If By Rudyard Kipling And Bud Not Buddy Essay



Myths: Not Just Long Ago
Reading Closely and Writing to Learn

Module Description:
In Module 6.1, students study the purposes and elements of mythology. Students read Rick Riordan’s The Lightning Thief with a focus on the archetypal hero’s journey, closely reading the many mythical allusions. They also read complex informational texts about the elements of mythology. As a whole class, students closely read several complex Greek myths, and then work in small groups to build expertise on an additional myth. Students then develop their narrative writing skills as they create their own hero’s journey narrative.


Rules to Live By
Working with Evidence

Module Description:
How do people formulate and use “rules” to improve their lives and communicate these rules to others?  In Module 6.2A, students consider these questions as they read a variety of texts. They begin with Bud, Not Buddy, analyzing character development and considering how figurative language contributes to tone and meaning. They read closely Steve Jobs’ speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level, and then analyze the poem “If” to compare and contrast how the novel and the poem address a similar theme. In an argument essay, students establish a claim about how Bud uses his rules.  Finally, students conduct a short research project related to their own “rules to live by” and write an essay about one important “rule to live by.”


Voices of Adversity
Working with Evidence (Drama)

Module Description:
In Module 6.2B, students explore the idea of adversity of people across time and place, and through multiple modes of writing. Students begin this module with a research-based unit on the Middle Ages. They break into expert groups to read closely about one demographic group in order to write an informational essay based on their research. Students then move on to read literature: Good Masters! Sweet Ladies! Voices from a Medieval Village, in order to identify the various adversities faced by this cast of characters and to examine the author’s craft. To conclude the unit students move into modern voices of adversity by reading  poems in the books Blue Lipstick and Technically, It’s Not My Fault, and then write their own text about adversities faced by sixth-graders.  


The Land of the Golden Mountain 
Understanding Perspectives

Module Description:
In Module 6.3A, students study how an author develops point of view and how an author’s perspective, based on his or her culture, is evident in the writing. As students read Laurence Yep’s Dragonwings, they analyze how Yep develops the point of view of the narrator, Moon Shadow. They also read excerpts of Yep’s  memoir The Lost Garden to determine how his culture and experiences have shaped his perspective as evidenced in the novel. They read accounts by people from the turn of the century in San Francisco, analyzing perspective and comparing the accounts to those in the novel. Finally, students write newspaper articles that convey multiple perspectives about life for Chinese immigrants in San Francisco in the early 1900s.


Sustaining the Oceans
Understanding Perspectives

Module Description:
In Module 6.3B, students continue to study how an author develops point of view and how an author’s perspective, based on geographic location, is evident in the writing. Students consider point of view as they learn about ocean conservation and the impact of human activities on life in the oceans. They read Mark Kurlansky’s World Without Fish, analyze how point of view and perspective is conveyed, and trace the idea of fish depletion throughout the text. Students also read Flush, a high-interest novel, and read excerpts of an interview with author Carl Hiaasen to determine how his geographic location in Florida shaped  the perspective evident in his novel. To conclude the module, students write an informative consumer guide about buying  fish to be put in a grocery store.  


Insecticides: Costs vs. Benefits 
Reading for Research and Writing an Argument 

Module Description:
In Module 6.4, students consider the balance between human needs and environmental consequences as they read the novel Frightful’s Mountain and complex informational texts about the benefits and drawbacks of DDT. They learn how to trace and evaluate an argument in written texts and videos on this topic, and conduct both supported and  independent research.  Through structured discussions and decision-making protocols, students form their own argument about the use of DDT. Students then apply their research to write a position paper in which they support that claim with evidence.
​PCG's Paths to College and Career curriculum provides educators with lesson-by-lesson guidance to implement the Common Core State Standards (CCSS) for grade 6 English Language Arts (ELA). In grade 6, students build their ability to read closely, use evidence, write effectively and conduct research through the examination of a wide variety of fiction and non-fiction texts. Students explore mythology, social justice, the rules we live by, and build knowledge about environmental issues like pesticide use.  Here's some of what students read in grade 6: The Hero's Journey, Bud, Not Buddy, Dragonwings, Frightful's Mountain​.

