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Welcome

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Welcome to the Core Ready Lesson Sets for Grades 6 to 8: A Staircase to Standards Success for English Language

Arts--The Power to Persuade: Opinion and Argument. Here you will find rich and detailed lesson plans, and the specifics and daily activities in them, that you can use to make your Core Ready

instruction come to life.

The Four Doors to the Common Core State Standards

We have synthesized the expanse of the Common Core State Standards document into four essential doors to the English Language Arts. These Four Doors organize the CCSS into curriculum, identifying the most critical capacities our students need for the 21st century--skills, understandings, and strategies for reading, writing, speaking, and listening across subject areas. "The Four Doors to the Core" group the CCSS into lesson sets that match the outcomes every

college- and career-ready student must have. The magic of the Four Doors is that they bring together reading, writing, speaking, and listening skills together into integrated lesson sets. Rather than face an overwhelming array of individual standards, teachers, students, parents, and administrators together can use the Four Doors to create the kind of curriculum that simplifies the schedule and changes lives. Here are the Four Doors to the Core:

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The Power to Persuade

The Shape of Story

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The Road to Knowledge: Information and Research

This Door to the Core--The Road to Knowledge--encompasses research and information and the skills and strategies students need to build strong content knowledge and compose informational text as suggested by the Common Core State Standards.

The Power to Persuade: Opinion and Argument

This Door to the Core--The Power to Persuade--encompasses instruction that explores the purposes, techniques, and strategies to become effective readers and writers of various types of opinion text as delineated in the Common Core State Standards.

The Shape of Story: Yesterday and Today

This Door to the Core--The Shape of Story--encompasses exploration of a variety of genres with the corresponding craft, structures, and strategies one needs to be a successful consumer and producer of literary text as required by the Common Core State Standards.

The Journey to Meaning: Comprehension and Critique

This Door to the Core--The Journey to Meaning--encompasses the strategies and skills our students need to comprehend, critique, and compose literary text as outlined in the Common Core State Standards.

Welcome xiii

Get Ready to Build the Power to Persuade: Opinion and Argument

The Core Door Power to Persuade focuses on the recognition and development of opinion and argument though reading, writing, listening, and speaking. It seeks to foster in students an awareness of purpose and point of view as they examine the views of others and develop their own ideas and voice. Through exploration of a wide variety of argumentative text they will consider their own passions, viewpoints, and evidence at hand as they develop and defend ideas in speeches, editorials, blogs, social media pots and essays. There will be an emphasis on citing specific evidence to support one's ideas. They will practice effective listening, conversation, and oral speaking behaviors as they collaborate to develop their ideas and present to an audience.

Students will consider the power of word choice and structure and employ appropriate vocabulary and transitional phrases to express and link

ideas effectively. They will study and practice how to express ideas clearly, cohesively, and concisely in a manner that is appropriate to their audience. They will share their writing and thinking with others orally or using appropriate tools and technologies.

These lesson sets provide a variety of diverse opportunities for our students to say what they are thinking, and to respond to texts, ideas, and discourse in ways that are not only intuitive but also informed. The students take an active role in their own reading, and reveal through writing and speaking their own unique, one-of-a-kind of voice, creating new ideas in the world and practicing for the day when, in the college classroom or workplace, they have to defend an idea or invent a new one.

xiv Welcome

Grade 6

The Obligation of Citizenship: Comparing and Contrasting Speeches and Biographies

? Introduction ? Common Core State Standards Alignment ? Core Questions ? Lesson Set Goals ? Choosing Core Texts ? A Note About Addressing Reading Standard

10: Range of Reading and Level of Text Complexity ? Teacher's Notes ? Questions for Close Reading ? Building Academic Language ? Recognition ? Assessment ? Complementary Core Methods ? Core Connections at Home Reading Lessons Writing Lessons

2

Grade 6 ? Writing Lessons

Introduction

"One is not born into the world to do everything but to do something."

