Lesson Number, Title and Focus Standards	Lesson Summary	Daily Learning Targets	Ongoing Assessment
Lesson 1 - Analyze a Model Literary Argument Essay CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.2NC.RI.6.2CCSS.W.6.1CCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.RI.KID.1TN.6.RI.KID.2TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9TN.6.W.TTP.1	Students begin work on the literary argument essay by analyzing a model.	I can find the central idea of a model literary argument essay. I can determine the purpose of a literary argument essay. I can apply my knowledge of the Painted Essay® to analyze the structure of a model literary argument essay.	Work Time A: Annotated, color-coded model argument essay Closing and Assessment A: Argument Writing Checklist
Lesson 2 - Gather Evidence and Plan Collaborative Literary Argument Essay CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.8NC.RI.6.8CCSS.W.6.1.aNC.W.6.1.bCCSS.W.6.1.bNC.W.6.1.cCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aCCSS.SL.6.1TN.6.RI.IKI.8TN.6.SL.CC.1TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9TN.6.W.TTP.1.aTN.6.W.TTP.1.bTN.6.W.TTP.1.c	Students deconstruct the model essay and then work with a partner to plan their collaborative essays, using their Argument Writing Plan graphic organizers to introduce their main claim and organize their reasons and evidence.	I can gather and evaluate evidence in order to make a claim for a literary argument essay about whether Cal should leave school to find Pop. I can plan a literary argument essay about whether Cal should leave school to find Pop. I can provide kind, specific, and helpful feedback to peers.	Opening A: Entrance Ticket Work Time A: Collaborative Literary Argument Evidence note-catcher Work Time B: Collaborative Literary Argument Writing Plan graphic organizer
Lesson 3 - Collaborative Literary Argument Essay: Analyze a Model and Draft an Introduction CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.1NC.RI.6.1CCSS.W.6.1.aNC.W.6.1.bCCSS.W.6.1.dNC.W.6.1.eCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.W.PDW.5TN.6.RI.KID.1TN.6.RL.KID.1TN.6.W.PDW.4TN.6.W.RBPK.9TN.6.W.TTP.1.aTN.6.W.TTP.1.cTN.6.W.TTP.1.i	Students use their completed writing planner to continue working on their collaborative essay, focusing specifically on drafting the introduction.	I can determine the characteristics of an effective main claim by analyzing the model. I can collaboratively write an introduction with a strong main claim for an argument essay about whether Cal should leave school to find Pop. I can provide kind, specific, and helpful feedback to peers.	Opening A: Entrance Ticket Work Time B: Language Dive note-catcher Work Time C: Introduction of Collaborative Literary Argument Essay Closing and Assessment: Peer review on sticky note
Lesson 4 - Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 1 CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.8NC.RI.6.8CCSS.W.6.1.aNC.W.6.1.bCCSS.W.6.1.bNC.W.6.1.cCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.RI.IKI.8TN.6.RI.KID.1TN.6.RL.KID.1TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9TN.6.W.TTP.1.aTN.6.W.TTP.1.bTN.6.W.TTP.1.c	Students draft the first Proof Paragraph of their collaborative essays.	I can analyze the structure of Proof Paragraph 1 of the model essay. I can determine the characteristics of an effective support paragraph by analyzing the model. I can collaboratively write Proof Paragraph 1 for an essay on whether Cal should leave school to find Pop.	Opening A: Entrance Ticket Work Time B: Proof Paragraph 1 of Collaborative Literary Argument Essay
Lesson 5 - Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 2 CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.5CCSS.RI.6.8NC.RI.6.8CCSS.W.6.1.aNC.W.6.1.bCCSS.W.6.1.bNC.W.6.1.cCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.RL.KID.1TN.6.RI.KID.1TN.LA.6.RI.CS.5TN.6.RI.IKI.8TN.6.W.TTP.1.aTN.6.W.TTP.1.bTN.6.W.TTP.1.cTN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9	Students continue to analyze the model and draft their collaborative essay, focusing next on Proof Paragraph 2.	I can revise a Proof Paragraph to make it more effective I can analyze the structure of Proof Paragraph 2 of the model. I can collaboratively write Proof Paragraph 2 for an essay on whether Cal should leave school to find Pop	Opening A: Entrance Ticket Work Time A: Analyze a Model: Proof Paragraph 2 Work Time B: Proof Paragraph 2 of Collaborative Literary Argument Essay
Lesson 6 - Collaborative Literary Argument Essay: Analyze a Model and Draft Conclusion CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.1NC.RI.6.1CCSS.W.6.1.aCCSS.W.6.1.eNC.W.6.1.bNC.W.6.1.fCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.RL.KID.1TN.6.RI.KID.1TN.6.W.TTP.1.aTN.6.W.TTP.1.cTN.6.W.TTP.1.eTN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9	Students draft the conclusion of their collaborative essay.	I can determine the characteristics of a strong reflection by analyzing the model. I can collaboratively write a conclusion with a strong reflection for an essay about whether Cal should leave school to find Pop. I can provide kind, specific, and helpful feedback to peers.	Opening A: Entrance Ticket Work Time A: Analyze the Model Conclusion Chunk Work Time B: Conclusion of Collaborative Literary Argument Essay Work Time C: Peer review on sticky note
