Week of December 5

This Week in ELA 6:

Scholars are practicing skills in reading comprehension, literary analysis, and constructed response writing.  We are specifically focusing on drawing inferences, based on what the text says.  Our key area of focus is how an author uses point of view and characterization to help readers learn about the characters and understand the whole story.


We are working to achieve mastery in the following Common Core Standards:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.6
Explain how an author develops the point of view of the narrator or speaker in a text.

CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.


Specific Activities:

Reading: “Jeremiah’s Song”  (ELA Textbook, pgs. 220 – 230)

With this text, we are becoming familiar with a new student resource, designed to help students engage and interact with what they are reading.  Our new Interactive Readers offer students an opportunity to highlight and underline important details, make annotations, and write responses as they read.  Additionally, Interactive Readers are differentiated, and can help learners of various learning styles and abilities to be even more successful.

This week, we are reading “Jeremiah’s Song” in our Interactive Readers and pausing to think through and respond at key places in the text.  Prompts and questions with this story center around conversational voice, dialect, and characterization.  Scholars are required to analyze the text and make inferences, supporting their responses with text evidence.

Much of this week’s work is done in whole-class format to assist scholars in getting acquainted with their new Interactive Readers.  We are also utilizing the workshop model, where possible, and will conclude with an opportunity for small groups to work together to review key concepts and check for understanding.


This Week’s Homework:

Scholars will review vocabulary, and practice vocabulary strategies this week, using a worksheet that is based on the vocabulary from “Jeremiah’s Song”.

This is a two-sided worksheet.  One side reviews the skill of using context clues to determine the meaning of unknown words.  The other side reviews how we can look at the two parts of a compound word to help us understand the meaning of the compound word.

Homework is assigned Tuesday, and is due Friday. You could consider this Tuesday’s and Thursday’s homework, since I put the two together on a two-sided worksheet.


Key Terms and Concepts:

  • reading comprehension
  • literary analysis
  • constructed response writing
  • text evidence
  • drawing inferences
  • point of view
  • characterization
  • conversational voice
  • dialect
  • context clues
  • compound words