Reading Lesson Planning Guide-Literary-IP3 | Sixth Grade
Instructional Period 3
Content
Process
Strand 2: Comprehending Literary Text
Strand 1: Reading Process
Concept 1: Literary Elements
Concept 4: Vocabulary
PO6. Draw conclusions about the style, mood, and meaning of literary text based on
PO1. Determine the effect of affixes on root words.
the author’s word choice.
PO2. Use context to identify the meaning of unfamiliar words (e.g., definition, example,
restatement, synonym, contrast).
PO3. Use context to identify the intended meaning of words with multiple meanings
(e.g., definition, example, restatement, or contrast).
PO4. Determine the meaning of figurative language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms,
and parts of speech of words, by using a variety of reference aids, including
dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.
Concept 5: Fluency
PO1. Read from a variety of genres with accuracy, automaticity (immediate
recognition), and prosody (expression).
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and
sources.
PO6. Apply knowledge of the organizational structures (e.g., chronological order, timesequence order, cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant
details.
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Glendale Elementary School District 2/9/2016
Reading Lesson Planning Guide-Literary-IP3 | Sixth Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and sources.
PO6. Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and / or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 3
Topic: Literary Appreciation
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 1: Literary Elements
Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
Essential Questions: How did the author help me relate to the characters in the text? Why did the author write this? What emotion did the author evoke in the text? How am I
changed from reading this text?
Big Idea: Reading is valuable because it is entertaining and develops understanding about people, cultures, and situations.
You don't have to experience everything yourself to develop understanding and empathy.
Performance
Objective
Process Integration
(skills to use)
S2C1PO6.
Draw conclusions about
the style, mood, and
meaning of literary text
based on the author’s
word choice.
R-S1C6PO7.
Use reading strategies (e.g. drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
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Explanations and Examples
Resources
Assessment
Explanation:
The students will infer style, mood and meaning by
connecting the following attributes: word choice,
sentence structure, imagery, point of view and dialogue.
Introduction Lessons:
 McDougall Littell
Text
pp. 416-420
 Resource Manager,
Unit 4, p. 15
 Yellow Brick Roadby Janet Allen Pg.
165-170 –strategy
for discussion group
organization on
poetry or prose.
 Use the bookroom

R-S1C4PO2
Use context to identify the intended
meaning of unfamiliar words.
Key Vocabulary:
Style: a writer’s unique way of communicating ideas (Ex:
The results of many elements including word choice,
sentence structure, imagery, point of view and dialogue).
S1C4PO3 Use context to identify
the meaning of words with multiple
meaning.
Mood: the feeling or atmosphere that a writer creates for
readers (e.g., there are as many moods as there are
emotions)
Glendale Elementary School District 2/9/2016

Benchmark
Unit
Assessment
pps. 75 – 79 or
70-81
In addition,
note the
extended
response
questions 11
(79/81) - these
will allow
students to
Reading Lesson Planning Guide-Literary-IP3 | Sixth Grade
R-S1C4PO4
Determine the meaning of figurative
language, including similes,
metaphors, personification, idioms,
hyperbole and technical language.
R-S1C6PO7
Use reading strategies (example:
drawing conclusions, determining
cause and effect, making
inferences, (sequencing) to
comprehend text.
Mood can be developed through the choice of setting,
imagery, and conversations between characters.
Tone: the overall feeling or effect created by a writer’s
use of words e.g. playful, serious, humorous, sarcastic,
ironic, satirical, tongue-in-cheek, solemn, and objective.
Imagery: descriptive language used to recreate sensory
experiences for the reader. Imagery usually appeals to
one or more of the senses: sight, hearing, smell, taste
and touch: to help the reader imagine exactly what is
being described.
Example:
Define and provide an example of each of the above
vocabulary words within poetry and prose and lift the text
to isolate the example (ie: tone, style and mood). Below
is an example of tone.
Example of Tone:
In the very olden time, there lived a semi-barbaric king,
whose ideas, though somewhat polished and sharpened
by the progressiveness of distant Latin neighbors, were
still large, florid, and untrammeled, as became the half of
him which was barbaric. He was a man of exuberant
fancy, and, withal, of an authority so irresistible that, at
his will, he turned his varied fancies into facts. He was
greatly given to self-communing: and, when he and
himself agreed upon anything, the thing was done.
Provide a selection of poetry and prose selections in
books as a resource in the classroom and provide
multiple opportunities to experience each attribute.
Select different styles of poems and prose selections that
the whole class can work with together. Group discussion
should also be established to identify and justify
decisions.
Provide a copy of each for the students to have. Identify
the mood, tone, style and imagery in each poem or story.
This can be done by:
 Circling words that demonstrate the mood
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Glendale Elementary School District 2/9/2016
resources to glean
passages for tone,
style, mood, and
imagery. The
bookroom will have
Gary Paulsen books
and “A Wrinkle in
Time” as a class
set. These books
could be given to
students (along with
post-its) to find
great word choice
passages.
Guided Practice
Lessons:
 Read All American
Slurp pp. 422-433
(tone)
 Resource Manager
p. 27 (tone)
 Jeremiah’s Song
(style) pg. 449-458
 Resource Manager
p. 29
 Something Told the
Wild Geese and
Change (imagery)pg.568-570
 Resource Manager
p.104-105
 The Morning Walk
and There is No
Word for GoodByepoems (mood)
 Resource p. 105
express
(written/found)
specific details
on mood and
tone. [Using
only multiple
choice will not
guarantee
deeper
understanding
of mood, tone,
and/style.]
Question Stems:
 Which of these
phrases
contributes to
the mood of the
poem?
 What intended
feelings does
the passage
produce for the
reader?
 Which of the
following words
best describes
how ____ feels
after ____?
 Which of the
following word
best describes
the mood of the
first half (or
second half) of
the story?
 Which detail in
the passage
shows the
meaning of the
poem is ____?
 What ways
does the author
Reading Lesson Planning Guide-Literary-IP3 | Sixth Grade



Underlining the words that show the tone
Highlighting words that demonstrate the style
Highlighting in another color words that show
imagery (senses) in the poem.
After students have been directly taught each device,
then they can work together to analyze and justify poetry
and prose for mood, style and tone.
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Glendale Elementary School District 2/9/2016

use _____ to
express ideas
and convey the
style?
What words or
phrases does
the author use
to develop the
meaning of the
passage?