Short Story of the Month - imlovinlit.com · in the PPT Slides file named Journal Prompt Slides....

©2017 erin cobb imlovinlit.com

Short Story of the Month"The Emperor's New Clothes" & Other Classic Folktales

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, and Common Core Alignment 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, and Procedures: EVERYTHING 6-11

Activity 1: Conflict (Internal vs. External) Quick Notes 12-13

Activity 4: “The Emperor’s New Clothes” Text 14-17

Activity 5: Emperor Annotation Guide (Internal vs. External Conflict) 18

Activity 6: Story Vocabulary Graphic Organizer w/Key 19-20

Activity 7: Basic Comprehension Quiz (Recall Facts and Details) w Key 21-22

Activity 8: Plot Diagram Organizer w/Key 23-24

Activity 9: Character Traits Text Evidence Organizers w/Keys 25-26

Activity 10: Theme Analysis w/Key 27-28

Activity 11: Citing Text Evidence Activity w/Key 29-30

Activity 12: Comprehension Skills Test w/Key 31-36

Activity 14: Five Fables Text 37-39

Activity 15: Fable Theme Analysis + Text Evidence w/Key 40-42

Activity 16: Pecos Bill Text 43-44

Activity 17: Pecos Bill Tall Tale Exaggerations Annotation Guide 45

Activity 19: Medusa Myth Text 46-47

Activity 20: Medusa Figurative Language Vocabulary Guide 48-52

Activity 21: Rapunzel Fairy Tale Text 53-55

Activity 22: Rapunzel Text Evidence PARCC-style Activity 56-60

Activity 23: Arthur and the Stone Legend Text 61-63

Activity 25: Essential Question 64-65

Activity 26: Mid-Year Assessment 66-71

TEKS Alignment 82

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Conflict Lesson* RL.6.1, RL.6.2, RL.6.3, RL.6.5

Activity 2: Conflict Printables* RL.6.1, RL.6.2, RL.6.3, RL.6.5

Activity 3: Journal Prompt/Discussion* SL.6.1

Activity 4: Text “The Emperor’s New Clothes” RL.6.1

Activity 5: Conflict Annotation Guide** RL.6.1, RL.6.5

Activity 6: Story Vocabulary Activity (Review)* RL.6.1, RL.6.2

Activity 7: Comprehension Quiz RL.6.1

Activity 8: Plot Diagram Review** RL.6.1

Activity 9: Character Trait Text Evidence Analysis** RL. 6.1, RL.6.3, RL.6.4

Activity 10: Theme Analysis w/Text Evidence** RL.6.1, RL.6.3, RL.6.5

Activity 11: Finding Text Evidence Activity** RL.6.1, RL.6.4

Activity 12: Comprehension Skills Test Rl.6.1, RL.6.3, RL.6.4

Activity 13: Types of Folktales Lesson RL.6.1, Rl.6.3

Activity 14: Text - 5 Fables RL.6.3, RL.6.1, RL.6.4

Activity 15: Theme Analysis/Text Evidence in Fables*** RL.6.1, RL.6.2, RL.6.5, RL.6.9

Activity 16: Text “Pecos Bill” RL.6.1, RL.6.5

Activity 17: Annotation Guide Tall Tale Exaggerations** RL.6.1, RL.6.2, RL.6.3, RL.6.4

Activity 18: Figurative Language Review Lesson** RL.6.4

Activity 19: Text “Medusa” RL.6.1, RL.6.4

Activity 20: Figurative Language Vocab Guide*** RL.6.1, RL.6.4

Activity 21: Text “Rapunzel” RL.6.1, RL.6.5

Activity 22: Rapunzel Text Evidence Quiz/Annotate*** RL.6.1, RL.6.2. RL.6.5

Activity 23: Text “Arthur and the Sword” RL.6.1

Activity 24: View/Discuss King Arthur Video Clip** RI.6.1, RI.6.5, RI.6.9

Activity 25: Essential Question*** RL.6.9, RI.6.9, RL.6.1, RL.6.2.

BONUS: Mid-Year Assessment*** RL.6.1, RL.6.2, RL.6.3, RL.6.4, +++©2017 erin cobb imlovinlit.com


Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

5 ©2017 erin cobb imlovinlit.com


Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages (excluding assessments) in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for The Emperor’s New Clothes, copy and paste the link below into your browser. available in full resource only

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teaching Guide, Rationale, Lesson Plans, and ProceduresI have also discussed here how I use each activity and included hints and links to help you, too. I went ahead and mapped out the days for you. Feel free to take or leave what you like. Even if you don’t plan to follow this schedule, I still recommend reading through this section to get the most out of these activities.

These lessons and activities were designed to meet the needs of sixth graders during the middle part of the school year. The stories, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Teacher’s Guide

Day 11. Activity 1: 25-35 minutesMini-lesson on Conflict– Use the Quick Notes provided in this packet, unless you have one of the complete interactive notebook lessons. I also recommend doing the complete lesson intro from the Interactive Literature Notebook, but if you don’t have that then these notes will suffice.2. Activity 2: 25 minutesConflict Printables – This activity is located in a separate file in the download folder. Look for the file titled “Conflict Printables.pdf” – Students practice distinguishing between internal and external conflicts. Key included.3. Activity 5: 10 minutesAnticipatory Set – Journal prompt. Find it in the PPT Slides file named Journal Prompt Slides.

