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ELA / G6 / M1 / U1 / lesson 1

Close Reading: Part 1 of “Shrouded in Myth”

1 hour
Students are introduced to myths/mythology through a close read of the text "Shrouded in Myth."
ELA / G6 / M1 / U1 / lesson 2

Building Background Knowledge: Part 2 of "Shrouded in Myth”

1 hour
This lesson introduces the structure for discussions that will carry students through the novel.
ELA / G6 / M1 / U1 / lesson 3

Meeting the Main Character: Launching The Lightning Thief

1 hour
Students are introduced to the main character of the Lightning Thief.
ELA / G6 / M1 / U1 / lesson 4

Inferring about Character: Getting to Know Percy

1 hour
This lesson introduces a new routine: a comprehension quiz Entrance Ticket.
ELA / G6 / M1 / U1 / lesson 5

Inferring about Character: Close Reading of the Lightning Thief

1 hour
Students focus on the skills of getting the gist and making inferences.
ELA / G6 / M1 / U1 / lesson 6

Close Reading Part 2 of The Lightning Thief

1 hour
This lesson introduces a new routine, the use of “equity sticks,” to encourage total participation.
ELA / G6 / M1 / U1 / lesson 7

Mid-Unit-Assessment: Making Inferences from Percy

1 hour
This assessment may require more than the 35 minutes allotted.
ELA / G6 / M1 / U1 / lesson 8

The Hero’s Journey, Part 1: What is a Hero?

1 hour
Students begin to build background knowledge about the important archetype of the hero’s journey.
ELA / G6 / M1 / U1 / lesson 9

Building Background Knowledge About the Hero’s Journey, Part 2

1 hour
Acts-2-3 Plus Focusing on Key Vocabulary in “The Hero’s Journey”
ELA / G6 / M1 / U1 / lesson 10

Selecting Evidence and Partner Writing

1 hour
Students begin aligning “The Hero’s Journey” and The Lightning Thief (Chapter-5)
ELA / G6 / M1 / U1 / lesson 11

Selecting: “The Hero’s Journey” and the Lightning Thief (Chapter 6)

1 hour
This lesson continues the series of lessons scaffolding students toward writing with evidence.
ELA / G6 / M1 / U1 / lesson 12

Writing with Evidence: Percy and the Hero’s Journey (Chapter 7)

1 hour
Students work on their "Percy and the Hero's Journey" essay.
ELA / G6 / M1 / U1 / lesson 13

End-of-Unit-Assessment

1 hour
Students draw Evidence from Text: Written Analysis of How Percy’s Experiences with “The Hero’s Journey”
ELA / G6 / M1 / U2 / lesson 1

Reading Closely to Build Background Knowledge: “Myths and Legends”

1 hour
Students build upon the close reading practices and skills that they have developed/practiced in Unit 1.
ELA / G6 / M1 / U2 / lesson 2

Building Background Knowledge: The Myth of Cronus

1 hour
Students demonstrate accountability for reading Chapter 10 of The Lightning Thief.
ELA / G6 / M1 / U2 / lesson 3

Using Details to Determine Theme: The Myth of Cronus

1 hour
Students continue working with the same text from Lesson 2: “Cronus”
ELA / G6 / M1 / U2 / lesson 4

What Makes a Myth a Myth? Comparing “Cronus”/“Shrouded in Myth”

1 hour
This lesson builds upon the close reading practices that students have refined throughout Unit 2.
ELA / G6 / M1 / U2 / lesson 5

Building Vocabulary: Working with Words About the Key-Elements of Mythology

1 hour
Students develop word-models for key-concepts they encountered in “The Key Elements of Mythology” informational text.
ELA / G6 / M1 / U2 / lesson 6

Connecting Literary and Informational-Texts: Cronus and “The Myth of Mythology”

1 hour
Students are focusing on the thinking work involved in connecting informational/literary texts and determining theme.
ELA / G6 / M1 / U2 / lesson 7

