K G K SCH bG1jYXN0aWxsbzFAYWxkaW5laXNkLm9yZw WW Insync G6 M1 L30 StudentHandout30A 2

Copyright © 2016 Great Minds®
Step 1: EOM Evidence Organizers
Handout 30A: End of Module Task Organizer
G6 M1 Handout 30A • WIT & WISDOM™

BUD: Bud, Not Buddy
How would you describe the character and how he/she viewed the world and How would you describe the character and how he/she viewed the world and
him/herself at the start of the novel? him-/herself at the end of the novel? In other words, how was this character
transformed by his/her experiences throughout the text?
Date Class
Name
Page 1 of 16

Hardships Responses Characteristics Transformation?
What hardship did the character How did the character respond to What does this response reveal To what extent does this
face? the hardship? about the character? In other words, characteristic contribute to
what do we learn about his/her the character’s resilience and
character traits or characteristics? transformation?
Date
Name
Class
Page 2 of 16

BILLIE JO: Out of the Dust
How would you describe the character and how he/she viewed the world How would you describe the character and how he/she viewed the world and
and him/herself at the start of the novel? him-/herself at the end of the novel? In other words, how was this character
transformed by his/her experiences throughout the text?
Date Class
Name
Page 3 of 16

What hardship did the character How did the character respond to the What does this response reveal To what extent does this
face? hardship? about the character? In other words, characteristic contribute to
what do we learn about his/her the character’s resilience and
character traits or characteristics? transformation?
Date
Name
Class
Page 4 of 16
Name
Date Class
Step 2: EOM Exemplar Evidence Organizer
BAYARD KELBY: Out of the Dust
How would you describe the character and how he/she viewed the How would you describe the character and how he/she viewed the world
world and him/herself at the start of the novel? and him-/herself at the end of the novel? In other words, how was this
character transformed by his/her experiences throughout the text?
Bayard won’t accept that droughts have been ongoing; he keeps Bayard makes peace with hardship. He changes his attitude about the
believing that rain will fall. best way to farm. Bayard realizes that he needs to listen to the land.
Bayard literally fights against the dust. He runs out into dust He understands that he can’t fight droughts or dust storms but needs
storms as if he can stop them. He doesn’t cry when he can’t. to adapt. He becomes willing to change what and how he grows. At
Bayard refuses to change his farming methods. the end of the novel, he decides that he will plant other things besides
wheat, and he will replant the grass like Ma wanted.
Bayard gets drunk. He does not want to deal with the reality that
Ma is dying. When Billie Jo runs away, Bayard realizes that he needs to start
appreciating what he has and needs to communicate with his
Bayard’s depression makes him stop desiring to be connected
daughter. He does not want to lose her.
to people. Example 1: Bayard withdraws from Billie Jo. They no
longer communicate after Ma’s death; they live together in a He learns how to forgive himself and his daughter for the accident. His
silent house. His pain causes him to retreat into himself; he stops trip to see a doctor about his cancerous skin spots indicates that he no
being a present father. Billie Jo feels like he is a stranger. longer wants to punish himself. He is ready to live again.
Bayard’s depression makes him stop desiring to be connected to Bayard learns how to be a good parent. He goes to the doctor for Billie
people. Example 2: Bayard withdraws from the world. He spends Jo, and he helps her around the house and opens his heart to her. He
all his time silently digging a huge hole, presumably to create a finds ways to reconnect with his daughter so that she knows that he
man-made pond, and will not engage with others. loves her. He tells her stories of his past, and lets her know that he is
proud of her.
Bayard learns how to re-create a sense of family with his daughter
and with his new love, Louise. He learns how to open his heart and be
vulnerable and loving. He no longer withdraws from the world.
Droughts and dust storms At first, Bayard refuses to change his farming methods Stubborn NO
and fights against the dust storms. Refuses to change
He changes his attitude about the best way to farm and Flexible YES
realizes that he needs to listen to the land. Adaptable
The death of Ma At first, Bayard plunges into a deep depression and Withdrawn NO
withdraws from the world and his daughter. Avoids everything
Gives up
When Billie Jo runs away, Bayard realizes that he Takes responsibility YES
needs to start appreciating what he has and needs to Appreciative
communicate with his daughter. He changes how he Open
responds to Ma’s absence; instead of pulling away from
Caring and loving parent
everyone, he learns how to reconnect and form new
relationships with people.
Copyright © 2016 Great Minds® Page 5 of 16

