Reading Lesson Planning Guide-Literary | 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 4
Topic: Historical and Cultural Genres
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 2: Historical and Cultural Aspects of Literature
Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.
Essential Questions: What special qualities do the characters possess? How is this story organized? What is the purpose of the story? What effect does setting play on
characters and plot?
Big Idea: Stories vary in different cultures.
Performance
Objective
Process Integration
(skills to use)
Explanations and Examples
Resources
Assessment
S2C2PO1.
Describe the historical
and cultural aspects
found in cross-cultural
works of literature.
R-S1C6PO3. Generate clarifying
questions in order to comprehend
text.
Explanation:
Works of literature may reflect the influence of significant
events, scientific discoveries, cultural values or social
issues.
McDougal Littell The
Red Guards,p.267, The
All-American Slurp,
p.424, 642-645,
Read a VARIETY of pieces of literature that pertain to a
historical or cultural aspect.
Myths, Legends, Tales P.642-646, 662-667,
690, 696,739
Build assessments
that focus
specifically on the
historical or cultural
aspect(s) in a piece
of literature.
R-S1C6PO4. Use graphic
organizers in order to clarify the
meaning of the text.
R-S1C6PO5. Connect Information
and events in text to experience and
to related text and sources.
R-S1C6PO6. Apply knowledge of
1
Students should be able to compare/contrast the different
aspects between cross-cultural pieces of literature.
Content Knowledge:
Literature that helps us to understand and appreciate
Glendale Elementary School District 2/9/2016
Literary
responses:
Once a student
finishes reading a
piece, they respond
to the historical or
Reading Lesson Planning Guide-Literary | Sixth Grade
the organizational structures of text
to aid comprehension.
other times and cultures. Most of these types of stories
provide a moral or a lesson.
R-S1C6PO7. Use reading strategies
to comprehension.
Key Vocabulary:
Author’s Background: Story details frequently reflect
information about an author’s background.
R-S1C5PO1. Read from a variety of
genres with accuracy, automaticity
and prosody.
Historical Context: the political, social, cultural, and
economic setting for a piece of literature
Cultural Context: Music, customs, society, art, and
traditions establish the cultural context for a story.
Author’s Perspective: an author’s view based on
surroundings and circumstances.
Example:
Direct Instruction: Read “Arachne” and describe the
historical context and cultural context of the myth.
http://www.pantheon.org/articles/a/arachne.html
Create a chart
Historical
Context
Stories like this
were told to
explain science
Myths were
written to show
how humans
connect with
nature
Arachne
Cultural Context
Told to explain
how something
happened
Explained how
gods and
humans
interacted
How does it
effect our world
today
This is where
we got spiders
Humans are
expected to
respect people
in power or else
suffer
consequences
Provide many opportunities for students to read and
interact with myths to describe the history and culture
within the text.
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cultural aspect(s).
**Questions stems
should be written
specific to historical
or cultural focus
within a story
Question Stems:
 In what literary
period was this
passage
written?
 How can you
tell?
 Give two
reasons
supporting your
answer.
Reading Lesson Planning Guide-Literary | Sixth Grade
S2C2PO2.
Identify common
structures and stylistic
elements in literature,
folklore, and myths from
a variety of cultures.
(Roman and Greek
myths, mysteries)
R-S1C6PO3. Generate clarifying
questions in order to comprehend
text.
R-S1C6PO4. Use graphic
organizers in order to clarify the
meaning of the text.
R-S1C6PO5. Connect Information
and events in text to experience and
to related text and sources.
R-S1C6PO6. Apply knowledge of
the organizational structures of text
to aid comprehension.
R-S1C6PO7. Use reading strategies
to comprehension.
R-S1C5PO1. Read from a variety of
genres with accuracy, automaticity
and prosody.
Explanation:
Analyzing structure & stylistic elements common to
 Literature
 Folktales
 Fables
 Myths
Read a VARIETY of literature focusing on:
 Structure
 Style
This PO is not limited to Folklore, Fables and Myths. All
pieces of literature can be analyzed for structure and
style
Key Vocabulary:
Literature: All pieces of written work
Style: The way writers express their ideas; not what they
say, but how they say it.
Literary devices:
 Author’s word choice
 Sentence structure
 Figurative language
 Imagery
 Dialogue
 Symbols
 Structure
Folklore:
 Passed down from generation to generation by
word of mouth
 Reflects traditional beliefs
 Mostly set in the past
 Supernatural events
 Characters vary from ordinary people to
animals or supernatural beings.
Myth:
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Introduction Lessons:
 McDougall Littell
Text
pp. 640 – 645
 Resource Manager,
Unit 6, pp. 15 and
16
Guided Practice:
 McDougall Littell
Text pp. 646 – 653
and pp. 656 – 667
Unit and
Benchmark
Test A
Characteristics
of Myths 2,5,9
Cultural Values
4,6,7 Cause
and Effect
8,11,12,13
15,20
Summarize
3,10,21,22,23
Prdict 1,14, 16
Universal
Theme
17,18,19
Reading Lesson Planning Guide-Literary | Sixth Grade





