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.
Students examine graphic novels and comic books and discuss the important components of the genre, such as captions, dialogue, and images. They then use an online tool to create a six-panel comic highlighting six key scenes in a book they have read. By creating comic strips or cartoon squares featuring characters in books, students are encouraged to think analytically about the characters, events, and themes they've explored in ways that expand their critical thinking by focusing on crystallizing the significant points of the book in a few short scenes.
In this lesson, students will select a piece of their own writing that contains dialogue then go through the piece highlighting the speech of each character in a different color. Then they will go through the piece again looking for and correcting "character clashes" that occur when two speakers are highlighted in the same paragraph.
The media has a huge effect on popular culture. Television programs underscore stereotypes of various groups of people.This lesson provides a platform in which students can critically analyze popular television programs. By looking at the media critically, students develop an awareness of the messages that are portrayed through the media.
The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.
Students will be able to recognize characteristics of a personal narrative Students will recognize the traits of good writing and will write, revise, and publish a personal narrative.
In this lesson students process feedback from the end of unit 2 assessment to help them set goals for their writing for the performance task and then begin drafting.
In this lesson, students use their Narrative Plan Parts I and II as a foundation for creating their draft.
This lesson uses narrative structures to introduce students to one form of expository writing—news briefs and articles. By condensing a short story into a newspaper article and expanding an article into a short story, students will explore the ways that exposition differs from narration.
In this poetry session, students learn that shapes don’t have to be silent, and poetry doesn’t have to be linear, as they write shapes in verse, and verse in shapes. This lesson bridges the gap between poetry and math!
Four to five person teams will research and present an in-depth TV news special about the Holocaust for the Passover Sedar holiday. Students will conduct research and assume a specific task of their news team to present a main story in a newscast/Podcast.
In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.
Students will be introduced to reading through the use of graphic novels. Students will follow different themes in the novel citing quotes to support the different themes in the book.
What should a good narrative contain? For this lesson, a mystery, a type of narrative realistic fiction, will be composed. Since strong adjectives and adverbs will support a mystery, they will be incorporated into the writing.
While Paul Revere's ride is the most famous event of its kind in American history, other Americans made similar rides during the Revolutionary period.Â After learning about some less well known but no less colorful rides that occurred in other locations, students gather evidence to support an argument about why at least one of these "other riders" does or does not deserve to be better known.
Students work with primary documents and latter-day photographs to recapture the experience of traveling on the Oregon Trail.
The PQP technique—Praise–Question–Polish—requires group members to take a turn reading their drafts aloud as the other students follow along with copies. This oral reading helps the writer to hear the piece in another voice and to identify possible changes independently.