Name
Date Class
Step 2: EOM Exemplar Essay—Bayard Kelby
Losing a loved one is the worst type of hardship: it is a tragedy. The characters in Karen Hesse’s novel Out of the Dust
experience this type of tragedy; Billie Jo Kelby and her Daddy, Bayard, struggle to carry on after losing their beloved Ma
in a fatal accident. Although Bayard Kelby initially withdraws from the world and his daughter after his wife’s death, he
is jolted awake when Billie Jo runs away. Not wanting to lose Billie Jo, Bayard transforms his broken life by forming new
relationships with loved ones and the land. He creates these relationships by making peace with hardship and learning
how to be a better parent.
Bayard transforms his life by beginning new relationships after he learns how to make peace with hardship. After his
daughter runs away but chooses to return, Bayard realizes that he needs to appreciate what he has and not remain
withdrawn from people by escaping into depression. In response, he no longer fights hardship or the past; he begins
instead to accept that things have changed and move forward. For example, he begins to open his heart to another
woman: Louise. Louise enriches both his and Billie Jo’s lives, and the Kelbys begin to feel like they have a family once again.
Bayard’s “smile/ and his laugh, / and his songs” return, and he feels happy (220). He also makes peace with the land and
does not let the hardships of farming unravel him. He no longer stubbornly plants only wheat but instead agrees that he
should “try some sorghum, / maybe some cotton, / …[and] bring the grass back / like Ma wanted” (226). Instead of feeling
devastated when his tractor stops working, Bayard “walks behind the team” of mules and gets to know the land again
(226). He is willing to try new things, and even help around the house, because he sees his life with new eyes after losing
his beloved wife and then almost losing Billie Jo. By making peace with hardship, Bayard transforms his broken life by
restarting a family and reimagining his relationship with the land.
Besides making peace with hardship, Bayard transforms his broken life by learning how to be a better parent. Being a
better parent enriches Bayard’s life and makes him happier, for he helps Billie Jo feel secure in their relationship, and he
once again enjoys his daughter’s company and can return her love. One way Bayard strengthens his relationship with his
daughter is to visit Doc Rice to have his skin spots evaluated. Before Billie Jo runs away, Bayard “didn’t care much, / if he
had some cancer / and took and died” (209). After his daughter returns and he realizes that he almost lost her, Bayard
wants to keep living, and he visits Doc Rice to demonstrate to his daughter that he has not given up on their little family.
This response makes Billie Jo feel like she has her father back. Another way Bayard becomes a better parent and brings joy
back into his life is his decision to be vulnerable with Billie Jo. After Ma’s death, he withdraws from his daughter and stops
communicating. After Billie Jo runs away and returns, Bayard realizes that he needs to stop staying silent and instead share
himself with his daughter by talking and listening. He tells Billie Jo stories about “when he was a boy” and lets her know
that he “dreamed of running off too,” although he “didn’t have half [her] sauce” (210–211). By sharing with her and paying
her this compliment, Bayard helps Billie Jo understand how much love and respect he has for her. In return, she feels
reconnected to her father, and the two of them make progress toward rebuilding their relationship. By becoming a better
parent, Bayard transforms his and his daughter’s shattered life by inviting love back into it.
The tragedy of losing Ma irreversibly changes Bayard Kelby’s life. He plunges into a deep depression, and as a result,
almost loses his daughter. However, Billie Jo’s departure and her return help Bayard turn around his life and begin
appreciating it. By making peace with hardship and learning how to be a better parent, Bayard transforms his life by
forming a new relationship with Louise, reconnecting with his daughter, and finding a new way to approach his land.
Although hardship almost destroys Bayard, it also ironically highlights the value in what and who is still in his life, and he is
able to see his land, family, and future with renewed eyes.

Name
Date Class
Step 3: ToSEEC Explanatory Essay Graphic Organizers
You may refer to the ToSEEC explanatory essay model and use the graphic organizers on the next pages if they help you
prepare your thinking before writing. Though each body paragraph organizer has only two evidence rows, you are not
limited to two pieces of evidence for each paragraph.
Introduction
Hook
Introduce
Thesis and Preview

Name
Date Class
ToSEEC Body Paragraph 1 Organizer
Topic Statement:
Evidence: Evidence:
Citation: Citation:
Evidence: Evidence:
Citation: Citation:
Concluding Statement:

Name
Date Class
ToSEEC Body Paragraph 2 Organizer
Topic Statement:
Evidence: Evidence:
Citation: Citation:
Evidence: Evidence:
Citation: Citation:
Concluding Statement:

Name
Date Class
Conclusion

Name
Date Class
Step 5: EOM Peer Review
Content Review
Writer of Essay Reviewer of Essay
1. Does the INTRODUCTION contain a hook? An introduction to the topic and task? A thesis? A preview of the supporting points? Underline
and label each part of the introduction on the draft. How could the introduction be improved?
2. Does EACH BODY PARAGRAPH have a topic statement? Circle the topic statement in each paragraph. How could its focus be clearer? How
could it support the thesis better?

