EAST ALLEN COUNTY SCHOOLS
Bundle 4
Grade 6
Language Arts
Literary Responses
Big Idea: Interpretations
Enduring Understandings
Essential Questions
There are many genres of fiction: each genre has distinct characteristics.
What is the purpose of a literary response?
A well-developed character helps the reader make connections and
understand the plot.
Why should readers be exposed to a variety of literary genres?
How does the reader’s understanding compare and contrast to what the
author is trying to say in the story?
Literary devices can have powerful effects on the reader.
A good reader can analyze a story and determine the author’s meaning.
CC/Learning Targets
RL.1
RL.5
RL.6
RL.7
RL.9
W.9
L.1
SL.1
Core Vocabulary
compare
contrast
genre
Links to Technology
-Dictionary (app)
-Snack Words (app)
-Speed Typing (app)
-Writing and Drawing Journal (app)
-My Grammar Lab (app)
-Grammar Express (app)
Bundle Performance Task(s)
Students will create a literary response based upon a text that the student has read this school year (This performance task would ideal during Literature Study).
The literary response should reveal an understanding of the theme, characters, setting, and author’s point of view. Included should be a detailed explanation of the
story’s plot, including formation of the conflict and how it is resolved. The type of literary genre the student chooses should be at the teacher’s discretion.
As an extension: Students can choose their favorite author or an author they have read recently and compare/contrast one of the 6 writing traits the author uses
well in both of the two novels. This response should be short, but provide several specific examples from each novel and the student’s personal reflection on those
examples. For example, Andrew Clements uses the trait of ideas well, and students could compare/contrast A Week in the Woods and Frindle, using examples
from each novel to inform the reader about where or how Clements gets his ideas. (Students could choose any of the 6 traits.)
Grade 6
LA Bundle 4
Quarter 2
Month Nov.-Dec.
Recommended Read-Alouds
G6 - Bundle 4
Big Idea: Interpretations
Title
A Christmas Carol
Tuck Everlasting
Island of the Blue Dolphins
Aesop’s Fables (Aesop for children)
The Legend of Sleepy Hollow
The Hobbit
Peter Pan
Stuart Little
Maniac Magee
The Tale of Desperaux
Artemis Fowl (entire series)
Percy Jackson and the Olympians (entire series)
Ginger and Petunia
D’Aulaire’s Norse Gods and Giants
Jason and the Argonauts
The Celebrated Jumping Frog of Calaveras County
Treasure Island
Author
Charles Dickens
Natalie Babbitt
Scott O’Dell
Aesop
Washington Irving
J.R.R. Tolkien
James Barrie
E.B. White
Jerry Spinelli
Kate DiCamillo
Eoin Colfer
Rick Riordan
Patricia Poloacco
Ingri and Edgar D’Aulaire
Mary Pope Osborne
Mark Twain
Robert Louis Stevenson
Relates to…
Suspension of disbelief, plot/conflict/resolution/images
Suspension of disbelief, setting and themes
Believability of character/plot
Influence/effect of character on plot/resolution
Suspension of disbelief, believability of character/plot
Suspension of disbelief, influence/effect of character on plot/resolution
Suspension of disbelief, conflict/resolution/setting/themes
Conflict/resolution/setting/themes
Influence/effect of character on plot/resolution
Suspension of disbelief, plot/conflict/resolution/images
Suspension of disbelief, influence/effect of character on plot/resolution
Suspension of disbelief, conflict/resolution/setting/themes
Believability of character/plot
Suspension of disbelief, believability of character/plot
Suspension of disbelief, believability of character/plot
Suspension of disbelief, conflict/resolution/setting/themes
Suspension of disbelief, conflict/resolution/setting/themes
Reading Workshop
CC/Learning Targets
RL.1
Cite textual evidence to support analysis
of what the text says explicitly as well as
inferences drawn from the text.
