RE08 6.a
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Reading Standard 6.a - Level 8
Read and respond to a variety of literature (for example, novels, poetry, short stories, nonfiction and plays) that represents perspectives from places, people, and events that are familiar and unfamiliar.
Standard in Kid Friendly Language
Read different examples of short stories, plays, poems, novels (including nonfiction) that show different ideas from both the familiar and unfamiliar. Create both oral and written responses to the readings.
Standard Unwrapped
KNOW
Read assigned literature of various genre and recognize and state the perspectives from places, people and events exposed in the readings.
Provide personal connections to familiar perspectives given in the readings to show personal ideas and reflections.
Provide responses to unfamiliar perspectives to show new learning and ideas.
ABLE TO DO
Write short and long constructed responses to prompts about abstract as well as concrete concepts introduced in literature.
Write essays, articles, and literary critiques, based on concepts read in literature and generated by own thoughts and ideas (not based on a limited prompt).
Demonstrate proficiency through other forms of responses, such as individual oral responses, short quizzes, projects, and others.
Instructional Strategies
- Before reading a novel, play, or other piece of literature, generate a list of class questions to which they would like to respond through their own reflections to readings. (See Reciprocal Teaching link under Resources below).
- As a whole class, develop a model response to a sample journal, essay, or short constructed prompt based on a reading common to the group. (This could be to something read in an earlier grade level, earlier in the unit or semester).
- A sample topic for after reading an excerpt from Warriors Don't Cry: "Explain some of the unexpected lessons learned by the Little Rock Nine when they enrolled in an all-white school."
- In small groups, hold discussions about a common topics of interest that are about unfamiliar ideas or events read about during a literature study.
- A sample topic is: "What are the obstacles to living in a controlled, restricted society in The Giver? A student recorder from each group will list responses, and each group will present a brief panel presentation to share the ideas generated by their group. As a class, relate these concepts to norms in our present society.
- Keep a self-reflection reading journal specific to a major work of literature, for metacognition throughout the development of the novel or play, such as To Kill a Mockingbird or The Diary of Anne Frank.
- Use literature circles of a common novel OR group-selected novels to develop common reading and response groups. This strategy is especially helpful for keeping large groups of students and proficient and advanced students highly involved and on-task.
Assessment Strategies
Complete a reading response journal.
Without help from others, create a paragraph or essay response to a topic or question prompt about a selected reading or a series of related readings. (This may be an essay question in the form of an assessment over a specific literature unit, novel, or play).
Participate as a contributing group member during a discussion or Socratic Seminar.
Orally present a prepared reading reflection to the class.
Orally respond to classroom questioning about readings.
Write a book critique using the expected format, incorporating a summary and the reader's opinion of the novel.
Resources
Reciprocal Teaching: definition, uses/purposes
Sample To Kill A Mockingbird Response Journal questions
Projects and Activities
At the beginning of the year: Using the "funeral" chapter from A Long Way from Chicago: Read the chapter orally to class as they listen and sketch the scene. Students should listen carefully for the details about this unfamiliar earlier American method of preparing the family for a funeral after a death, as well as the humorous and surprising climax, so that they create a mental and tangible, illustrated image to enrich their comprehension.
Create journal reflections to chapters in novels, such as Watsons Go to Birmingham, To Kill a Mockingbird, and The Giver, and others. Incorporate short sketches/illustrations if appropriate.
Create a group response log to questions generated about novels in literature circles.
Present an oral book review, or a book talk, to the class.
Construct/develop a visualization chart showing a selected conflict, setting, and character from a given work. Present/display.
Create a paper plate pie graph to demonstrate the traits of a character. Use three or more adjectives to describe the various traits of a character. The traits must add up to 100% to portray the whole character.
Synthesize a main character from a novel by creating a body biography with a literature circle group. Present/display for the class. (This is typically used as a culminating project at the end of the year).