Analyzing the Model-Analytical-Mini-Essay: “Elements of Mythology and Theme of Cronus”

1 hour
Students work with the Elements of Myth graphic organizer and the Theme graphic organizer.
ELA / G6 / M1 / U2 / lesson 8

Exploring Allusions to Myths in The Lightning Thief

1 hour
Students focus on a close reading of Prometheus.
ELA / G6 / M1 / U2 / lesson 9

Analyzing Details in “Prometheus” for Elements of Mythology and Theme

1 hour
In this lesson students determine the theme of the myth of Prometheus.
ELA / G6 / M1 / U2 / lesson 10

Drafting an Analytical Mini-Essay

1 hour
Using Partner-Talk and Graphic-Organizers to Guide-Thinking
ELA / G6 / M1 / U2 / lesson 11

Mid-Unit-Assessment

1 hour
Writing an Analytical Mini-Essay about Mythological Elements and Theme
ELA / G6 / M1 / U2 / lesson 12

Determining Theme: Reading Myths in “Expert Groups”

1 hour
This lesson focuses deeply on connecting themes of myths to themes in The Lightning Thief.
ELA / G6 / M1 / U2 / lesson 13

Connecting the Theme; Expert-Group-Myth: Theme in The Lightning Thief /Life-Lessons

1 hour
Students remain in their “expert-group” triads focused on one of the three “expert group myths”.
ELA / G6 / M1 / U2 / lesson 14

Building Writing Skills

1 hour
Receiving Feedback and Varying Sentence Structures
ELA / G6 / M1 / U2 / lesson 15

Revisiting “Key-Elements of Mythology”

1 hour
Determining a Theme in the Myth-of-Cronus
ELA / G6 / M1 / U2 / lesson 16

Revisiting Studying-Model-Writing and Determining a Theme in The Lightning Thief

1 hour
Students move into writing their second essay of this unit.
ELA / G6 / M1 / U2 / lesson 17

Planning for Writing: Introduction and Conclusion of a Literary Analysis

1 hour
Students plan the introductory and concluding paragraphs of their literary analysis essay using graphic organizers.
ELA / G6 / M1 / U2 / lesson 18

Launching the End of Unit Assessment: Drafting Literary Analysis

1 hour
Students begin to draft their literary analysis, which is their end of unit assessment.
ELA / G6 / M1 / U2 / lesson 19

Peer Critique and Pronoun Mini-Lesson

1 hour
Receiving Feedback/Varying Sentence Structures
ELA / G6 / M1 / U2 / lesson 20

End-of-Unit-Assessment, Part 2: Final Draft of Literary Analysis

1 hour
Students write their final version of their draft and self-assess their version against the NYS-Writing-Rubric.
ELA / G6 / M1 / U3 / lesson 1

“The Hero’s Journey” Narrative

1 hour
Students use a graphic-organizer to deconstruct Percy Jackson’s Hero’s Journey/Plan a New Hero’s Journey Narrative.
ELA / G6 / M1 / U3 / lesson 2

“The Hero’s Journey”

1 hour
Students analyze a model narrative and continuing to plan a New Hero’s Journey Narrative.
ELA / G6 / M1 / U3 / lesson 3

Mid-Unit-Assessment and Establishing a Context for My Hero’s Journey Narrative

1 hour
Students write an explanatory paragraph.
ELA / G6 / M1 / U3 / lesson 4

Writing: Getting Feedback, Setting Goals, And Drafting

1 hour
Students process feedback from the End of Unit 2 Assessment.
ELA / G6 / M1 / U3 / lesson 5

Writing to Show, Not Tell: Dialogue-Sensory-Words, and Strong Action Verbs

1 hour
Students focus on narrative-writing techniques that will help them “show, don’t tell” in their stories.
ELA / G6 / M1 / U3 / lesson 6