--Henry David Thoreau

Students are citizens of their classroom, their communities, and the larger world. In each of these areas, students will have many opportunities to make a positive difference in the world. As responsible and engaged citizens, we should all try to leave our marks in both big and small ways. In this lesson set, we ask students to think about how they can use their passions, interests, and talents to make the world around them a better place. Is it cleaning up a playground? Standing up for a child who is being bullied? Taking on a new responsibility at home to help out a little more?

Students will be engaging with biographies and speeches of well-known people

Why This Lesson Set?

In this lesson set, students will:

Define the genre of biography and analyze how an individual is portrayed through the details of a biography citing textual evidence to support thinking

Determine an author's purpose in a biography and explain how it is conveyed in the text

Compare and contrast the way a speech and a biography address the same event

Analyze the way a speech is organized and the strength of the argument

Determine the elements of argument writing Compose a well-organized persuasive speech on a

topic with clear reasons and relevant evidence. Make an effective presentation of the speech

including visuals and/or multimedia components

who used their own passions, interests, and talents to make the world around them a better place. By harvesting the power of his curiosity, Thomas Edison brought us electricity, and with great bravery, Christa McAuliffe showed us how everyday people can become heroes of the world. Americans from every generation have found inspiration in the power to persuade with speech. As students closely study the elements and structure of argument writing in particular speeches, they will also see the ways that other engaged citizens have used the power of words to improve the world around them. Students will be asked to create their own argumentative pieces around a topic they feel passionate about, and they will turn their argument writing into speeches they can share with authentic audiences.

3 The Obligation of Citizenship: Comparing and Contrasting Speeches and Biographies 3

Common Core State Standards Alignment

Reading Standards

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.2 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.

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.5 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.

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence

from claims that are not.

RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RI.6.10 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.

Writing Standards

W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

W.6.4 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.)

W.6.5 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?3 up to and including grade 6 here.)

W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 6 Reading standards to literary nonfiction (e.g.,"Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

W.6.10 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.

Speaking and Listening Standards

SL.6.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Common Core State Standards: ? Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

4 Grade 6

SL.6.2 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.

SL.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.4 Present claims and findings, sequencing ideas logically and using

pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade

6 Language standards 1 and 3 here for specific expectations.)

Language Standards

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Core Questions

Before getting started with the day-to-day lessons, it's important to consider the core questions that drive this lesson set. Each lesson should come back to these overarching ideas:

How can ordinary citizens make a difference in the world? What makes a speech powerful? Why do we read and write biographies? Why are some speeches forgotten while others are remembered for years

to come? How can we use words to make society a better place? What does it mean to make a difference in the world? When might an argument be beneficial in our lives? What should one do to make a strong case in an argument? Why is research an important element in strong argument writing?

Lesson Set Goals

Within this lesson set, there are many goals we as teachers want to help our students reach.

Reading Goals Demonstrate an understanding of biographies by identifying the central idea, providing a summary, and analyzing how an individual is portrayed

through details. (RI.6.1, RI.6.2, RI.6.3, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Integrate information about a person from a biography with information from a speech delivered by the same individual. (RI.6.1, RI.6.2, RI.6.3, RI.6.7, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Present a classic speech with visuals to enhance the message. (SL.6.5, RI.6.7)

Compare how the same event is presented in a speech and a biography. (RI.6.1, RI.6.2, RI.6.3, RI.6.9, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Analyze the organization of persuasive speeches and determine how each section advances the argument. (RI.6.1, RI.6.2, RI.6.3, RI.6.5, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Demonstrate understanding of argument text (persuasive speeches) by identifying: central idea, argument, claim, reasoning, evidence, author's purpose. (RI.6.1, RI.6.2, RI.6.6, RI.6.8, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Evaluate the strength of an argument by determining whether claims are supported by reasons and evidence. (RI.6.1, RI.6.8, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Examine how connotative meanings of words and phrases impact an argument. (RI.6.1, RI.6.4, RI.6.10, W.6.4, W.6.9, W.6.10, SL.6.1, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