Name
Date Class
3. Is textual evidence included and cited in EACH BODY PARAGRAPH? Is the evidence relevant? Sufficient? Does it support the topic
statement? How could it be improved?
4. Does EACH BODY PARAGRAPH provide thorough elaboration of the evidence provided? Underline where you see elaboration. How could it
be improved? Overall, does this paragraph support the writer’s thesis? How could it be improved?

Name
Date Class
5. Is there a CONCLUDING paragraph? Does it contain the “So What?”? How could the conclusion be improved?
6. Does the essay use a CAUSE-AND-EFFECT structure? Label what you see as the “cause” and label what you see as the “effect” being
explained. How could this be improved?
7. Does the essay respond to the PROMPT? Explain why or why not.

Name
Date Class
Style and Conventions Review

1. What are some effective TRANSITIONAL WORDS OR PHRASES in the draft? Where could a transition word or phrase be added to help
guide the reader? Provide paragraph number (1, 2, 3, 4) and suggest a transition.
2. Which paragraph has sentences varied in length and structure? What kind of variety do you see? Where could the writer add more
SENTENCE VARIETY by combining, changing, or separating sentences? Where could the writer vary the sentence openings?
3. What are some examples of strong and precise WORD CHOICE? How could word choice be improved?
4. How effectively does the essay use FORMAL STYLE? Look for fragments, imprecise words, and dialect or other informal phrases, and offer
alternative suggestions.
5. How effectively does the essay follow the CONVENTIONS of standard written English? Note where you see convention, spelling,
punctuation, or grammar errors.

Step 7: EOM Explanatory Writing Rubric

Grade 6– Informative/Explanatory Writing
1 (Does not yet meet
4 (Exceeds expectations) 3 (Meets expectations) 2 (Partially meets expectations)
expectations)
Structure Responds thoroughly to all Responds to all elements of Responds to some elements of Does not respond to
elements of prompt prompt prompt prompt; off-topic
Maintains focus on topic Maintains focus on topic Often departs from focus on
Piece lacks focus on topic
throughout piece throughout piece with topic
Introduces topic occasional minor departures Introduces topic in an incomplete Does not introduce topic
Organizes ideas clearly and Introduces topic or unclear way
Ideas are disorganized
effectively Organizes ideas clearly and Organizes ideas inconsistently
Provides a strong conclusion that effectively Provides a conclusion that is Does not provide a
follows from and expands on the Provides a conclusion that incomplete or may not follow conclusion
focus follows from the focus from the focus Does not use transitions
Uses appropriate transitions to Uses appropriate transitions to Inconsistently uses transitions to to connect ideas
clarify relationships clarify relationships connect ideas
Development Develops topic with relevant, Develops topic with sufficient, Develops topic with insufficient Does not use relevant
sufficient evidence from texts(s) relevant evidence from text(s) relevant evidence from texts(s) evidence from text(s)
Elaborates upon evidence Elaborates upon evidence with Elaborates upon evidence
Does not elaborate upon
thoroughly with accurate, accurate analysis vaguely or superficially
evidence
insightful analysis
Style Varies sentence patterns for Varies sentence patterns for Varies sentence patterns Sentence patterns are
clarity, interest, emphasis and clarity and interest occasionally for clarity or interest basic and repetitive
Date Class
Name
style Uses domain-specific Uses general vocabulary with a
Uses limited vocabulary
Uses precise language and vocabulary few domain-specific words
inappropriate to the
domain-specific vocabulary Mostly expresses ideas Language is occasionally precise content
Consistently expresses ideas precisely and may be unnecessarily wordy
precisely Establishes a formal style, with Attempts to use a formal style Language is imprecise
Establishes and maintains a occasional minor lapses but with many lapses and lacks concision, often
consistent, formal, and engaging wordy or redundant
Writing is appropriate to Writing is somewhat appropriate
style audience to audience Uses an inappropriately
Writing shows exceptional informal style
awareness and skill in addressing
audience’s needs Writing is inappropriate to
audience
Conventions Shows strong command of Shows consistent command of Shows inconsistent command of Does not show command
grammar, mechanics, spelling, and grammar, mechanics, spelling, grammar, mechanics, spelling, and of grammar, mechanics,
usage; errors are minor and few and usage; occasional errors do usage; some errors interfere with spelling, and usage; errors
not significantly interfere with meaning significantly interfere
Page 15 of 16
meaning with overall meaning and

writing is difficult to follow
Name
Date Class
Step 7: EOM Checklist
Self Peer Teacher