Writing

1 hour
Students analyze the conclusion of “The Golden Key”/draft a compelling conclusion for the Hero’s-Journey narrative.
ELA / G6 / M1 / U3 / lesson 7

End of Unit Assessment— Final Draft of Hero’s Journey Narrative

1 hour
In this lesson, students analyze the model narrative, “The Golden Key."
ELA / G6 / M2A / U1 / lesson 1

Launching the Novel and Understanding It’s Context

1 hour
"Bud Not Buddy" - Analysis of a photograph and a whole class read of the first chapter.
ELA / G6 / M2A / U1 / lesson 2

Figurative-Language and Word-Choice: A Closer Look at Bud, Not Buddy

1 hour
Students look closely at the new routine in which they examine “Bud’s Rules and Things.”
ELA / G6 / M2A / U1 / lesson 3

Analyzing Figurative Language and How the Author’s Word-Choice Affects Tone/Meaning

1 hour
Students analyze figurative language, word choice and tone in Bud, Not Buddy.
ELA / G6 / M2A / U1 / lesson 4

Interpreting Figurative Language and Answering Selected Response Questions

1 hour
Students will independently answer selected response questions, then discuss their answers with their triads.
ELA / G6 / M2A / U1 / lesson 5

Mid-Unit-Assessment: Figurative Language and Word Choice in Bud, Not Buddy

1 hour
Students re-read a passage of Bud, Not Buddy Chapter 5.
ELA / G6 / M2A / U1 / lesson 6

Getting the Gist: Steve Jobs Commencement Address

1 hour
Students are introduced to the Steve Jobs speech
ELA / G6 / M2A / U1 / lesson 7

Text-Dependent Questions and Choosing Details to Support a Claim

1 hour
Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address
ELA / G6 / M2A / U1 / lesson 8

Getting the Gist and Determining Word-Meaning

1 hour
Paragraphs 12–14 of Steve Jobs’ Commencement Address
ELA / G6 / M2A / U1 / lesson 9

Text-Dependent Questions and Making a Claim

1 hour
Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address
ELA / G6 / M2A / U1 / lesson 10

Paragraphs 20-30 of Steve Job’s Commencement Address

1 hour
This lesson is similar in structure to Lessons 6 and 8.
ELA / G6 / M2A / U1 / lesson 11

Digging Deeper Steve Jobs’ Commencement Address

1 hour
Students dig deeper into Paragraphs 20–22 in order to answer text-dependent questions.
ELA / G6 / M2A / U1 / lesson 12

Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

1 hour
Students read an excerpt from President Barack Obama’s Back-to-School Speech from 2009.
ELA / G6 / M2A / U2 / lesson 1

How Does the Author Convey Themes in Bud, Not Buddy?

1 hour
Students distinguished between a topic/theme and determined themes of myths using evidence from the text.
ELA / G6 / M2A / U2 / lesson 2

Introducing “If” and Noting-Notices and Wonders of the First Stanza

1 hour
The second cycle will dig deeper into the meaning of phrases in the stanza.
ELA / G6 / M2A / U2 / lesson 3

Stanza-1— Identifying Rules to Live By Communicated in “If”

1 hour
Students dig deeper into the meaning of the first stanza.
ELA / G6 / M2A / U2 / lesson 4

Notices and Wonders of the Second Stanza of “If”

1 hour
This lesson continues scaffolding students toward the mid-unit assessment.
ELA / G6 / M2A / U2 / lesson 5

Stanza-2— Identifying Rules to Live By Communicated in “If”

1 hour
This lesson is very similar in structure to Lesson 3.
ELA / G6 / M2A / U2 / lesson 6

Notices, Wonders, and Vocabulary of the Third Stanza of “If”

1 hour
Students will continue the two-lesson cycle.
ELA / G6 / M2A / U2 / lesson 7

Stanza-3— Identifying Rules to Live By Communicated in “If”

1 hour
The second lesson in the two-day cycle focused on the third-stanza of the poem “If.”
ELA / G6 / M2A / U2 / lesson 8

Mid-Unit-Assessment: Analyzing Structure and Theme in Stanza 4 of “If”

1 hour
Students complete the mid-unit-assessment using the final stanza of the poem.
ELA / G6 / M2A / U2 / lesson 9

Qualities of a Strong Literary Argument Essay

1 hour
Students closely examine the prompt and a model essay.
ELA / G6 / M2A / U2 / lesson 10

Revisiting Bud’s Rules: Survive or Thrive?

