Grade 6 ELA Module 2A, Unit 2, Lesson 10

Teacher assisting student with close reading of text.

• In this lesson, students are introduced to and discuss the question about which they will be writing their essay: How does Bud
use his rules: to survive or to thrive?
• Lessons 10 and 11 launch students into the analysis and evaluation of the text evidence that best supports their claim. The graphic organizer and rule chart completed in this lesson will also be used in Lesson 11.
• Students work with a Forming Evidence-based claims graphic organizer similar to one they used in Module 1. This graphic organizer is adapted in collaboration with Odell Education based on their Evidence-Based Claims worksheet (also see standalone document on EngageNY.org and odelleducation.com/resources).
• Students will engage in group work to review one of Bud’s rules and how he used it. One of the rules will be used for the class model, so the remaining 10 rules will be reviewed by students. The purpose of the Gallery Walk is for students to have a chance to review and analyze all the rules and make a claim about them.
• The Gallery Walk is silent so students can have a quiet space as they read and think about each rule and analyze how best to use the text evidence. The Mix and Mingle is used in the middle of the Gallery Walk to give students time to vocalize their claim.

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences...
W.6.4 Produce clear and coherent writing in which the development, organization, and style are...
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by...

Curriculum Map