Cross-world Debates: Characters from Books Engage in Coming of Age Texts
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Cross-world Debates: Characters from Books Engage in Coming of Age Texts

Grade 6English5 days
In 'Cross-world Debates: Characters from Books Engage in Coming of Age Texts', 6th-grade students explore coming-of-age themes by participating in character debates from the books 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', and 'The Outsiders'. This project allows students to dive deep into the characters' traits, motivations, and development through activities like writing journal entries from the characters' perspectives, creating theme tracker charts, and engaging in Socratic Seminars. Ultimately, students participate in cross-world debates, utilizing their understanding to argue and discuss shared themes, supported by textual evidence and collaborative discussions.
Coming-of-AgeCharacter DebatesTextual EvidenceSocratic SeminarCross-world CharactersTheme AnalysisCollaborative Discussion
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can characters from 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', and 'The Outsiders' debate shared themes, particularly the coming-of-age journey, considering their unique settings, time periods, characteristics, and motivations, and what arguments might arise regarding points of agreement or disagreement among them?

Essential Questions

Supporting questions that break down major concepts.
  • What coming-of-age themes do the texts 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', and 'The Outsiders' share, and how can characters from these books debate these themes?
  • How do the settings and time periods of each book influence the perspective of their characters, particularly in relation to their coming-of-age experiences?
  • What are the key characteristics and motivations of the main characters from each book, and how would these influence their arguments in a debate on coming-of-age?
  • How can the events and resolutions in each book be used to support an argument related to its central coming-of-age themes?
  • What are some potential points of agreement or disagreement among characters from different books about their coming-of-age journeys?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze the themes of 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', and 'The Outsiders'.
  • Understand and compare the settings, time periods, and characters from multiple texts.
  • Construct well-supported arguments based on the texts' events and characters.
  • Engage in collaborative discussion to explore multiple perspectives.
  • Cite textual evidence to support character perspectives and arguments.

Common Core Standards

CCSS.ELA-LITERACY.RL.6.1
Primary
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: Students will analyze texts to understand characters' perspectives and use evidence in debates.
CCSS.ELA-LITERACY.SL.6.1
Primary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics and texts, building on others' ideas and expressing their own clearly.Reason: The project involves debating and discussion, which requires effective communication and collaboration.
CCSS.ELA-LITERACY.RL.6.3
Secondary
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Reason: Understanding characters' development is essential for portraying them accurately in debates.
CCSS.ELA-LITERACY.RL.6.6
Secondary
Explain how an author develops the point of view of the narrator or speaker in a text.Reason: Students must understand point of view to accurately represent character perspectives in debate.
CCSS.ELA-LITERACY.W.6.1
Supporting
Write arguments to support claims with clear reasons and relevant evidence.Reason: Debating themes requires students to formulate and articulate their arguments clearly.

Entry Events

Events that will be used to introduce the project to students

Escape Room: Literary Worlds Unite

Transform the classroom into an escape room where students must solve puzzles based on the texts. With hidden messages and clues leading to a larger debate question, each solved puzzle reveals more about a character’s motives and morals, paving the way for a dynamic debate environment.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Character Deep Dive Journal

Students will create a journal entry for a character of their choice from one of the four books. This activity is designed to help students analyze character traits, motivations, and development by expressing them through the character's voice.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Choose a character from one of the texts: 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', or 'The Outsiders'.
2. Research and gather notes about the character’s traits, motivations, and development throughout the story.
3. Write a journal entry from the character’s perspective, focusing on a key event in the book.
4. Cite textual evidence that supports your characterization in the journal entry.

Final Product

What students will submit as the final product of the activityA journal entry written from the perspective of a chosen character, including textual evidence for support.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.6.3 (Describe how a character responds to events) and CCSS.ELA-LITERACY.RL.6.1 (Cite textual evidence).
Activity 2

Theme Tracker Chart

This activity engages students in tracking and comparing coming-of-age themes across the four texts, fostering deeper understanding of how these themes are uniquely addressed by different characters and settings.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Create a chart with sections for each text: 'The Watsons Go to Birmingham', 'The Giver', 'Life in Motion', and 'The Outsiders'.
2. For each text, identify key events and character actions that illustrate the coming-of-age theme.
3. Compare and contrast the portrayal of these themes in two characters across different books.
4. Record your findings in the chart, noting any textual evidence.

Final Product

What students will submit as the final product of the activityA completed theme tracker chart that compares the coming-of-age themes across the different texts, supported by textual evidence.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.RL.6.1 (Cite textual evidence) and CCSS.ELA-LITERACY.RL.6.6 (Understand point of view).
Activity 3

Debate Prep Enhancement: Socratic Seminar Approach

This activity enhances the existing debate preparation by integrating a Socratic Seminar approach to facilitate exploration deeper into their character’s arguments and viewpoints. Students will engage in a structured group dialogue, focusing on thoughtful questioning and discussion to refine their debate positions. They will then utilize these insights to improve their argument organizers.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Participate in a Socratic Seminar with peers, posing and responding to open-ended questions about the coming-of-age themes across different texts.
2. During the seminar, focus on understanding different perspectives and developing questions that can enhance your character’s arguments.
3. Take notes on the insights and new ideas gained from the seminar that relate to your character’s point of view.
4. Refine your argument organizer using the insights gained from the Socratic Seminar, ensuring stronger claims and more diverse evidence.

Final Product

What students will submit as the final product of the activityA refined argument organizer, enriched with insights and evidence from the Socratic Seminar.

