School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 6

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Advanced/Gifted and Talented: An advanced/gifted and talented tool is an idea for a complex, multi-step instructional task that requires students to apply knowledge and skills of multiple objectives that support one indicator. Tasks require students to interpret, analyze, and evaluate text at an appropriate level of complexity and embed a variety of differentiation strategies to challenge advanced readers. Many of these strategies and activities can be adapted for use with all students.

Standard 3.0 Comprehension of Literary Text

Indicator 7. Analyze the author's purposeful use of language

Objective d. Analyze how sensory language contributes to meaning

Other Objectives Addressed

a.Analyze specific words and phrases that contribute to meaning
b.Analyze words and phrases that create tone
c.Identify and explain figurative language that contributes to meaning
e.Analyze how repetition and exaggeration contribute to meaning

Instructional Task

Students will analyze the author's use of purposeful language in poetry and compose a literary review for Literary Lights, a segment of a local teen television news magazine. The class may produce and film the Literary Lights segment to share with other students (synthesis).

Development of Task

  1. The teacher will select a poem and model identifying and explaining the elements of style, figurative language, and sensory language.
  2. The teacher will model analysis of the author's use of purposeful language, by analyzing specific words and phrases that contribute to meaning; analyzing words and phrases that create tone; and analyzing how figurative and sensory language contribute to meaning.
  3. The teacher will provide students with a selection of poems or short stories at an appropriate level of complexity. The students will read the text to identify and explain elements of style, figurative language and sensory language, repetition, and exaggeration. The student will analyze how the author's purposeful use of language contributes to meaning of the text (Objectives a - e).
  4. The student will select a poem that uses language purposefully and write a literary review that analyzes specific words and phrases that contribute to meaning; words and phrases that create tone; and examples of figurative and sensory language that contribute to meaning (analysis).
  5. The teacher will organize a “literary editors'” meeting at which student's will critique each other's reviews in order to select the most effective reviews for Literary Lights, the literary review segment of the teen television show (evaluation). As an option, the teacher may film the Literary Lights segment to share with other students (technology integration).
/toolkit/vsc/advanced/reading/grade6/3A7d.xml
Resources for Objective 3.A.7.d:
Lesson Seeds | ADVANCED/G-T |