Grade 06 ELA - EC: E06.A-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
English Language Arts
- Using popular cartoons or animated movies, name characters that are static and dynamic. Explain what makes each so.
- Make a study guide for elements of a short story.
- Using several short pieces of literature or excerpts, identify who is telling the story in each.
- Draw and label points on a plot line. Record the definition of each element on the plot line.
- Using a piece of literature, identify a piece of imagery that helps the reader understand a character, event or idea in the story using a Senses Chart. Explain how the imagery is helpful.
- Using a piece of literature, identify the protagonist and antagonist. Explain how these two characters or character and antagonistic force are in opposition to each other.
- 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 character under each heading.
- Using a given piece of literature, 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 piece of literature, identify instances of foreshadowing and predict what it may mean later in the story.
- Write a narrative poem in free verse.
- Using a piece of literature with a dynamic character, record three pieces of evidence that demonstrate how the character has changed and explain the supposition.
- Using a piece of literature, explain the effect the presentation of a significant person, event, or idea in the text has upon a reader.
- Student uses popular cartoons or animated movies as a reference and correctly names characters that are static and dynamic. Student explains why these characters are static or dynamic. Student understands that a dynamic character changes internally from one part of the story to a later part. Student understands that a static character does not change internally.
For example, the Beast in Beauty in the Beast is dynamic, he was angry and gruff, but becomes happier and gentlemanly. Beauty is static. She is kind-hearted throughout the story.
- Student makes a study guide for elements of a short story. Student folds the paper so the terms are located on the left side of the paper and the definitions are located on the right side of the paper so student may study the list independently. Student copies definitions down completely and correctly. Some elements of a short story may include:
- Protagonist The main character of the conflict
- Antagonist The person or thing the protagonist is fighting against
- Setting The time and place of the story
- Introduction Introduces the reader to the characters, gives background information and the setting
- Conflict The problem in the story or struggle between the opposing characters or forces
- Rising Action Events that lead up to the climax of the story
- Resolution The final outcome of the story or how the story resolved the crisis
- Climax Turning point in the story or decision that character makes that changes the outcome
of the story
- Falling Action Events that help work out the decision reached at the climax
- Theme The overall message or lesson learned in the story
- 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 a piece of literature 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.
- Using a piece of literature, student identifies a piece of imagery that helps the reader understand a character, event or idea in the story using a Senses Chart. Student explains how the imagery is helpful. Student uses a T-Chart type graphic organizer with column headings of Smell, Taste, Touch, Sound, and See. Student understands that imagery is language that appeals to the senses and paints a picture in the reader’s mind. Student locates imagery in literature. Student correctly puts imagery evidence under correct sense category. Evidence accurate. Student articulates correctly how this instance of imagery is helpful to the reader in understanding a character, event or idea.
- Student uses a piece of literature and identifies the protagonist and antagonist. Student correctly identifies the protagonist and antagonist. Student correctly explains how these two characters or character and antagonistic force are in opposition to each other. Student understands the protagonist is the main character. Student understands the antagonist is a character or force that fights against or is in opposition to the protagonist.
- Student completes a T-Chart type graphic organizer with columns labeled, 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 piece of literature 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 piece of literature and identifies various instances of foreshadowing. Student predicts what the foreshadowing may mean. Student correctly identifies instances of foreshadowing. Student makes a logical prediction of what the foreshadowing may mean later in the story. Student connects instances of foreshadowing that are linked or lead to a similar conclusion. Student understands that foreshadowing is when the author gives the reader clues about future events.
- Student writes a narrative poem in free verse. Student understands that a narrative poem contains many of the narrative elements found in other types of literature including setting, characterization, plot, conflict, tone, figurative language, dialogue and symbolism. Student writes a poem with a setting, rising action, a climax, falling action and a resolution. Student writes a poem that is logical and follows a plot line. Student uses the format of a poem. Student understands free verse does not use consistent meter patterns, rhyme, or any other musical pattern. It tends to follow the rhythm of natural speech.
- Student uses the piece of literature 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 like originally. 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 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 uses the piece of literature, 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.