Alignment

How this activity aligns with the learning objectives & standardsEnhances CCSS.ELA-LITERACY.SL.6.1 (Effective discussions) and CCSS.ELA-LITERACY.W.6.1 (Write arguments with evidence) by promoting critical thinking and dialogue.
Activity 4

Cross-World Character Role-Play

In this culminating activity, students will participate in a character debate, taking on roles from different books to discuss shared themes and perspectives. This role-play helps in synthesizing information, developing communication skills, and understanding diverse perspectives.

Steps

Here is some basic scaffolding to help students complete the activity.
1. In small groups, assume the character role you have prepared during previous activities.
2. Engage in a debate with characters from other books, focusing on the selected theme.
3. Use the argument organizer and theme tracker chart to support your points during the debate.
4. Listen to opposing arguments and offer respectful rebuttals based on evidence from the text.

Final Product

What students will submit as the final product of the activityA live debate performance featuring characters from different texts discussing common themes, supported by evidence.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.SL.6.1 (Collaborative discussions) and CCSS.ELA-LITERACY.W.6.1 (Formulate arguments).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Cross-World Debate Assessment Rubric

Category 1

Character Understanding

Assessment of how well students comprehend and convey their character's traits and development.
Criterion 1

Character Traits and Development

Measures how effectively students describe and portray the character's traits and evolution within the text.

Exemplary
4 Points

Demonstrates sophisticated understanding of character traits and development, articulating nuances and complexities with advanced insight.

Proficient
3 Points

Shows thorough understanding of character traits and development, capturing key elements effectively.

Developing
2 Points

Provides an emerging understanding of character traits and development but misses some critical elements.

Beginning
1 Points

Exhibits minimal understanding of character traits and development, lacking depth in portrayal.

Criterion 2

Use of Textual Evidence

Assesses the use and integration of textual evidence to support character portrayal and arguments.

Exemplary
4 Points

Integrates comprehensive and well-chosen textual evidence that significantly strengthens character portrayal and arguments.

Proficient
3 Points

Uses clear and relevant textual evidence that supports character portrayal and arguments.

Developing
2 Points

Incorporates some relevant textual evidence, though inconsistently or with limited effectiveness.

Beginning
1 Points

Struggles to use appropriate textual evidence, with minimal support for character portrayal and arguments.

Category 2

Thematic Analysis

Evaluation of student’s ability to analyze and articulate themes across different texts.
Criterion 1

Theme Identification and Analysis

Looks at how well students identify and analyze themes across texts.

Exemplary
4 Points

Demonstrates advanced ability to identify and analyze themes, offering deep, original insights across texts.

Proficient
3 Points

Thoroughly identifies and analyzes themes with clear understanding across texts.

Developing
2 Points

Shows some ability to identify and analyze themes, but lacks depth and clarity across texts.

Beginning
1 Points

Identifies themes poorly, with minimal analysis and understanding across texts.

Category 3

Argumentation Skills

Assessment of the student’s ability to construct and present coherent and persuasive arguments.
Criterion 1

Argument Construction

Evaluates how well students construct logical, evidence-based arguments.

Exemplary
4 Points

Constructs highly logical, coherent, and compelling arguments with exceptional clarity and insight.

Proficient
3 Points

Builds logical and coherent arguments that are persuasive and clear.

Developing
2 Points

Creates arguments that are somewhat coherent but lack consistency and clarity.

Beginning
1 Points

Struggles with constructing logical arguments, often lacking coherence and clarity.

Criterion 2

Debate Participation and Expression

Measures engagement and effectiveness in expressing ideas during debates.

Exemplary
4 Points

Demonstrates exceptional engagement and eloquence in expressing ideas during debates, actively leading discussions.

Proficient
3 Points

Consistently participates and clearly expresses ideas during debates, engaging effectively.

Developing
2 Points

Participates in debates but struggles with clarity and engagement.

Beginning
1 Points

Barely participates or expresses ideas unclearly, needing significant prompting.

Category 4

Collaboration and Reflection

Evaluates collaboration skills and the ability to reflect on learning experiences.
Criterion 1

Collaborative Contributions

Assesses how well students collaborate and contribute to group activities and discussions.

Exemplary
4 Points

Leads collaborative efforts, facilitating positive and productive group dynamics.

Proficient
3 Points

Contributes effectively to collaborative efforts, supporting group dynamics positively.

Developing
2 Points

Participates in collaboration but with variable effectiveness and consistency.

Beginning
1 Points

Struggles to contribute positively to collaborative efforts, often needing guidance.

Criterion 2

Reflective Insights

Measures the ability to reflect on learning activities to gain insights and enhance understanding.

Exemplary
4 Points

Offers profound and reflective insights into learning experiences, demonstrating significant personal growth.

Proficient
3 Points

Provides clear and thoughtful reflections that enhance personal understanding and growth.

Developing
2 Points

Offers reflections that are basic and limited in providing personal insights.

Beginning
1 Points

Provides minimal and superficial reflections, showing limited personal engagement.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the debate experience and describe how it helped you deepen your understanding of the coming-of-age themes presented in the four texts.

Text
Required
Question 2

On a scale of 1 to 5, how well do you feel you understood and portrayed your character during the final debate?

Scale
Required
Question 3

What was the most challenging aspect of preparing for and participating in the cross-world debate, and how did you overcome it?

Text
Optional
Question 4

After participating in the Socratic Seminar and the debate, which character’s perspective (other than your own) did you find most compelling, and why?

Text
Optional
Question 5

Multiple-choice: Which activity did you find most effective in helping you prepare for the debate?

Multiple choice
Optional
Options
Character Deep Dive Journal
Theme Tracker Chart
Socratic Seminar
Debate Prep Enhancement Activities