1 hour
Students work with a Forming-Evidence-based claims graphic organizer similar to one they used in Module-1
ELA / G6 / M2A / U2 / lesson 11

Pitching Your Claim with Best Evidence

1 hour
This lesson builds on the Forming Evidence-Based Claims graphic organizer.
ELA / G6 / M2A / U2 / lesson 12

Selecting Evidence to Logically Support Claims

1 hour
Students evaluate the model essay against the Literary Argument Essay Rubric to scaffold their writing.
ELA / G6 / M2A / U2 / lesson 13

Writing: Drafting Body Paragraphs and Revising for Language

1 hour
This lesson asks students to draft their three body paragraphs based on the model essay.
ELA / G6 / M2A / U2 / lesson 14

Planning for Writing: Introduction and Conclusion of a Literary-Argument Essay

1 hour
Students revisit the model to get a grounding in what their introduction/conclusion should look like.
ELA / G6 / M2A / U2 / lesson 15

Asking Probing Questions and Choosing a Research Topic

1 hour
Although this lesson is in Unit-2, it is actually the kickoff for Unit-3.
ELA / G6 / M2A / U2 / lesson 16

Introducing Research Folders and Generating a Research Question

1 hour
Although this lesson is in Unit-2, like Lesson-15 it is actually part of Unit-3
ELA / G6 / M2A / U2 / lesson 17

End-of-Unit-Assessment: Final Draft of Literary Argument Essay

1 hour
This lesson includes 5 minutes to address common mistakes you noticed while reviewing student essays.
ELA / G6 / M2A / U3 / lesson 1

Reading for Gist and Gathering Evidence Using the Research Guide

1 hour
Students began preparing for the research portion of this unit in Lessons-15-16 of Unit-2.
ELA / G6 / M2A / U3 / lesson 2

Reading for Gist and Gathering Evidence Using the Researcher’s Notebook

1 hour
Students continue the research they started in Lesson 1.
ELA / G6 / M2A / U3 / lesson 3

Mid-Unit-Assessment, Part 1: Summarizing, Analyzing and Discussing Research

1 hour
This is the last lesson where students will conduct research on their topic.
ELA / G6 / M2A / U3 / lesson 4

Mid-Unit-Assessment, Part 2: Summarizing, Analyzing and Discussing Research

1 hour
Students complete the written and the oral Mid-Unit Assessment.
ELA / G6 / M2A / U3 / lesson 5

Analyzing the Structure and Content of an Essay to Inform

1 hour
Students will write an essay, which they have done in Module 1.
ELA / G6 / M2A / U3 / lesson 6

End-of-Unit-Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform

1 hour
Students draft the paragraphs for their End-of-Unit-Assessment “My Rule to Live By” essay to inform.
ELA / G6 / M2A / U3 / lesson 7

End of Unit Assessment, Part 2

1 hour
Drafting Introduction and Conclusion of an Essay to Inform
ELA / G6 / M2A / U3 / lesson 8

Performance Task Preparation

1 hour
Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
ELA / G6 / M2A / U3 / lesson 9

Final Performance Task: Final Draft of Essay to Inform

1 hour
In previous lessons, students have drafted and revised an evidence-based essay.
ELA / G6 / M2B / U1 / lesson 1

Launching the Module: Quotes about the Middle Ages

1 hour
Students begin their Journey into the Middle Ages.
ELA / G6 / M2B / U1 / lesson 2