Download the grade 6 curriculum map for a detailed overview of the grade 6 curriculum:​​​
Grade 6 ELA Curriculum Map.pdf
File Size: 272 kb
File Type: pdf
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Primary Texts:
  • “Key Elements of Mythology,” Expeditionary Learning
  • “The Hero’s Journey,” Expeditionary Learning
  • The Lightning Thief, Rick Riordan
Number of Lessons:
40 lessons (including performance assessment)
Primary Texts:
  • Good Masters! Sweet Ladies!  Voices from a Medieval Village, Laura Amy Schlitz
  • Blue Lipstick: Concrete Poems, John Grandits
  • Technically, It’s Not My Fault: Concrete Poems, John Grandits
Number of Lessons:
40 lessons (including performance assessment)
This module is not available for purchase
Primary Texts:
  • Flush, Carl Hiassen
  • World Without Fish, Mark Kurlansky 
Number of Lessons:
40 lessons (including performance assessment)
This module is not available for purchase
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    • Fifth Grade: Extended-Response Essay, Text-Based, PART 1
    • Fifth Grade: Module One, Narrative Writing
    • Fifth Grade: Module Two, Writing Like a Scientist
    • Fifth Grade: Module 3A, Unit 3, "Sports and Athletes' Impact on Culture"
    • Fifth Grade: Module 4, Unit 3, "Writing an Opinion Speech"
    • Fifth Grade: Dream Unit
    • Fifth Grade: Extended-Response Essay, Text-Based, PART 2
    • Fifth Grade: Poetry
    • Fifth Grade: Reading Closely for Textual Details
    • Fifth Grade: Memoir Writing
    • Fifth Grade: Informational Writing
    • Fifth Grade: Grammar Page!
  • Writing 6
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Sixth Grade Writing
Module 2A
, Unit 3
:  "My Rule to Live By"

Please note:  The dates regarding homework and classwork are subject to change.  Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.

The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.

**Please note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class.  Unit 3 is the writing portion of Module 2A.

Central Texts: 
  • Christopher Paul Curtis, Bud, Not Buddy (Yearling, 2002), ISBN-13: 978-0440413288.
  • Steve Jobs, “Stanford University Commencement Address,” speech made on June 12, 2005.

Writing TaskArgument Essay: “My Rule to Live By”
While studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will write an argument essay that convinces their peers to follow "my rule to live by."  Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the adapted NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.

This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.

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.

Guiding Questions and Big Ideas:
  • What are “rules to live by”? 
  • How do people formulate and use “rules” to lead better lives?
  • How do people communicate these “rules” to others? 
  • People develop “rules to live by” through their own life experience.
  • These “rules to live by” are communicated through a variety of literary modes.        

Resources Website Links:
NYS Social Studies Core Curriculum:
Unifying Themes (pages 6–7)
•    Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions supports the development of identity. Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.
•    Theme 5: Development and Transformation of Social Structures: Role of social class, systems of stratification, social groups, and institutions. Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture. Social and political inequalities. Expansion and access of rights through concepts of justice and human rights.

Social Studies Practices, Grades 5–8:
•    Descriptor 4) Gathering, Using, and Interpreting Evidence
Descriptor 5) The Role of the Individual in Social and Political Participation

Saving a document to your student folder on Scio's network drive:
To view many amazing videos and resources:
          1) Go to snap.caboces.org. 
          2) Enter your username and password. 
          3) Your username and password is written on the first page in your agenda.
          4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360,Discovery Education, and BrainPop, for many amazing videos and resources.
          5) After clicking on to LEARN360,Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.

Sixth Grade Writing Rubric:
Common Core Standards and Module Overview:
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy

"What Does the Text SAY" Writing Prompts:
"What Does the Author MEAN?" Writing Prompts:
"Why Does it Matter?" Writing Prompts:
"My Rule to Live By" Outline:
First Week of School PowerPoint:
Mrs. Looney's Class Expectations and Contract:
Themes for the Year:
  • "We are in the world to change the world."  Kathe Kollowitz
  • "Be the change you wish to see in the world." Mahatma Gandhi
  • Dream it. Be it.
  • Wave your flag!
  • Each one of us is an important piece of the puzzle.

Welcome! I am so glad to have you in my class!

Homework due Wednesday, September 6, 2017:  Get agenda signed. Please have parents fill out paperwork and return it to school to your homeroom teacher. Thank you!
Classwork, Tuesday, September 5, 2017: First day of school!  Welcome!
  • To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
  • As you watch the video, determine what message K'NAAN is trying to get across to us.
  • Jot down your ideas.
  • After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
  • I can define the word "alliteration."
  • I can use an example of an alliteration in a sentence.
  • Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
  • To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
  • According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another."  For example, "Lisa Looney likes loud lizards."

