1.01 Narrate an expressive account (e.g., fictional or autobiographical) which:

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1 Language Arts Objectives for the Sixth Grade: Competency Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience Narrate an expressive account (e.g., fictional or autobiographical) which: uses a coherent organizing structure appropriate to purpose, audience, and context. tells a story or establishes the significance of an event or events. uses remembered feelings and specific details. uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions) Explore expressive materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. analyzing the characteristics of expressive works. determining the effect of literary devices and/or strategies on the reader/viewer/listener. making connections between works, self and related topics. comparing and/or contrasting information. drawing inferences and/or conclusions. determining the main idea and/or significance of events. generating a learning log or journal. creating an artistic interpretation that connects self to the work. discussing print and non-print expressive works formally and informally Interact appropriately in group settings by: listening attentively. showing empathy. contributing relevant comments connecting personal experiences to content. monitoring own understanding of the discussion and seeking clarification as needed Reflect on learning experiences by: describing personal learning growth and changes in perspective. identifying changes in self throughout the learning process. interpreting how personal circumstances and background shape interaction with text.

2 Competency Goal 2: The learner will explore and analyze information from a variety of sources Explore informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. studying the characteristics of informational works. restating and summarizing information. determining the importance and accuracy of information. making connections between works, self and related topics/information. comparing and/or contrasting information. drawing inferences and/or conclusions. generating questions Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM). distinguishing between primary and secondary sources. analyzing the effects of the presentation and/or the accuracy of information. Competency Goal 3: The learner will examine the foundation of argument Explore argumentative works that are read, heard, and/or viewed by: monitoring comprehension for understanding what is read, heard, and/or viewed. analyzing the characteristics of argumentative works. determining the importance of author's word choice and focus. summarizing the author's purpose and stance. making connections between works, self and related topics. drawing inferences. responding to public documents (such as but not limited to editorials and school and community policies). distinguishing between fact and opinion Explore the problem solution process by: studying examples (in literature and other text) that present problems coherently, describe the solution clearly, sequence reasons to support the solution, and show awareness of audience.

3 preparing individual and/or group essays and presentations that focus on the diagnosis of a problem and possible solutions Study arguments that evaluate through: exploring examples that show a firm control of sound judgments, audience awareness, clear idea/theme, and the use of relevant and coherent reasons for support. preparing individual and/or group essays and presentations that use evaluative techniques Competency Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of language structure and literary or media techniques. drawing conclusions based on evidence, reasons, or relevant information. considering the implications, consequences, or impact of those conclusions Recognize and develop a stance of a critic by: considering alternative points of view or reasons. remaining fair-minded and open to other interpretations. constructing a critical response/review of a work/topic. Competency Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. reading self-selected literature and other materials of individual interest. reading literature and other materials selected by the teacher. discussing literature in teacher-student conferences and small group discussions. taking an active role in whole class seminars. discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm. interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style. investigating examples of distortion and stereotypes.

4 recognizing underlying messages in order to identify theme(s) within and across works. extending understanding by creating products for different purposes, different audiences and within various contexts. exploring relationships between and among characters, ideas, concepts and/or experiences. Competency Goal 6: The learner will apply conventions of grammar and language usage Demonstrate an understanding of conventional written and spoken expression by: using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons. using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. demonstrating the different roles of the parts of speech in sentence construction. using pronouns correctly, including clear antecedents and correct case. using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses). determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words. extending vocabulary knowledge by learning and using new words. exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts. developing an awareness of language conventions and usage during oral presentations Identify and edit errors in spoken and written English by: reviewing and using common spelling rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled. applying proofreading symbols when editing. producing final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization. developing an awareness of errors in everyday speech.

5 Connections for Sixth Grade Language Arts Activity One 3.01, 3.02, 3.03, 4.03, 6.01, 6.02 Tell it to the Judge-Persuasive Essay (This activity emphasizes organizing thoughts and persuasive writing.) After the teacher has read the stories: The Three Little Pigs by: David Wiesner and The True Story of the Three Little Pigs by: Jon Scieszka the students will decide whose story they believe. They will then use a bubble map to aid in the organization of their thoughts (this can be obtained from After they fill out their bubble map, the students will write a persuasive essay that they believe would convince a judge that the wolf is either guilty or innocent. Activity from Genia Connell s Tell It to the Judge - Persuasive Essay retrieved from: Materials: 1. The Three Little Pigs by: David Wiesner 2. A bubble map which can be retrieved from:

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7 Activity Two 1.03, 4.02, 4.03, 6.01, 6.02 Interview the Characters (This activity will emphasize the importance of point of view and organization of thoughts.) After reading the book The True Story of the Three Little Pigs by: Jon Scieszka the students will be placed in pairs and will conduct an interview on one another as if they were a character from the book. The teacher will assign each group a character from the book; the First Little Pig, the Second Little Pig, the Third Little Pig, and the Wolf should only be assigned once, bystanders can be assigned to more than one group so that their will be a variety of answers to the questions that are asked. The students will decide who will be the interviewer and the interviewee. The students will need a piece of paper to write the questions and answers on. The students that are the interviewers will be responsible for coming up with questions to ask the assigned character. The students that are being interviewed will create their own answers to the questions that are asked. When completed they will present the interview to the class. Materials: Activity created by: Rachel Gobble 1. Paper and pencil to create and answer interview questions