The Obligation of Citizenship: Comparing and Contrasting Speeches and Biographies 5

 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. (RI.6.10)

In collaborative discussions, demonstrate evidence of preparation and exhibit responsibility for the rules, roles, and purpose of conversation. (SL.6.1a, SL.6.1b)

In collaborative discussions, ask and answer specific questions with relevant comments that enhance the discussion and demonstrate comprehension of multiple perspectives. (SL.6.1c, SL.6.1d)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (SL.6.6)

Demonstrate command of standard English and its conventions and use the knowledge when writing, speaking, reading, and listening. (L.6.1, L.6.2, L.6.3)

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, strategically building vocabulary knowledge when needed. (L.6.6)

Writing Goals

Identify and define the elements of argumentative writing. (RI.6.1, RI.6.2, RI.6.3, RI.6.6, RI.6.8 RI.6.10, W.6.1, W6.4, W.6.5, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Plan, write, and revise a persuasive speech with clear claims, organized reasons and evidence, credible sources, effective word choice, a formal style, and a concluding section. (RI.6.1, RI.6.10, W.6.1, W.6.4, W.6.5, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.6, L.6.1, L.6.2, L.6.3, L.6.6)

Research an issue, gathering relevant information from multiple print and digital sources. (RI.6.1, RI.6.2, RI.6.3, RI.6.8, RI.6.10, W.6.4, W.6.7, W.6.8, W.6.9, W.6.10, SL.6.1, SL.6.2, SL.6.4, SL.6.6, L.6.1, L.6.3, L.6.6)

Take effective notes, paraphrase, and cite and list sources. (RI.6.1, RI.6.2, RI.6.3, RI.6.8, RI.6.10, W.6.7, W.6.8, W.6.9, W.6.10)

Enhance and clarify own speech presentation with effective visuals and/or multimedia components and evaluate the soundness of others' arguments. (SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6, L.6.1, L.6.3, L.6.6)

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. (RI.6.10)

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. (W.6.5)

In collaborative discussions, demonstrate evidence of preparation and exhibit responsibility for the rules, roles, and purpose of conversation. (SL.6.1a, SL.6.1b)

In collaborative discussions, ask and answer specific questions with relevant comments that enhance the discussion and demonstrate comprehension of multiple perspectives. (SL.6.1c, SL.6.1d)

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (SL.6.6)

Demonstrate command of standard English and its conventions and use the knowledge when writing, speaking, reading, and listening. (L.6.1, L.6.2, L.6.3)

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, strategically building vocabulary knowledge when needed. (L.6.6)

Choosing Core Texts

This lesson set asks students to closely ready biographies and speeches to develop an understanding of how people use the power of words and persuasion to make a difference in the world. While the primary goal of this lesson set is to address the ways people use words as a means of persuasion, a secondary goal of this lesson set is to expose sixth graders to a variety of biographies and speeches. Therefore, in advance of teaching this lesson set, you will want to make sure that your classroom library includes a variety of biographies and speeches of many different people who have made a difference in the world in a variety of ways for students to engage with and discuss. A broad collection of biographies of people who used the power of words to effect change in a variety of ways will help facilitate small-group work. When collecting these texts for your students, be mindful of the range of independent reading levels present in your class as well as individual student interest.

The following texts are used as examples in this lesson set:

Abraham Lincoln: A Photographic Story of a Life Series: DK Biography by Tanya Lee Stone

American Heritage Book of Great American Speeches for Young People by Suzanne McIntire

"The Gettysburg Address" by Abraham Lincoln Great Speeches by African Americans by James Daley I Have a Dream: Writings and Speeches That Changed the World by Martin

Luther King Jr. "I Have a Dream" by Martin Luther King Jr.

6 Grade 6

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