6th Grade READING
Homework -
March 31, 2020
"Nadia the Willful"
BEFORE READING-
■VOCABULARY in CONTEXT:- a document will be attached to the EDMODO site for you to use for this.
1.Define new story vocabulary words.
2.Complete the activity at the bottom of p. 349 using synonyms for the new story vocab words in the sentences.
3. MEET the AUTHOR-Read this section:
■Many authors recommend that young writers write about what they know. Making personal understanding and experiences come through in literature – in stories, dramas, etc. is a real key to an author’s success.
■Write a short journal response for this:
–“What 2 points mentioned in “Meet the Author” help you to predict what this story might be about?
***Form is attached in EDMODO
March 13-29, 2020
CORONA VIRUS QUARANTINE:
Parents/ Students,
This lesson plan is intended to be accomplished over a period of 3-4 days.
A suggested PACING GUIDE is to do "BEFORE READING" with the standards and definitions on DAY ONE;
"READ" the selection(s) on DAY TWO;
"AFTER READING" activities DAY THREE and FOUR
Literature Grade 6 March 15-19, 2020
LESSON ONE
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer and organized to submit when we reconvene after the Covid-19 hiatus.
STANDARDS to be ADDRESSED:
LA.6.2.3 LA.6.RC.3 SWBAT Connect and clarify main ideas by identifying their relationships to multiple sources and related topics
LA.6.2.7 LA.6.RC.7 SWBAT Make reasonable statements and conclusions about a text, supporting them with accurate examples
LA.6.3.1 LA.6.LRA.1 SWBAT Identify different types (genres) of nonfiction and describe the major characteristics of each form
SWBAT differentiate characteristics of a personal essay and an autobiography.
SWBAT define and use 4 new story vocabulary words correctly.
SWBAT use textual evidence to ID DESCRIPTIVE LANGUAGE and TONE.
INTRODUCTION pp. 264-265
The learning focus for these two stories is for the student:
1). to read for information and comprehension. Both of these short accounts are examples of nonfiction writing, and are based on actual events in the lives of the men who wrote them.
2). To be able to explain the difference between a personal essay and an autobiography.
3). to find a connection between the two authors.
READ: p. 264 – The focus question, “What makes a memory last?” is intended to help the reader understand the origin of the material they are about to read. Nonfiction is based on real events.
LESSON: NARRATIVE NONFICTION p. 265 –
Narrative Nonfiction--Like any narrative, narrative nonfiction tells a story. BUT, nonfiction means that all the characters, events, and settings are REAL, unlike fiction which is not.
*Go to p. R102 in the glossary section of your book to look up the definition of an essay and how a personal essay differs from an expository essay. RECORD this definition in your notes.
*Go to p. R100 n the glossary section of your book to look up the definition of an autobiography. RECORD this definition in your notes.
Reading Skill: Identify LANGUAGE and TONE – p. 265
TONE is defined as the author’s ATTITUDE towards his/her topic—how he/she feels about the topic of the written selection.
LANGUAGE in these passages refers to the use of DESCRIPTIVE LANGUAGE by the writer to assist the reader in imaging the people, places and events portrayed. The use of descriptive language appeals to the readers senses of sight, hearing, smell, touch,& taste.
***** Create a chart in your notebook to record examples of Descriptive Language and Tone found in the two selections you are about to read. In the last column record your personal reaction to the example you listed.
BEFORE YOU READ - PREPARE:
1). N.B. – a chart, similar to this one is to be expanded in your own record book – please find at least 3 examples of descriptive language and 3 that represent TONE.
MAKE 4 columns - Label the 1st column "Story"
Label the 2nd column "Examples of Descriptive Language"
Label the 3rd column "Examples of TONE"
Label the 4th column "Reader’s Reaction"
ID the story as “Role-Playing and Discovery”or “The Life and Adventures of Nat Love”
include textual evidence for the example you are recording with a page # (p. ____) + a small excerpt of the written example from the text.
2). DEFINE Story Vocab p. 265: impressionable, intensity, resounding,& profound in your JE and complete the “Vocabulary in Context” on p. 265.
3). READ the 2 selections independently. Fill in the chart with examples for the text after you have read to record examples of descriptive language and TONE.
“Role-Playing and Discovery” personal essay by Jerry Pinkney pp. 266-268.
and
“The Life and Adventures of Nat Love” Auto biography by Nat Love pp.269-271.
4). AFTER READING - COMPLETE:
a). p. 272-273 “Comprehension Questions” #1, #2, & #3;
b). “Text Analysis” #4, #5, #6.
c). “Vocabulary in Context” #1-4;
d). “Vocabulary in Writing” – Respond to the writing prompt using at least ONE of the academic vocabulary words in the word box in your response of 6-10 sentences.
e). “Vocabulary Strategy” – USING the LATIN ROOT press.
****The Latin root press means “to push down.” Use your understanding of this root word to complete the PRACTICE section below on p. 273. Use Context Clues to help you choose the correct word from the word web on the right side of the page.
Literature Grade 6 March 20, 23-25, 2020
LESSON TWO of Covid-19 Hiatus
Day ONE – review of THEME vs. TOPIC
*****Please note, that for all Reading assignments, I am expecting the student to keep a hard copy – either on a thumbdrive, handwritten in a notebook, or printed from a computer and organized to submit when we reconvene after the Covid-19 hiatus.
Reading Skill: Identify THEME vs. TOPIC – p. 325
THEME is defined as the message about LIFE or the HUMAN CONDITION that an author wants his/her audience to take away from reading or hearing the story.