Welcome Video: K'NAAN "Wavin' Flag"
Homework due Thursday, September 7, 2017:  Get agenda signed. Bring in paperwork filled out by parents and bring it to your homeroom teacher.
Classwork, Wednesday, September 6, 2017:
  • We can help each other organize our binders and homework folders.
  • We will go over classroom procedures.
  • As a class we will discuss the meaning of annotation.
  • We will come up with a list of reasons when and why we annotate.
  • We will brainstorm ideas as to what symbols we can use while we annotate.
  • Mrs. Looney will model how to annotate by using the lyrics to "Wavin' Flag." See above for lyrics.
  • Students will annotate the remainder of the lyrics.
Homework due Friday, September 8, 2017:  Complete Brainstorm List of Goals.
Classwork, Thursday, September 7, 2017:  "Wave Your Flag," by K'Naan.
  • LEARNING TARGET: I can create a list of themes found in the song "Wave Your Flag."
  • Using the NYS rubric, students will self-assess the beginning-of-the-year writing assessment.
  • We will continue with our beginning-of-the-year discussions about expectations.
  • In order to reach our individual goals, we will need to work as a team.
  • We will make a list of all the things we can do to work together as a team in order to make our school year fantastic.
  • After we determine how we can help each other, we will brainstorm a list of goals that we want to accomplish over the next few months and over the school year. We will add the smaller goals and strategies to this list. Students will fill up an entire page in their notebook.
  • Culture:  the knowledge, beliefs, customs, and values of a group of people.
  • Society: a community of people who share a common culture.
  • In social studies this year, we will be learning about different cultures and societies.  In our classroom, in our school, in our Scio community we are part of a society.  We have our own culture.  This culture consists of values and rules that guide us.  In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year possible.
  • In celebration of the wonderful first few days that we have had together, we will watch and listen to an inspiring song written by K'naan called "Wave Your Flag." As a class we will discuss what a theme is. We will brainstorm a list of themes that we can infer from this song and the lyrics.

Homework due Friday, September 8, 2017:  Complete the "Writing Interview" sheet found below. Put the completed work in the homework file folders. Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Thursday, September 7, 2017:  "Writing Interview" sheet.
  • Mrs. Bess will check in with us about how well our new organized binder is working for us.
  • Mrs. Looney will guide the students through the "Writing Interview" sheet.  She will explain each question and share its importance.
  • Each student will have time to work on this sheet in class.  It is to be completed at home and turned in tomorrow.
Homework due Monday, September 11, 2017:  None.
Classwork, Friday, September 8, 2017:  "Wave Your Flag," by K'naan.

Homework due Tuesday, September 12, 2017:  Complete your brainstorm list of things that are important to you. Get the Mrs. Looney's Class Expectations Contract signed. Get agenda signed.
Classwork, Monday, September 11, 2017: 
  • Common Core Standards addressed:
    • ELA.CC.6.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
    • ELA.CC.6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • As a class, we will go over the class expectations. Students and Mrs. Looney will sign the contract agreeing to do the very best that we can this year in order to reach our goals. Students will be the expectations packet and contract home for their parents to sign.
  • To prepare for our beginning-of-the-year writing assessment, students will create a list of things that are important to them, things that they value, things that they like. For example:
    • hobbies
    • interests
    • favorite subject in school
    • favorite food
    • favorite kind of music
    • favorite song
    • favorite movie
    • favorite book
    • goals for this year
    • what you want to be when you grow up
  • Students are to add at least ten items to their list. Some students will try to fill up the whole page in their notebook.