Fables:




A traditional story
Can be about the origins of the world
Human or social cultures
Mysteries of the earth
Can be based on what a group of people in the
past believed.
A brief tale
Teaches a lesson
Explains a moral about life
Often has animals as major characters
Legend:
 Passed down for many generations
 Believed to be real events
 Focus on a hero/heroine
Tall tale:
 Exaggerated story
 Impossible events
 Main character is larger than life
Example:
Use a double bubble map to compare two genre at a time and identify
commonalities of style and/or structure
S2C1PO8.
Compare various
genres of fiction (e.g.,
mysteries, science
fiction, historical fiction,
adventures, fantasies,
fables, myths) based
upon their
characteristics.
R-S1C6PO3. Generate clarifying
questions in order to comprehend
text.
Explanation:
Compare different genres of fiction to identify similarities
and differences based on their characteristics.
R-S1C6PO4. Use graphic
organizers in order to clarify the
meaning of the text.
This PO was probably already a focus from the beginning
of the year.
R-S1C5PO1. Read from a variety of
genres with accuracy, automaticity
and prosody.
R-S1C6PO5. Connect Information
and events in text to experience and
to related text and sources.
4
The key to the PO is to expose students to as many
types of fictional pieces as possible.
Start with breaking down all types of literature…
Major genres in literature:
 Fiction
 Nonfiction
Glendale Elementary School District 2/9/2016
Introduction Lessons:
Good stories to use from
McDougall Littell Text to
compare different
genres:
 Adventure: Scouts
Honor pp. 348-361
 Historical Fiction:
Dog of Pompei pp.
312 – 324
 Fable/Myth: Ant and
the Grasshopper
pp. 366 – 368
 Science Fiction: All
Summer in a Day
Questions Stems:
 Name the
genre of this
text (possible
multiple choice
question).
 The genre is
_______.
Explain why.
Explain the
characteristics of
each genre.
Science
Fiction
Reading Lesson Planning Guide-Literary | Sixth Grade
R-S1C6PO6. Apply knowledge of
the organizational structures of text
to aid comprehension.
R-S1C6PO7. Use reading strategies
to comprehension.


Poetry
Drama
Once the four major genres in literature have been
reviewed, fiction needs to be broken down more
specifically. This allows the PO to be taught based upon
the characteristics of the story being read. Use as many
types of genre as possible to show differences.
 Realistic fiction
 Historical fiction
 Science fiction
 Mystery
 Adventure
 Fantasy
 Folktales
 Fable
 Fairy Tales
 Myth
Key Vocabulary:
Genre: category or literature type
Realistic Fiction: a story that can actually happen in real
life but is not true
Historical Fiction: a story that is set in the past and
includes real characters and/or events that have taken
place
Science Fiction:
 Usually set in the future
 Advanced technology
 Supernatural events/beings
Mystery: a story that tries to solve a mystery or answers
unsolved questions
Adventure: story that involves exciting risk-taking
situations or physical danger


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Fantasy Imaginative story
Supernatural/Unrealistic events and characters

pp. 62 - 71
Oral Tradition: The
Chenoo pp. 681684
-
Historical
Fiction
Fantasy
Etc.
(Based on
which fictional
genres were a
focus)
Sort story selections
by genre and justify
why.
Reading Lesson Planning Guide-Literary | Sixth Grade

Involves magic
Folktales:
 Passed down from generation to generation by
word of mouth
 Reflects traditional beliefs
 Mostly set in the past
 Supernatural events
 Characters vary from ordinary people to
animals or supernatural beings.
Fable:
 Brief tale
 Teaches a lesson
 Explains a moral
 Life’s Lessons
 Often has animals as major characters
Fairy Tales: imaginative story that is told in different forms
(e.g. – Cinderella, Little Red Riding Hood)
Myth:





Traditional story
Origins of the world
Human or social cultures
Mysteries of the earth
Based on what a group of people in the past
believed
Example: Have students create a tree map that uses the
different genres as categories and lists the attributes of
each genre.
Use the double bubble map to compare two stories and
the genre and their characteristics.
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Reading Lesson Planning Guide-Literary | Sixth Grade
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