Reading for Gist: "Middle Ages" Excerpt 1

1 hour
In the first lesson of each two-lesson cycle, students read the excerpt for gist.
ELA / G6 / M2B / U1 / lesson 3

Writing a Summary: "Middle Ages" Excerpt 1

1 hour
Students write a brief summary.
ELA / G6 / M2B / U1 / lesson 4

Reading for Gist: “Middle Ages” Excerpt 2

1 hour
Students to gain the gist about people living in the Middle Ages.
ELA / G6 / M2B / U1 / lesson 5

Writing a Summary: “Middle Ages” Excerpt 2

1 hour
Continue to write and analyze text from the Middle Ages.
ELA / G6 / M2B / U1 / lesson 6

Expert Groups: Research 1

1 hour
Students work in small groups analyzing research texts.
ELA / G6 / M2B / U1 / lesson 7

Expert Groups: Research 2

1 hour
Students continue the research they began in the previous lesson.
ELA / G6 / M2B / U1 / lesson 8

Mid-Unit Assessment: Research

1 hour
Focus question: “What adversity did people face as a result of the Black Death?”
ELA / G6 / M2B / U1 / lesson 9

Writing to Inform: Analyzing a Model Using A Rubric

1 hour
Using a Rubric to improve the content of their essays.
ELA / G6 / M2B / U1 / lesson 10

Evaluating Evidence: Adversities Faced in the Middle Ages

1 hour
Students learn of the adversities faced in the Middle Ages.
ELA / G6 / M2B / U1 / lesson 11

Drafting Body Paragraphs

1 hour
Students use the Quote-sandwich graphic organizer to draft their body paragraphs.
ELA / G6 / M2B / U1 / lesson 12

Drafting Introduction and Conclusion

1 hour
Students draft their conclusion for their essay.
ELA / G6 / M2B / U1 / lesson 13

End of Unit Assessment: Final Essay

1 hour
Students revise their final drafts of their essays.
ELA / G6 / M2B / U2 / lesson 1

Launching the Book: Good Master! Sweet Ladies!

1 hour
Students continue to explore medieval history through literature.
ELA / G6 / M2B / U2 / lesson 2

Close Read, Part 1: “Hugo, the Lord’s Nephew”

1 hour
This lesson introduces the routine students will use to closely read selected monologues.
ELA / G6 / M2B / U2 / lesson 3

Close Read, Part 2

1 hour
Students look for figurative-language and how it’s used to help the reader imagine and feel.
ELA / G6 / M2B / U2 / lesson 4

Close Read, Part 1: “Taggot, the Blacksmith’s Daughter”

1 hour
Students begin this lesson in triads discussing their homework from “Thomas, the Doctor’s Son.”
ELA / G6 / M2B / U2 / lesson 5

Close Read, Part 2: “Taggot, the Blacksmith’s Daughter”

1 hour
In their triads, students discuss the themes of adversity in “Mogg, the Villein’s Daughter.”
ELA / G6 / M2B / U2 / lesson 6

Jigsaw, Part 1: Good Masters! Sweet Ladies!

1 hour
In this lesson, students also identify and analyze the meaning of figurative and literal language.
ELA / G6 / M2B / U2 / lesson 7

Jigsaw, Part 2: Good Masters! Sweet Ladies!

1 hour
Students prepare for their Mid Unit-2 Assessment.
ELA / G6 / M2B / U2 / lesson 8

Mid-Unit-Assessment: Theme, Figurative-Language, and Word-Choice in Good Masters! Sweet Ladies!

1 hour
Students read the monologue “Pask, the Runaway” in Good Masters! Sweet Ladies!
ELA / G6 / M2B / U2 / lesson 9

Qualities of a Strong Literary Essay

1 hour
This lesson launches the end-of-unit assessment, in which students will write a literary argument essay