This resource accompanies our Rethink 6th Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.
In this lesson, students recognize the cultural contributions of ancient Greek and Roman mythology and drama. They will read and analyze a myth and then create a puppet skit to demonstrate the myth.
For this lesson, students are invited to attend a 19th Century party as a character from Charles Dickens' A Christmas Carol. To play this role, students must understand the values and customs Dickens' characters represented in Victorian society. This lesson is divided into three stages: Group Investigative Roles, Individual Characterizations, and Individual Presentations. Students collaboratively research the life and times of Charles Dickens as it relates to a character, and write and present a first-person character analysis.
In this lesson, students are given the opportunity to be imaginative as they create illustrated postcards that depict one of the settings of their novel choices featuring journeys. Furthermore, they communicate about the importance of the settings as they write the text of their postcards.
In this lesson, students are introduced to familiar characters, from literature and from popular culture, whom readers first encounter as adults, but whose childhood stories are only told later. Students first discuss Merlin from the stories of King Arthur before reading Jane Yolen's Merlin and the Dragon. They then discuss the characteristics and stories of other familiar literary characters who are first introduced as adults. Then, in groups, students plan their own versions of a childhood for a selected character, and describe that childhood in the form of a short story, journal entry, or time capsule letter. This lesson uses Jane Yolen's Merlin and the Dragon to model the concept, as well as several examples from literature and popular culture. A suggested booklist is also provided.
Facebook-like pages used as book reports provide students a unique format to review several elements of fiction typically found in a traditional book report. Through the sharing of their Facebook-like pages in class, students will have suggestions for future reading.
This teacher's guide for The Boy on the Wooden Box by Leon Leyson with Marilyn J. Harran and Elisabeth B. Leyson contains discussion questions and activities for reading comprehension, learning about craft and structure, integrating information, and writing practice.
Through this lesson, the teacher will model the think-aloud strategy for students. Components of think-alouds will be introduced, as well as type of text interactions. Students will develop the ability to use think-alouds to aid in reading comprehension tasks.
Students investigate picture books organized in comparison/contrast structures to discover methods of organization (usually a combination of the point-by-point, whole-to-whole, or similarities-to-differences patterns) and the ways authors use transitions to guide readers. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers.
In this lesson, students will work in groups to discuss narrative techniques in "My Sister is Crazy."
Movies can be an integral part of the language arts classroom when they are used in ways that encourage and develop students’ critical thinking. In this activity, students explore matching texts—novels and the movies adapted from them—to develop their analytical strategies. They use graphic organizers to draw comparisons between the two texts and hypothesize about the effect of adaptation. They analyze the differences between the two versions by citing specific adaptations in the film version, indicating the effect of each adaptation on the story, and deciding if they felt the change had a positive effect on the overall story. Students then design new DVD covers and a related insert for the movies, reflecting their response to the movie version.
In this lesson, students engage in a close reading of Hopper's painting and an Edward Hirsch poem to explore the types of emotion generated by each work in the viewer or reader, and how the painter and poet each achieved these responses.
In this lesson, students are introduced to the genre of folktales and engage in a study of several Russian folktales. They are asked to read the tales aloud, and then to fill in a chart about each one. Next, they analyze the charts, answering questions about the folktales’ setting, main characters, and "uniquely Russian" attributes. They also compare and contrast Russian folktales with folktales they may have heard as young children. The lesson culminates with a writing assignment in which students will analyze the folktales or create their own.
In this lesson the students will be using a variety of skills to analyze fiction and expository texts. This combines the reading of detective fiction with written expository analysis in the form of a Detective’s Handbook. Each student reads a detective mystery, and the class watches and analyzes Murder She Purred to establish a collective example.
Students work together in small groups to read, discuss, and analyze fairy tales. After compiling a list of common elements, students collaborate on their own original fairy tales—based on events from their own lives or the lives of someone they know. Each student decides what kind of experience to write about, composes and revises a fairy tale, and then presents their story to the rest of the class.
This compilation includes well-known classics, such as "Sleeping Beauty", "The Three Bears", and "The Ugly Duckling", along with many lesser-known stories. This collection includes stories from a variety of cultural traditions.
Source: This book was compiled by the Florida Center for Instructional Technology and includes passages from multiple sources. Please refer to the passage pages for further source information.
Franklin R. Chang-Diaz is an immigrant from Costa Rica who began thinking about space at age seven when the Soviet Union launched the first satellite into space. After going through many obstacles he was accepted to NASA and became â€œthe first Hispanic to be in the space program for the long run". In this CCSS lesson, students will explore his story through text dependent questions, academic vocabulary, and writing assignments; writing samples included.
In this lesson, students read the third stanza from the poem “If ” and continue to develop knowledge of the structure of the poem and the use of punctuation. A new word replacement vocabulary strategy is introduced to give students more options when working out the meaning of unfamiliar vocabulary.
In this lesson, students complete the mid-unit assessment using the final stanza of the poem, which they haven’t yet worked with.