G6 - Bundle 4
Resource of Ideas
-Character Analysis ppt
-Character Sketch Lesson
Evidence of Learning
-Reading Wonders Assessments
Reading Wonders-Unit 4
-(WK 4) pp. T206-T217, R/W Workshop My Visit to Arizona pp. 2778-283
-(WK 4) pp. T217A-T221, Anthology Home of the Brave pp. 310-321
RL.2
(6.3.6)
Determine a central idea of a text and
how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
• Analyze themes through characters,
actions, and images
Analyze themes
-Guiding Readers and Writers, pp. 226-230; p. 397 (theme/text structure
minilessons)
-Diary of a Young Girl by Anne Frank (themes)
-The Watsons Go to Birmingham by Christopher Paul Curtis
(characterization/themes)
Analyze themes
-Book talks or author talks
(teacher
questions/observations)
-Interactive Read-Aloud whole
group discussion
-Reading Wonders Assessments
-GameClassroom.com Check out “Learning Tips, Extra Help Problems”
near the bottom
Reading Wonders-Unit 4
-(WK 3) pp. T142-T153, R/W Workshop Treasure in the Attic pp. 264-269
-(WK 3) pp. T153A-T157, Anthology The Case of the Magic Marker
Mischief Maker pp. 294-305
RL.3
(6.3.2)
Analyze in detail how a key individual,
event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through
examples or anecdotes).
Effect of character on plot and conflict
-Guiding Readers and Writers, pp. 316-320 (elements of fiction skills)
-Comprehension and Fluency, pp. 357-358 (literary elements minilessons)
-Teaching Reading in the Middle School, pp. 296-300 (character
development graphic organizers)
-The Paper Bag Princess by Robert Munsch (plot)
-Bedhead by Margie Palatini (plot)
Effect of character on plot and
conflict
-Book talks or author talks
(teacher questions/observations)
-Guided Reading groups (small
group discussion)
-Character study using graphic
organizer and circle/bubble map
-Reading Wonders Assessments
Reading Workshop
G6 - Bundle 4
-Educational Rap.com (Character, Setting, Plot with lyrics)($3.99)
-GameClassroom.com Check out “Learning Tips, Extra Help Problems”
near the bottom
-Write Source, p. 352
Reading Wonders-Unit 5
-(WK 2) pp. T78-T89, R/W Workshop Journey to Freedom pp. 322-327
-(WK 2) pp. T89A-T93, Anthology Elijah of Buxton pp. 354-371
RL.5
RL.6
Analyze how a particular sentence,
chapter, scene, or stanza fits into the
overall structure of a text and contributes
to the development of the theme, setting,
or plot.
Explain how an author develops the
point of view of the narrator or speaker in
a text.
-Interactives using Cinderella (Setting, Characters, Plot, Conflict, Climax,
and Resolution)
-Reading Wonders Assessments
Reading Wonders-Unit 4
-(WK 4) pp. T206-T217, R/W Workshop My Visit to Arizona pp. 2778-283
-(WK 4) pp. T217A-T221, Anthology Home of the Brave pp. 310-321
-Author’s Point of View
-Author’s Purpose Practice
-Author’s Purpose Game
-Author’s Purpose Lesson
-Denotation and Connotation Ppt
Reading Wonders-Unit 4
-(WK 5) pp. T270-T281, R/W Workshop Hey Nilda pp. 292-297
-(WK 5) pp. T281A-T285, Anthology (5 poems) pp. 326-331
RL.7
Compare and contrast the experience of
reading a story, drama, or poem to
listening to or viewing an audio, video, or
live version of the text, including
contrasting what they “see” and “hear”
when reading the text to what they
perceive when they listen or watch.
-Interactives Elements Test
-Compare/Contrast A Christmas Carol novel and movie
-Compare/Contrast Tuck Everlasting novel and movie
-Compare/Contrast Maniac McGee novel and movie
-Reading Wonders Assessments
Reading Workshop
RL.9
Compare and contrast texts in different
forms or genres (e.g., stories and
poems; historical novels and fantasy
stories) in terms of their approaches to
similar themes and topics.
6.3.1
Identify different types (genres) of fiction
and describe the major characteristics of
each form.
• Describe the major characteristics of
different literary genres.
• Match literary genres with their
corresponding characteristics.
6.3.9
• Identify the main problem (conflict) of
the plot in a literary text.
• Explain how the main problem
(conflict) of a literary text is resolved.