Lesson 7 - Gather Evidence and Plan Independent Literary Argument Essay CCSS.RL.6.1NC.RL.6.1CCSS.W.6.1.aNC.W.6.1.bCCSS.W.6.1.bNC.W.6.1.cCCSS.W.6.1.eNC.W.6.1.fCCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aTN.6.RL.KID.1TN.6.W.TTP.1.aTN.6.W.TTP.1.bTN.6.W.TTP.1.cTN.6.W.TTP.1.eTN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9	Students use what they learned during the collaborative writing process to independently plan their argument essay.	I can gather and evaluate evidence in order to make a claim for a literary argument essay about whether Cal should return to Challagi. I can plan a literary argument essay about whether Cal should return to Challagi.	Work Time A: Independent Literary Argument Evidence note-catcher Work Time B: Independent Literary Argument Writing Plan graphic organizer
Lessons 8-9 - Mid-Unit 3 Assessment: Write a Literary Argument Essay CCSS.RL.6.1NC.RL.6.1CCSS.RL.6.3NC.RL.6.3CCSS.W.6.1CCSS.W.6.4CCSS.W.6.5NC.L.5.1.iNC.L.6.1.qNC.L.6.1.tNC.W.5.3.gNC.W.6.2.aNC.W.6.2.hNC.W.6.3.aNC.W.6.3.gCCSS.W.6.9.aCCSS.L.6.2CCSS.L.6.3CCSS.L.6.6NC.L.6.6TN.6.RL.KID.1TN.6.RL.KID.3TN.6.W.TTP.1TN.6.W.PDW.4TN.6.W.PDW.5TN.6.W.RBPK.9TN.LA.6.L.CSE.2TN.6.L.KL.3TN.6.L.VAU.6	Over the course of two lessons, students complete the Mid-Unit 3 assessment for which they independently draft their Literary Argument essays based on their evidence gathering and planning.	I can write a literary argument essay about whether Cal should return to Challagi.	Opening A: Entrance Ticket Work Time A: Mid-Unit 3 Assessment Closing and Assessment A: Track Progress
Lesson 10 - Prepare for Performance Task: Analyze a Model and Select a Text CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.6CCSS.SL.6.2TN.6.RI.CS.6TN.6.RI.KID.1TN.6.SL.CC.2	Students prepare for the end of unit assessment and performance task by analyzing a model and then reviewing and choosing a text with which to work.	I can paraphrase the key ideas and demonstrate understanding of the perspective being conveyed in the model performance task recording. I can analyze a model for characteristics of an effective performance task.	Opening A: Entrance Ticket Work Time A: Analyze a Model Performance Task Recording Work Time B: Select a text
Lesson 11 - Plan Performance Task: Audio Museum CCSS.W.6.4CCSS.W.6.10CCSS.L.6.2CCSS.L.6.3.aNC.L.6.3.aNC.L.9-10.1.iTN.6.L.KL.3TN.6.W.PDW.4TN.6.W.RW.10TN.LA.6.L.CSE.2	Students continue to prepare for the performance task. They participate in a Language Dive to examine a key sentence from the preface of the model recording. Then, they write their own preface and reflection, which will frame their reading.	I can analyze the “context for reading” sentence from the model performance task preface. I can plan the preface and reflection sections of my performance task recording.	Opening A: Entrance Ticket Work Time A: Language Dive: Model Recording Preface note-catcher Work Time B: Performance Task Recording Planner
Lesson 12 - End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.6NC.RI.6.6CCSS.SL.6.2CCSS.SL.6.6CCSS.L.6.6NC.L.6.6TN.6.RI.KID.1TN.6.RI.CS.6TN.6.SL.CC.2TN.6.SL.PKI.6TN.6.L.VAU.6 (optional CCSS.L.6.1CCSS.L.6.3.aNC.L.6.3.aNC.L.9-10.1.iTN.6.L.CSE.1.bTN.6.L.KL.3)	As part of the end of unit assessment, students record themselves reading aloud their preface, their selected text, and their reflection to be featured during the audio museum performance task.	I can assess and revise my performance task recording. I can reflect on, assess, and give feedback on my peers’ recording. I can correctly use pronouns and vary my sentences for meaning and interest.	Opening A: Entrance Ticket Work Time A, B, and C: End of Unit 3 Assessment: Rehearse and Refine Performance Task Recording Homework A: Performance Task Recording
Lesson 13 - Participate in Performance Task: Audio Museum CCSS.RI.6.1NC.RI.6.1CCSS.RI.6.6NC.RI.6.6CCSS.SL.6.1CCSS.SL.6.2CCSS.L.6.6NC.L.6.6TN.6.L.VAU.6TN.6.RI.CS.6TN.6.RI.KID.1TN.6.SL.CC.1TN.6.SL.CC.2	Students participate in the Voices of American Indian Boarding Schools Audio Museum event. They answer questions about their classmate’s performance task recordings, using evidence from the recording to support their analysis.	I can paraphrase the key ideas and demonstrate understanding of the perspectives being conveyed in the audio museum recordings. I can participate in a discussion to reflect on the audio museum, the module overall, and my own learning	Work Time A: Audio Museum: Responses and Reflections note-catcher

Grade 6, Module 3 - Pacing Guide