Mrs. Looney's Class Expectations Contract: Sign and return.
Homework due Wednesday, Thursday, and Friday, September 13, 14, 15, and 18, 2017: Bring in signed Class Expectations Contract.
Classwork, Tuesday, Wednesday, and Thursday, September  12, 13, 14, and 15, 2017: Students will type a friendly letter.
  • New York State Common Core Learning Standards
    • ELA.CC.6.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
    • ELA.CC.6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 
  • Activate Prior Knowledge:
    • Example: sending and receiving a birthday card.
    • Question: If you were ever at a place or on an adventure when you did not have a phone or internet, what could you do to communicate with other people that you miss and live so far away?
    • Prior life experience: If you have ever had a time when you moved away from friends, how did you keep in touch.
    • Mrs. Looney will explain the connection between what the students already know and  what they are going to learn next. Today we are going to learn how to write a friendly letter to someone that is at basic training in the military and has very little connection with family and friends.
  • Learning Target:  (Skill Development)
    • Skill Development:
      • Students will write a friendly letter and will include all the parts of a friendly letter. These letters will be typed on the computer.
      • I can write a friendly letter.
      • I can include the heading, greeting, body, closing, and signature of a friendly letter.
      • I can use proper capitalization, punctuation, and spelling.
  • Personal Importance/Real Life Importance/Academic Importance:
    • Does anyone have any other reasons why this lesson is important academically?
    • Does anyone have any other reasons why this lesson is important in your life?
  • Guided Practice:
    • Mrs. Looney will explain and show the students the parts of a friendly letter.
    • Mrs. Looney will model preparing to write a friendly letter. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
    • Mrs. Looney will demonstrate and begin typing her letter on a word document on the SmartBoard.
    • Students will perform their initial practice step-by-step at the same time as a whole group.
    • First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
    • Gradually, students will begin to do the steps individually.
    • Students will use the friendly letter guide for ideas of what to include in the letter.
    • Students will review the list of people, places, things, and activities that are important to them. They will add these things to their letter to share a bit about themselves.
    • By the end of the guided practice, students will be able to perform the steps individually.
  • Closure: 
    • Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
    • Are students able to tell why it is important to learn the information that they have just been taught?
    • Are students able to complete the skill that has just been taught to them?
  • Independent Practice:
    • The students will type their letters.

Friendly Letter Format:

Homework due Tuesday, September 19, 2017: None. 
Classwork, Monday, September 18, 2017: Students will finish their friendly letters. Students will choose a quote and make a small poster with the inspiring words.
Homework due Wednesday, September 20, 2017: None. 
Classwork, Tuesday, September 19, 2017:
  • Common core standards addressed:
  • ​ELA.CC.RI.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.
  • During the last few weeks we have been analyzing and annotated the lyrics to the song "Wavin' Flag," by K'Naan.
  • We have also analyzed and annotated the article "Mummy Melodrama: Top Secrets About Ötzi the Iceman."
  • Students will discuss the purpose of analyzing and annotating the words to the song and analyzing and annotating the article.
  • We will connect today's lesson with the novel that the sixth graders are reading in Mr. Smith's class: Bud, Not Buddy.
  • Bud had a rule to live by. What is an example of Bud's rule to live by?
  • What are some common rules to live by? 
  • What is your rule to live by?
  • Today we will be watching the video "Kid President's Pep Talk to Teachers and Students!" https://www.youtube.com/watch?v=RwlhUcSGqgs
  • During the video, students will take notes on the main points of the video.
  • What are Kid President's rules to live by?
  • Students will begin to think about what their rules to live by are. They will begin jotting down some ideas in a list.
"Ten Rules to Live By," written by Mo Seetubtim
One Author's Perspective.

"Rules to Live By," A 90-Year-Old Woman's Insight

Homework due Monday, September 25, 2017
: "This I Believe" List due on Tuesday, October, 4, 2017.
Classwork, Friday, September  21, 2017:

Common Core standards addressed:
    • ELA.CC.W.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • ELA.CC.W.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, focusing on how well purpose and audience have been addressed. 
  • What is a "creed"? A creed is a set of beliefs. Today we will listen to a few poems written about peoples' beliefs.
  • Students will listen to a poem written by a six-year-old boy that has been broadcasted on the National Public Radio station. Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
  • Students will create their own poem and list of ideas that they believe in and define who they are.
  • As an example of this, students will listen to another poem written by a friend of Mrs. Looney's, Dave Kane, who has lived in Brazil for many years. It was written while he was living in Brazil.
  • The students' poems will take the format of Dave Kane's and of seven-year-old Tarek McLain's poem.
  • Before students begin writing their poems, they will reread the lists that they have already began creating from Kid President, President Obama, and Rudyard Kipling.
  • Students will read their "This I Believe" list and will arrange the items in categories of similar "themes."
  • Students will type their "This I Believe" poem.
  • After the rough  draft is typed, students will use thesauruses to improve their word choice.
  • Students will read their poem out loud and think of ways they can improve the sentence fluency.
  • Students may also want to add a few "fun" items to their list- items that are important to them but items that they can live without. For example, ripe mangoes, long hair, the World Cup.
  • After the poem is typed, students will consider changing the order of some of the items on the list.
  • Refer to Dave Kane's "Creed" (see above) or Tarek McLain's Thirty Things I Believe list for ideas about form, structure, and word choice.  Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226

  • Bill Harley's "Rules to Live By" "Rules of the Universe"
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