Correlating Learning Targets
RI.4
RL.4
RL.10
6.1.1
6.2.1
6.2.6
6.3.5
6.5.8
G6 - Bundle 4
-Comprehension and Fluency, pp. 193-208; pp. 368-371 (genre
minilessons)
-Guiding Readers and Writers, pp. 392-399 (genre minilessons)
-Guiding Readers and Writers; Appendix 13-16
-GameClassroom.com Check out “Learning Tips, Extra Help Problems”
near the bottom
-Reader’s Theater (fiction scripts)
-Traditional Literature Genre Ppt
Reading Wonders-Unit 5
-(WK 1) pp. T14-T25, R/W Workshop Thunder Helper pp. 308-313
-(WK 1) pp. T25A-T29, Anthology The Hero and the Minotaur pp. 332-349
-GameClassroom.com Check out “Learning Tips, Extra Help Problems”
near the bottom
Reading Wonders-Unit 4
-(WK 3) pp. T142-T153, R/W Workshop Treasure in the Attic pp. 264-269
-(WK 3) pp. T153A-T157, Anthology The Case of the Magic Marker
Mischief Maker pp. 294-305
-Book talks or author talks
(teacher
questions/observations)
-Guided Reading groups (small
group discussion)
-Genre quiz/test
-Reading Wonders Assessments
-Conflict/resolution T-chart or
visual diagram
-Book talks or author talks
(teacher questions and
observations)
-Reading Wonders Assessments
Teacher Notes
-Internet4classrooms.com (expansive resource for interactive reading examples and quizzes)
-All embedded apps included in this curriculum are free.
Writing Workshop
G6 - Bundle 4
CC/Learning Targets
W.9
(6.5.3)
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research.
a. Apply grade 6 Reading
standards to literature (e.g.,
“Compare and contrast texts in
different forms or genres [e.g.,
stories and poems; historical
novels and fantasy stories] in
terms of their approaches to
similar themes and topics”).
• Demonstrate that information
that has been gathered has
been summarized.
Resource of Ideas
Research Report
-Learning Structures: Modules 8-13 Workbook, Ruby Payne p. 16
-Strategies That Work Second Edition, pp. 219-232 (lessons on research)
-Flip Book
-Summary Writing Ppt
-Write Source, pp. 362-415
-Write Source, pp. 423-430 (oral presentations)
Evidence of Learning
Research Report
-Student created file folders with
notes
-Student-created rubric for
research project
-Teacher observation during
Guided/Independent Writing
focused on research project
-Lucy Calkins e-docs
Literary Essay: Analyzing Texts for Meaning, Craft and Tone pp. 109-131
Reading Wonders-Unit 2
-pp.T344-T349 (Genre Writing)
Reading Wonders-Unit 3
-pp.T344-T349 (Genre Writing)
Correlating Learning Targets
W.5
W.6
W.10
6.5.6
6.6.3
Teacher Notes
-Smartboard Activity 6+1 Traits
-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes)
Language and Word Study
CC/Learning Targets
L.1
(6.6.2)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
+ Identify present perfect verbs in sentences
+ Include present perfect verbs in
increasingly complex sentences
+ Identify past perfect verbs in sentences
+ Include past perfect verbs in increasingly
complex sentences
+ Identify future perfect verbs in sentences
+ Include future perfect verbs in increasingly
complex sentences162-ent with singular and
compound subjects
SL.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6
topics, texts, and issues, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared having
read or studied required material; explicitly
draw on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion.
b. Follow rules for collegial discussions, set
specific goals and deadlines, and define
individual roles as needed.
c. Pose and respond to specific questions
G6 - Bundle 4
Resource of Ideas
-Write Source CD-ROM, Skillsbook folder, Parts of Speech folder, Verbs
-Write Source CD-ROM, Skillsbook folder, Sentence Activities folder,
Sentence Problems pp.11-16
-Guiding Readers and Writers; Appendix 3
Evidence of Learning
-Teacher observation within a
discussion.
-Grammar quiz/test
-Writer/Reader notebook
demonstrating correct verb use
-Englishpage.com (huge site with interactive verb tense tutorials, scroll
down and click on perfect tense tutorials)
-Write Source, pp. 484, 724 (perfect tense
verbs) pp. 508-509 (subject-verb agreement)
Reading Wonders-Unit 3
-(WK 1) (verbs) pp. T34, R/W Workshop pp. 457
-(WK 2) (verbs) pp. T98, R/W Workshop pp. 458
-(WK 3) (verbs) pp. T162-T163, R/W Workshop pp. 459
-(WK 4) (verbs) pp. T226, R/W Workshop pp. 460
-(WK 5) (verbs) pp. T290-T291, R/W Workshop pp. 461, 477
-Teacher observation during
independent/guided reading
-Teacher observation during
reading conferences
-Teacher observation during
small reading groups
-Teacher observation during
whole class discussion
-Teacher observation during
book-talks
--Teacher observation during
literature study
Language and Word Study
G6 - Bundle 4
with elaboration and detail by making
comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
Correlating Learning Targets
L.1
L.2
L.3
L.4
L.6
SL.5
SL.6
6.1.2
Teacher Notes
-Internet4classrooms.com (expansive resource for interactive grammar examples and quizzes)
-All embedded apps included in this curriculum are free.