+/ x +/ x +/ x
Structure
I respond to all parts of the prompt
I focus on my topic throughout the piece
I introduce the topic clearly in my introduction paragraph
My introduction paragraph gives some kind of preview of the rest of the piece
I organize my ideas clearly in body paragraphs
My conclusion paragraph supports the focus
I use transitions to smoothly and logically connect paragraphs and ideas
Development
I develop my topic with sufficient evidence from text(s)
My evidence is relevant to the topic
I elaborate upon evidence by analyzing it accurately
Style
I use a variety of sentence patterns (simple, compound, complex, compound-

complex) to add clarity and interest to my writing
I use vocabulary words that are specific and appropriate to the content
I write precisely and concisely, without using unnecessary words
I write in an appropriately formal style
My writing style is appropriate for the audience
Conventions
All of my sentences are complete (no fragments)
I avoid informal language such as slang
Total # of checks

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Copyright © 2016 Great Minds®

Step 1: EOM Evidence Organizers

Handout 30A: End of Module Task Organizer

G6 M1 Handout 30A • WIT & WISDOM™

G6 M1 Handout 30A • WIT & WISDOM™

G6 M1 Handout 30A • WIT & WISDOM™

G6 M1 Handout 30A • WIT & WISDOM™

Step 2: EOM Exemplar Evidence Organizer

BAYARD KELBY: Out of the Dust

Hardships Responses Characteristics Transformation?

Copyright © 2016 Great Minds® Page 5 of 16

Step 2: EOM Exemplar Essay—Bayard Kelby

Copyright © 2016 Great Minds® Page 6 of 16

Step 3: ToSEEC Explanatory Essay Graphic Organizers

Thesis and Preview

Copyright © 2016 Great Minds® Page 7 of 16

ToSEEC Body Paragraph 1 Organizer

Copyright © 2016 Great Minds® Page 8 of 16

ToSEEC Body Paragraph 2 Organizer

Copyright © 2016 Great Minds® Page 9 of 16

Copyright © 2016 Great Minds® Page 10 of 16

Step 5: EOM Peer Review

Writer of Essay Reviewer of Essay

Copyright © 2016 Great Minds® Page 11 of 16

Copyright © 2016 Great Minds® Page 12 of 16

Copyright © 2016 Great Minds® Page 13 of 16

Style and Conventions Review

Copyright © 2016 Great Minds® Page 14 of 16

Step 7: EOM Explanatory Writing Rubric

G6 M1 Handout 30A • WIT & WISDOM™

meaning with overall meaning and

Step 7: EOM Checklist

Self Peer Teacher

 I respond to all parts of the prompt

 I focus on my topic throughout the piece

 I introduce the topic clearly in my introduction paragraph

 I organize my ideas clearly in body paragraphs

 My conclusion paragraph supports the focus

 I use transitions to smoothly and logically connect paragraphs and ideas

 I develop my topic with sufficient evidence from text(s)

 My evidence is relevant to the topic

 I elaborate upon evidence by analyzing it accurately

 I use a variety of sentence patterns (simple, compound, complex, compound-

 I write precisely and concisely, without using unnecessary words

 I write in an appropriately formal style

 My writing style is appropriate for the audience

 All of my sentences are complete (no fragments)

 I avoid informal language such as slang

Copyright © 2016 Great Minds® Page 16 of 16

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I respond to all parts of the prompt

I focus on my topic throughout the piece

I introduce the topic clearly in my introduction paragraph

I organize my ideas clearly in body paragraphs

My conclusion paragraph supports the focus

I use transitions to smoothly and logically connect paragraphs and ideas

I develop my topic with sufficient evidence from text(s)

My evidence is relevant to the topic

I elaborate upon evidence by analyzing it accurately

I use a variety of sentence patterns (simple, compound, complex, compound-

I write precisely and concisely, without using unnecessary words

I write in an appropriately formal style

My writing style is appropriate for the audience

All of my sentences are complete (no fragments)

I avoid informal language such as slang