8 Activity Three 1.01, 1.02, 1.04, 2.01, 2.02, 5.01, 6.01, 6.02 The Villain s Point of View (This activity emphasizes the importance of point of view.) The teacher will read The True Story of the Three Little Pigs by: Jon Scieszka and Red Riding Hood by: James Marshall. After reading the books the teacher will discuss point of view with the students. The teacher should stress how The True Story of the Three Little Pigs was told from the wolf s point of view. After the class discussion the students will be asked to rewrite the story of Red Riding Hood from the wolf s point of view. Their story should include how the wolf felt, what the wolf was thinking, and why he did what he did. Activity was created by: Rachel Gobble and Angela Watts Materials 1. Red Riding Hood by: James Marshall 2. Paper and pencil to create their story

9 Activity Four 1.03, 2.01, 5.01 Thirty Second Book Report (This activity will emphasize the importance of organizing thoughts and information that has been taught.) After the teacher has read The True Story of the Three Little Pigs the students will be separated into small groups. The students will work together to create a book report that they will present to the class. The book report will last no longer than thirty seconds so the students need to be aware that they need to choose wisely what they will present. Students may make posters or anything else that can aid in presenting their book report, so the teacher needs to make sure that materials are readily available. Ideas adapted from 30 Second Book Reports by: Joni Reed retrieved from: Materials 1. Poster boards, markers, and other art supplies for the students that want to use a poster to present their book report

10 Activity Five 1.01, 1.02,2.01,4.03, 5.01 Point of View Book Report (This activity helps emphasize point of view.) After the teacher has read The True Story of the Three Little Pigs to the class the students will be separated into four small groups. Each group will be assigned a character: the wolf, the first little pig, the second little pig, or the third little pig. The groups will prepare a book report that is from their characters point of view. The teacher needs to make sure that the students are aware of what a book report contains: the title, author, setting, characters, point of view, main idea, and the beginning, middle, and end of the story. The teacher also needs to make sure that the students keep in mind that they are not just repeating the information of the book; instead they are being creative with the way they are telling their point of view. The students may make or use visuals to aid in their side of the story so the teacher should have art supplies available. When the students are finished preparing their report each group will present to the class. Ideas adapted from Point of View Reports by: Margie Morley retrieved from: Materials: 1. Art supplies if the students choose to use materials to present their book report

11 Activity Six 1.01,2.01, 3.03, 4.03,5.01 Wolf s Apology Letter (This activity will emphasize correct letter formatting.) After the teacher has read aloud The True Story of the Three Little Pigs, each student will role play the part of the Wolf. They will compose a letter from the Wolf, while incarcerated, to the Third Little Pig explaining his actions. Upon completion of the Wolf letter, the students will exchange letters and they will compose a response letter in the Third Little Pig s point of view. Letters will be submitted for assessment. Letters will be graded based on grammar, punctuation, and proper letter format. Activity created by: Angela Watts

12 Activity Seven 2.01 Prove It! (This activity focuses on listening reading comprehension.) After The True Story of the Three Little Pigs has been read, the teacher will ask the students a variety of questions that require the students to search through the text. Questions Answers Why did the wolf eat the second little pig? If the wolf did not eat the second little pig he would have spoiled. What types of animals do wolves eat? Bunnies, sheep, and pigs Who made up the story the wolf Huffed The reporters and puffed the pigs houses down? What did the Third Little Pig say that His granny could sit on a pin caused the wolf to try to knock down his door? Who does the Wolf say knows the real Nobody story? When was Wolf making his granny s Way back in Once Upon a Time time birthday cake? What is the real story about? A sneeze and a cup of sugar When wolf felt a sneeze coming what did Huffed and snuffed he do? How did the wolf feel after he ate the first A little better little pig? If cheeseburgers were cute what would Big and bad people think you were? What is the wolf in search for throughout A cup of sugar the whole book? Why did the reporters change the story? A sick guy borrowing a cup of sugar was not exciting What was the Second Little Pig doing Shaving when the Wolf knocked on his door? When the wolf knocked on the first little The door fell in pigs door what happen? When the Wolf was at the Second Little Holding the doorknob Pigs house he felt a sneeze coming on while he was doing what? Questions created by: Angela Watts Activity adapted from Prove It! by: Pamela Quale-Birk retrieved from:

13 Activity Eight 1.01, 4.03, 6.01, 6.02 Compare and Contrast (This activity emphasizes comparing and contrasting.) For this activity, the teacher will read aloud The True Story of the Three Little Pigs and The Three Little Pigs illustrated by: Katie Saunders. Students will work independently to complete a Venn diagram comparing the two books. Materials: Activity created by: Angela Watts 1. Venn Diagram from: 2. The Three Little Pigs (Ready to Read: Level 1) illustrated by: Katie Saunders

14 Three Little Pigs Retrieved from: