share their poem with the class.
Performance Task
In Detail
Students are lost in a library and will begin an adventure learning about poetry. Students will read and analyze a poem’s figurative language. Students will research a poet’s life experiences, writing style (use of language), and published poetry. Students will use a graphic organizer to cite their facts and resources. Students will write an expository essay about their poet using the graphic organizer. Students write a poem with a partner incorporating the use of figurative language.
Performance Task Step #1
In Detail
In a whole group setting students will read the first 3 stanzas from “Casey at the Bat.” Students will reread the first 3 stanzas focusing on the type of figurative language used. Students will identify the words/phrase denoting the figurative language used and discuss the effect created by its use. Students will work on analyzing the remaining stanzas in their Jigsaw groups (see Instruction Strategy and/or Students will then complete a graphic organizer identifying 5 examples from the poem of: words/phrases that represent an example offigurative language, the meaning of the figurative language selected, and the effect it created.
Performance Task Step #1
Scoring Guide
Goal
Write 3 words or phrases from the poem-Complete column 1 of Poetry Organizer
Write 3 types of figurative language-Complete column 2 of Poetry Organizer
Write 3 effects created from the figurative language-Complete column 3 of Poetry Organizer
Progressing
Meets 2 of the “Goal” Criteria
Beginning
Meets 0-1 of the “Goal” Criteria
Task to be repeated after re-teaching
Comments:
Performance Task Step #2
In Detail
Students will provide the teacher with the name of the poet he/she chooses to research. Students can choose one of the following suggested poets (please note, you can provide your own list of poets): Langston Hughes, Emily Dickinson, Walt Whitman, Maya Angelou, Robert Frost, Edgar Allen Poe, Issa, Carl Sandburg, Christina Rossetti. Students will work independently, utilizing their devices and/or utilizing the technology class to research a poet of their choice. Students will identify 4 supporting details each for the following three main ideas: the poet’s life experiences, writing style (use of language), and the poet’s published poetry. Students will include 2 quotes from their research and cite their 3 resources. Students will workindependently to complete their research graphic organizer.
Performance Task Step #2
Scoring Guide
Goal
Cite 3 resources
Includes 2 quotes
Identify 4 facts of the poet’s life experiences
Identify 4 facts of the poet’s writing style (use of language)
Identify 4 facts about the poets poetry
Progressing
Meets 3-4 of the “Goal” Criteria
Beginning
Meets 0-2 of the “Goal” Criteria
Task to be repeated after re-teaching
Comments:
Performance Task Step #3
In Detail
Students will work independently to write an expository essay about their researched poet. Students will use the graphic organizer from Task 2 to complete the expository pillar. Students will use the expository pillar to write a rough draft of their essay. Students will provide details about the poet’s life experiences, writing style (use of language), and examples of the poet’s poetry. Students will include 2 quotes from their research and cite3 or more resources.
*Task 3 is the Writing Test for Unit 2*
Performance Task Step #3
Scoring Guide (Get Expository Writing Rubric)
Goal
Written in paragraph form (10)
Introduction includes a lead and topic sentence (28 points)
Includes 3 main ideas that include 4 supporting details each: poet’s life experiences, writing style and examples of the poet’s poetry (54 points)
Cite 3 resources (10 points)
Includes 2 quotes (10 points)
Includes a conclusion which creatively restates the 3 main ideas (28 points)
0-5 spelling errors (20 points)
0-5 punctuation errors (20 points)
0-5 grammatical errors (20 points)
Progressing
Meets 6-8of the “Goal” Criteria
Beginning
Meets 0-5 of the “Goal” Criteria
Task to be repeated after re-teaching
Comments:
Performance Task Step #4
In Detail
Students will work with a partner to write one poem incorporating figurative language. The poem must have 4 or more stanzas and include 3or more examples of figurative language. Students will share their poem with the class.
Performance Task Step #4
Scoring Guide
Goal
Write a poem with a partner
Poem includes 4 or more stanzas
Poem includes 3 or more examples of figurative language
Read poem aloud to the class (partners will choral read the poem together)
Progressing
Meets 3of the “Goal” Criteria
Beginning
Meets 0-2of the “Goal” Criteria
Task to be repeated after re-teaching
Comments:
“Unwrapped” Concepts
(students need to know) / “Unwrapped” Skills
(students need to be able to do) / Bloom’s Taxonomy Levels
CC.6.RL.4
figurative meaning
connotative meaning
word choice
tone
CC.6.RI.5
structural elements
- sentence
- paragraph
- chapter
- section
Topic, ideas, concepts
Strategies
- definition
- classification
- comparison/contrast
- cause/effect
- headings
- charts
- tables
CC.6.L.1e
standard English
strategies to improve expression
CC.6.L.3b
consistent style & tone
CC.6.L.4d
preliminary determination of a word
inferred meaning in context
dictionary
CC.6.L.5a
figurative language
word relationships
nuances in word meanings / CC.6.RL.4
determine (meaning of words and phrases)
determine (figurative and connotative meanings)
analyze (impact of word choice on meaning)
analyze (impact of word choice on tone)
CC.6.RI.5
analyze (how structural elements fit into the overall structure of a text)
analyze (how structural elements contribute to the development of ideas)
CC.6.W.2a
Introduce (topic)
Organize (idea, concepts, & information)
CC.6.L.1e
recognize (variations from standard English)
identify (strategies to improve expression)
use (strategies to improve expression)
CC.6.L.3b
maintain
CC.6.L.4d
Verify
CC.6.L.5a
demonstrate / 4
4
4
4
4
4
5
5
5
1
1
3
4
2
Grade 6 Unit 2
Performance Task Scoring Guide
Total Points 100
Task 1 Total Points
Goal
Proficient
Basic/Below Basic
Task 2 Total Points
Goal
Proficient
Basic/Below Basic
Task 4 Total Points
Goal
Proficient
Basic/Below Basic
______
Task 3– Writing TestTotal Points
*Please see Performance Task 4 Rubric*
Grade 6 ELA Unit 2 Performance Task1Rev. 10/2/2018