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 7. Analyze the author's purposeful use of language

Objective e. Analyze how repetition and exaggeration contribute to meaning


The teacher should instruct students about the meaning of exaggeration and that its use in literary text can add humor, make a point about a particular subject, or add life or vibrancy to the text. Next, the teacher should provide students will portions of multiple texts where exaggeration is used. Place students in small groups. As group members read the portions of text, they should note the exaggeration/s and decide for which reason the author used exaggeration. General class discussion should follow the small group activity where all findings are shared.


Prior to reading a literary text, the teacher and students should brainstorm all plausible ideas why an author might choose to repeat a word, phrase, or sentence throughout his/her text. As students read the assigned text, they should post-note any repetitions in the text. After reading is complete, students and teacher should return to the list previously created, and determine which if any of the ideas listed there reflects the purpose of the author's use of repetition.


The teacher should preview multiple literary texts by the same author to verify that this author uses either repetition or exaggeration in both texts. After locating two texts that match this profile, students will be instructed to read both texts noting uses of repetition and/or exaggeration. After reading is complete, each student is to be placed with a partner. They will share their findings and determine how the repetition and/or exaggeration assist in the development of a narrative element/s in the text.


The teacher should find a literary text where the use of repetition establishes a pattern that organizes and hold that text together. The teacher and students should read the text together with the teacher stopping at intervals to note the pattern of repetition in the text. After the reading is complete, the teacher and students should review the text and discuss how repetition serves as an organizing feature.

Resources for Objective 3.A.7.e:
LESSON SEEDS | Sample Assessments | Advanced/G-T |