School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 6

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

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 6. Determine important ideas and messages in literary texts

Objective f. Explain the implications of the text for the reader and/or society


The teacher should preview multiple pieces of historical fiction to select one which has a defining historical event that impacted the society of that time. Students should read that selected piece of historical fiction with the purpose of identifying an historical event that caused change in that society. Once reading is complete, teacher and students should collectively complete a web which lists the historical event as the center point and on the radiating lines students will list the changes that event brought about. As an extension teacher and students may select certain changes from the organizer that still impact that society today and discuss the modern implications.


After students have read a realistic fiction selection, they should identify a societal problem or an area of personal interest from the text. Next individual students should complete the following chart.

(Title of Selection) has caused me to think about….
The benefits of….are
The deficits of ….are

Once the students have completed their charts, they should draw conclusions about the effect of their stated societal problem or area of interest. Next students should physically group themselves according to the information on their charts and share their findings within their groups. Finally students should report information from their groups to the entire class.


Prior to reading a literary text, the teacher will instruct students to focus on a particular problem or area of interest within the text in order to determine the author's attitude toward that problem or interest. After reading is complete, teacher and students will discuss that problem/interest and the author's attitude toward it. Next, individual students must decide if they agree or disagree with the author's attitude and be able to support their opinion with the text. Once individual decisions have been made, students should walk about the room sharing their opinions with other students until they find someone who believes as they do. Only then may those students return to their seats. After the entire class is reseated, a general discussion about the author's attitude toward the problem/interest will be conducted with all sides being addressed.


After reading a literary text which contains a societal problem or interest, the teacher and students should isolate this problem/interest and record all text details about it. Each student should then review that organized information to determine whether or not the information in that text was sufficient to change the student's opinion about the problem/interest or if it further strengthened the student's existing opinion. Students should divide themselves into one of these opinion groups from which the teacher should organize small groups of students with conflicting opinions. In small group discussions students should share their opinions about the text's problem/interest supporting their ideas from the text.