TOPIC refers to the subject about which the author writes.
Differentiating THEME from TOPIC:
***** See pp. 318 “Underdstanding THEME” and p. 320 “Clues to Theme”-
TOPIC is usually summed up in one word or brief phrase.
THEME is what the author says about his/her topic and is expressed in a full sentence – such a “moral” in the fables we were doing in class. For example: “LOB’S GIRL” TOPIC (suggested) = loyalty, friendship THEME (possible) “A true friend remains loyal;” Or “A real friend will be there when your need them most;” Or “Loyalty is the best proof of friendship.”
NOTE the difference in the way the two concepts/ideas are expressed!
CLUES to Identifying THEME are sometimes found in the
1.TITLE of the STORY.
2.The PLOT and the Conflict—what problem does the Main character(s) face and need to overcome.
3.The Character(s) and Actions – what does the character do, say, think?
-- What are the characters MOTIVATIONS? What do/does the character(s) believe, want, value? Maybe they want to get a prize? Win a contest or a championship or get the best grade in the class? Maybe they desire a friendship? Or they want to help a friend in need? Maybe they simply want to survive in a tragic situation.
4.Setting, Images, and Stylistic Elements of the writing--
Maybe the setting is a lonely place, or a thick forest, or a high mountain village.
What imagery might the author use to help you visualize the setting, the characters or their relationships? Were the two friends like brothers?
-->Was the road to the village treacherous?
-->Was the character someone you could trust???—or were they described as sneaky and sinister?
-->Are there any repeated ideas or phrases in the selection?
***Was the idea of having and being a friend an idea you could trace throughout the story, for example as in “Lob’s Girl”? Lob wanted to be with the Pengellys from the very first time he met them on the beach. Lob ran away to be with the children and Sandy. Lob stayed beside Sandy always. Lob comes back to be with Sandy in the hospital – in spirit, anyway.
DAY ONE (continued)
Literature Grade Six pp.324-325
PART ONE Consider the Essential Question posed on p. 324 “What would You RISK for someone else?”
The text suggests that we take risks for different reasons. As Catholics/ Christians and especially during LENT, what are we willing to RISK, to sacrifice for the good of others , or for Love of God?
RESPOND to this question in 3-5 sentences in your Journal.
PART TWO Review (again) TEXT ANALYSIS: THEME vs. TOPIC – you should be able to now explain the difference between these literary concepts.
PART THREE - BUILD BACKGROUND: READING HISTORICAL FICTION
Recall our reading of “President Cleveland, Where Are You?” and “Aaron’s Gift” when we evaluated the influence of historical (The Great Depression) and (Immigrant families) on the story’s plot and resolution.
*HISTORICAL FICTION uses REAL HISTORICAL SETTINGS and EVENTS, and sometimes REAL PEOPLE in the context of a made-up story. In Historic Fiction, the plot could have happened the way the author tells the story, but is made-up and not actually true though the time and place and events ARE TRUE.
****be able to explain HISTORICAL FICTION as a genre when we return to class.
PART FOUR
Define 5 new story vocabulary words p. 325.- agonize, corrupt, dislodge, emerge, ponder. Complete the Activity “Vocabulary in Context” on p. 325.
DAY TWO
STANDARDS to be ADDRESSED:
LA.6.2.3 LA.6.RC.3 SWBAT Connect and clarify main ideas by identifying their relationships to multiple sources and related topics
LA.6.2.7 LA.6.RC.7 SWBAT Make reasonable statements and conclusions about a text, supporting them with accurate examples
LA.6.3.1 LA.6.LRA.1 SWBAT Identify different types (genres) of fiction and describe the major characteristics of each form
SWBAT differentiate characteristics of historical fiction.shadowinf
SWBAT define and use 5 new story vocabulary words correctly.
SWBAT use textual evidence to support ID of TOPIC and THEME
SWBAT ID Use of Foreshadowing to make predictions/ increase comprehension.
READ “Meet the Author; Louis Untermyer” p. 325—read to decide what influence Mr. Untermyer’s life experiences may have had on his decision to write this particular story. What if anything about his life may suggest a possible topic or theme for this story?
READ “The Dog of Pompeii” p. 326- 336.
DAY THREE and FOUR
COMPLETE the following questions in your Reading Journal:
p. 337
1). “Comprehension Questions” #1, #2, & #3;
2). “Text Analysis” #4,Respond fully to this question. Think about how it may infer the THEME of the story.
#5
& #6. –( You don’t need to have made a web as is suggested, but you do need to think about the characters and their thoughts and actions in order to answer this question.)
#7 (SEE p. R103 for the definition of “FORESHADOWING”)
#8 In 5-10 sentences, use proofs and details from the story to respond to this question about this example of Historical Fiction.
p. 338 VOCABULARY
Complete:
“Vocabulary in Context”
1). #1-5; DEFINE the 5 Academic Vocabulary words in your Reading Journal (JE) – use pp. R115-R123 to do so.
2). “VOCABULARY STRATEGY: The Latin Root rupt Read the lesson provided, then using the words in the web to the right at the bottom of p. 338, complete PRACTICE #1-5.
REMINDER to keep reading your Accelerated Reader Book(s) too!
STAY HEALTHY!
************************************ as of 1/6/2020 this site will no longer be updated as the RELIGION instruction is being handed over to Mr. Mark Mergner
Project Requirements and Due Dates: