Q1W2 August 20-24

PLOT DIAGRAM[1]

Frayer vocab 2 sided

 

TeacherMerriann Frederick
Subject AreaELA/Reading
Grade Level6
Week #2
Unit of InstructionCurriculum Focus: Character Motivation and Development
Standard(s) Taught

LAFS.6.RL.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Learning Targets and Learning Criteria

Learning Target

Students will provide a description of how a particular story’s or drama’s plot unfolds in a series of episodes towards a resolution. (RL.1.3)

Learning Criteria

Students will:

  • Describe characters’ responses using text evidence
  • Analyze plot developments over time
  • Use text to draw inferences
  • Create a character motivation chart
  • Use vocabulary strategies
Classroom Activities
  • Plot diagram
  • Frayer Model for vocabulary
  • Vocabulary strategy: Denotation & Connotation
  • Character Motivation Chart
  • Read/discuss short story “Eleven” by Sandra Cisneros
  • Read/discuss short story “What Do Fish Have to Do with Anything?” by Avi
Assignments Due

No later than August 24

  • Plot Diagram – “Eleven”
  • Frayer Model Vocabulary
  • Character Motivation Chart
Additional Resources

Extension Activity

  • Create a continuum line of age maturity based on character’s reaction and using text evidence to support your justification.
  • Complete a plot diagram on the short story “What Do Fish Have to Do with Anything?

*Accommodations:     

ESE – Special Considerations based on IEP

504– Special Considerations based on Accommodation Plan  

ESOL – Appropriate printed material, pre-teaching activities, various instructional approaches, student engagement and thinking activities, differentiation, check for content comprehension, resources for assistance, reinforce study skills, linguistic modifications, specific vocabulary, alternative assessment.