Grade 06 ELA - EC: E06.B-K.1.1.3
Grade 06 ELA - EC: E06.B-K.1.1.3
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
6th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Identify the characteristics of dynamic and static characters.
- Draw and label the points on a plot line. Record on the plot line the characteristics of each point on the line.
- Using a given text, identify the ways in which the author introduces a character, event or idea to the reader.
- Using a T-Chart type graphic organizer, label three columns with the headings, Speech, Thoughts, and Actions. List what a key individual from a given text says, thinks and does to reveal his/her character under each heading.
- Using a given text, describe how the story’s plot unfolds in a series of events. Record the events that occur during the introduction and rising action of the story.
- Using a given text with a dynamic character, record three pieces of evidence that demonstrate how the character has changed and explain the supposition.
- Using a given text, explain the effect the presentation of a significant person, event, or idea in the text has upon a reader.
Answer Key/Rubric
- Student identifies the characteristics of dynamic and static characters. Student can articulate that a dynamic character changes, “on the inside,” as the story progresses. For example, in the beginning of The Narrative of the Life of Frederick Douglass, Douglass was unsure and lacking in confidence, and by the end of the narrative, Douglass was poised and confident. The student understands that a dynamic character changes in a significant way from the beginning to the end of the story. Student understands that the changes that make a character dynamic are not usually any type of physical change. Student understands that main characters can be dynamic or static. Student understands that static characters do not change internally as the story progresses.
- Student draws and labels the points on a plot line. Student records on the plot line the definition and characteristics of each point on the line. Student should record INTRODUCTION at the base of the plot line and describe that within the introduction readers are introduced to characters, receive background information and are oriented to the time and place or setting. Student should include RISING ACTION. During the rising action, the reader learns more about the characters as they become more developed, a conflict is revealed and the story moves forward toward the climax as various events occur. Student should include CLIMAX at the top of the plot line. The climax is when a character faces their conflict and must make a decision that will change the outcome of the story, it is a turning point in the story and it creates tension for the reader. Student should include FALLING ACTION. Falling action is when the characters feel the immediate consequences of the crisis or their decision. Student should include RESOLUTION, CONCLUSION or DENOUEMENT. During the resolution most remaining questions are answered and there is an unraveling of tensions as the story concludes.
- Student uses the given text and identifies the ways in which the author reveals a character, event or idea to the reader. Student identifies specific ways that a character, event or idea is introduced. Techniques authors use include diagrams, illustrations, pictures, timelines, examples, anecdotes, flashbacks, imagery, thoughts, actions or dialogue.
- Student completes a T-Chart type graphic organizer with columns labelled, Speech, Thoughts, and Actions. Student lists what revealing things a key individual from the text says, thinks and does under each heading. Student understands quotation marks are used when a character is speaking in the text and recognizes dialogue. After examining the author’s writing, the student can identify when a character is thinking or acting. Student has several examples in each column. Student selects strong and relevant examples of the character’s speech, thoughts and actions. The given examples help the reader know the character better and draw a clear picture of the character. Student uses adequate, revealing and varied examples of the character’s speech, actions and thoughts.
- Student uses the given text and describes how the story’s plot unfolds in a series of events. Student records individual events that occur during the rising action of the story. Events are accurate, important and presented in the correct sequence. Events presented are before the climax.
- Student uses the given text and records, three pieces of evidence that demonstrate how the dynamic character has changed. Student includes at least one piece of evidence that demonstrates what the character was initially like. Student includes at least two pieces of evidence that illustrates what the character is like later in the story. Evidence is strong, revealing and relevant. Student records evidence in verbatim form and uses quotation marks to cite evidence. Student gives a logical and compelling explanation of their thoughts and how the evidence shows and supports a change. Student uses multiple sentences to explain their thoughts.
- Student uses the given text, and explains the effect the presentation of a significant person, event, or idea in the text has upon them. For example, presented information may persuade, enlighten or alienate the reader. Characters may become more likeable, sympathetic or despised. Students may wish to use a character traits list to identify more readily the specific words they need to analyze a character. Student should be able to link the evidence or presented information from the text to their assessment of the effect it has upon the reader in a cause and effect manner.
