Sixth Grade
English Language Arts and Reading
Unit: 02 Lesson: 03
Day 16 of 20
Exploring Traditional and Classical Literature
Lesson Preparation
READING
Daily Lesson 16
TEKS
6.Fig19A,B,C,D
6.8A
Key
Understandings
and
Guiding
Questions
WRITING
Ongoing TEKS
6.1A
TEKS
Ongoing TEKS
6.14B
6.15Ai-iii
6.19Aiv
6.26A
• Readers create connections to make text personally relevant and
useful.
• Authors use techniques and elements to enable the reader to
experience and connect with the events and characters.
 How can making connections within and across texts help readers
 How do authors focus and develop an imaginative story?
understand what they are reading?
• Readers use strategies to support interpretation of text.
Vocabulary of
Instruction
Materials

•
•
•
•
•
•
What do readers do to understand text?
• Conjunctive adverb
Stylistic element
Figurative language
Personification
Reader’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Grade-appropriate classical or traditional story with examples of
personification for modeling (1)
• Collection of grade-appropriate classical or traditional stories from
various cultures for student selection
• Chart paper (if applicable)
Attachments
and Resources
Advance
Preparation
• Teacher Resource: Grade 6 Unit 02 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Gather a collection of traditional and classical stories. Texts could
2. Create an Anchor Chart: Conjunctive Adverbs. Write a definition
include folktales, myths, fairy tales, legends, and other well-known
fictional stories. Select one story that has examples of
personification for modeling.
3. Refer to Teacher Resource: Grade 6 Unit 02 Reading Appetizer.
Prepare accordingly.
©2012, TESCCC
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
and provide examples in isolation and in context. Refer to
Background Information. Prepare to model adding conjunctive
adverbs to the imaginative story in the Teacher Writer’s Notebook.
3. Refer to Teacher Resource: Grade 6 Unit 02 Writing Appetizer.
Prepare accordingly.
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Page 1 of 4
Daily Lesson 16
Background
Information
READING
Traditional literature - stories that were originally oral and later
became written text
Classical literature - literature that is widely acknowledged for its
outstanding and enduring qualities
Stylistic element - manner of expression of the writer produced by
choice of words, grammatical structures, uses of literary devices, and
all the possible parts of language use. Style is more about how it is
written than what is written.
Personification - figurative language in which non-human things
or abstractions are represented as having human qualities (e.g.,
necessity is the mother of invention)
Teacher Notes
WRITING
Conjunctive adverb - an adverb (e.g., however, nonetheless,
therefore) that introduces or connects independent clauses and
that shows cause and effect, comparison, contrast, or some
other relationship between clauses
Examples of conjunctive adverbs: accordingly, furthermore,
moreover, similarly, also, hence, namely, still, anyway, however,
nevertheless, then, besides, incidentally, next, thereafter, certainly,
indeed, nonetheless, therefore, consequently, instead, now, thus,
finally, likewise, otherwise, undoubtedly, further, and meanwhile.
Sixth Grade
English Language Arts and Reading
Unit: 02 Lesson: 03
Instructional Routines
READING
WRITING
Daily Lesson
16
Duration
and
Objective
Mini Lesson
Suggested Duration: 35-50 min.
Suggested Duration: 40-50 min.
Content Objective: Students explain how authors create meaning
through stylistic elements and figurative language including
personification.
1. Display the selected traditional or classical story for modeling.
Content Objective: Students draft and revise imaginative stories with
strong characters, a believable setting, a focused plot, and specific
point of view.
1. Writing Appetizer: 5-10 min.
2. Explain that traditional literature was once stories told orally and
2. Display the Anchor Chart: Conjunctive Adverbs. Discuss the
passed down through generations. Explain that classical literature
is thought to be outstanding works of literature that will continue to
be well known in the future.
3. Ask: What is style? Discuss responses including that authors
definition of a conjunctive adverb and provide examples in
isolation and in context.
3. Tell students they will finish drafting their imaginative stories and
begin to revise their stories.
usually have a certain style in telling stories.
4. Review that authors use sensory language and figurative
4. Explain the importance of ending a story so that readers
understand the theme of the story and have a sense of closure.
language such a similes and metaphors to create meaning and
images in the readers’ head.
5. Model drafting the end of the imaginative story. Think Aloud
5. Display the word: personification. Explain that authors can also
about how to end the story so the audience understands the
theme and has a sense of closure.
use a type of figurative language called personification. Define
personification and provide some examples.
6. In the Teacher Reader’s Notebook, create a two-column chart.
6. Reread the entire draft of the imaginative story in the Teacher
Writer’s Notebook. Model revising and adding conjunctive adverbs
where applicable. Ask for student feedback on places to revise.
Label the first column Stylistic Elements/Figurative Language.
Label the second column Meaning.
7. Read the selected traditional or classical story aloud. Record the
Learning
Applications
©2012, TESCCC
Page 3 of 4
authors’ use of stylistic elements and figurative language including
the use of personification in the first column of the chart. Record
the meaning of each example in the second column.
1. Students create the same two-column chart in their Reader’s
Notebooks.
06/01/13
1. Students review the plans for their imaginative story from Daily
Lessons 6-12 Writing.
Daily Lesson
16
READING
2. With a partner, students select a traditional or classical story from
the collection. Student read the story aloud with their partner.
3. As they are reading, students record the authors’ use of stylistic
Closure
elements and figurative language including the use of
personification in the first column of the chart. Students record the
meaning of each example in the second column.
1. Students share examples of personification with the class.
WRITING
2. Students draft the end of their imaginative story. Students end
their stories so that their audience understands the theme and has
a sense of closure.
3. Monitor and support students as necessary.
1. Students read their entire draft to a partner and the partner
provides feedback for revision.