Activity 3

Activity 1

Activity 2



Teacher’s Guide

Day 21. Activity 4: 20 minutesRead/discuss “The Emperor’s New Clothes” – text included2. Activity 5: 30 minutesConflict Annotation Guide - Re-read the story, looking for conflicts. Annotate by underlining/highlighting internal conflicts in red and external conflicts in green. Complete annotation guide is included in color.3. Activity 6: 10 minutesStory Vocabulary Graphic Organizer – this should be super easy by now; students complete independently, may take as a grade.

Day 31. Activity 7: 20 minutesComprehension Quiz – Basic Comprehension (Recall Facts)

This quiz checks for basic comprehension and recall of the story. There are no higher order thinking questions on this quiz, no inferring, no analyzing, no drawing conclusions, etc. so I do not recommend that students use a copy of the story for this quiz unless they need that as a testing accommodation 2. Activity 8: 25 minutesPlot Diagram - this should be a relatively simple review for your students; if your students still struggle with this independently, discuss the climax first. Once they know for certain what the climax is, they should be able to fill in most everything else accurately.3. Activity 9: 15 minutesCharacter Traits w/Evidence Graphic OrganizerHere students are simply finding character traits for each character and then finding text evidence to prove each trait. Have students use their reference book for character traits created in the Thank You Ma’am unit.

Activity 4

Activity 5 Activity 6

Activity 7

Activity 9

Activity 8



Teacher’s Guide

Day 41. Activity 10: 30 minutesComplete Theme Tree for “The Emperor’s New Clothes” – see sample/key included. May require a re-read of story. Use same method from ”Thank You Ma’am” unit/or from IRLN. Put the theme topics in trunk, theme in branches (or in empty space on either side of trunk), and evidence from the story in the leaves.2. Activity 11: 25 minutesText Evidence Activity – students practice finding relevant text evidence and explaining their choice. See example.

Day 5

Activity 10

Activity 11

1. Activity 12: Comprehension Skills TestComprehension Analysis Test This comprehension test is designed to be taken with accessto the story. You may choose to give your students a non-annotated version of the story. Allowing use of the version a student annotated may be a testing accommodation. I always let my students use the story here because I want toknow if they can analyze a story, not memorize or recall details from it (we did that for the basic quiz).

Activity 12



Teacher’s Guide

Day 6

Day 71. Activity 16: 15 minutesRead/discuss Tall Tale (included text) Pecos Bill. To make this one fun I like to hold “auditions” for someone with a good southern accent, then have him read it aloud in that voice. If you’ve got a good one, then use it! It really helps this one.2. Activity 17: 10 minutesReread the tall tale for evidence of exaggerations that are meant to be humorous that are the tell-tale sign of tall tales. Underline or highlight – annotation guide/key included.3. Activity 18: 30 minutesFigurative language lesson review – foldable/lesson included as separate file named “Figurative Language INB Lesson.pdf” in the download folder. Best if students have been introduced - I recommend the lessons in the reading literature notebook J

1. Activity 13: 20 minutesFolktales Interactive Notebook Lesson -Complete instructions included for foldable. Find this activity in the download folder as a separate file named Folktales INB Lesson.pdf.2. Activity 14: 20 minutesRead 5 fables with full text included. Have students determine a theme (moral) statement for each fable and write it in the space under the fable. Then discuss and remind students that any theme is valid if it can be proven with text evidence.3. Activity 15: 20 minutesFables Theme/Text Evidence Activity: I’ve included two versions – one where students have to match up the themes and one where the themes are already matched up. These are the official themes that are included with the fable texts. Students then read both pieces of text evidence from each fable and circle the evidence that supports the theme.

Activity 13

Activity 14

Activity 15

Activity 16

Activity 17



Teacher’s Guide

Day 8

Day 91. Activity 21: 25 minutesRead fairy tale Rapunzel (full text included) and discuss fairy tale elements present in the story.2. Activity 22: 35 minutesRapunzel text evidence activity – This is sort of a pre-PARCC practice assessment. The questions are actually VERY easy –they are meant to be easy to find so that students have the opportunity to annotate for text evidence. Important stepping stone for harder questions and evidence.

1. Activity 19: 20 minutesRead Medusa (myth) – full text included. Discuss in relation to qualities of a myth.2. Activity 20: 35 minutesComplete Figurative Language Vocabulary Guide Start by having students try to locate examples of figurative language in Medusa. Be sure to give them these pages separately (not together) since most of the answers to the first page - the chart – are included somewhere on the second page.

Activity 19

Activity 20

Activity 21

Activity 22



Teacher’s Guide

Day 101. Activity 23 – 20 minutesRead Arthur – text included (legend), discuss elements of a legend from foldable.2. Activity 24 – 10 minutesView/discuss Arthur video clip: http://www.history.com/news/ask-history/was-king-arthur-a-real-personAnswer question #2 on the Essential Question handout from Activity 25 below right after watching the video.3. Activity 25 – 30-40 minutesEssential Question. Tie it all together. The big SHE-BANG. Boom-shakalaka. Hard stuff. Good luck. :)

Activity 23

Activity 25

Mid-Year AssessmentThis mid-year assessment is meant to review the basic concepts that have been taught as part of the Short Story of the Month Club bundle. I have included activities throughout this unit to review the various concepts that are included on this assessment. Answer key included.


"The Emperor's New Clothes" & Other Classic FolktalesShort Story of the Month Reading Literature

Skill: Recall Details

Activity 7

Comprehension QuizChoose the best answer.

1. Where could the Emperor often be found?a. in the studyb. in the gardenc. in the kitchend. in the wardrobe

2. The weavers were ____________.a. impostersb. cousinsc. village peopled. all of these

3. According to the weavers, what special quality did their clothing possess?

a. They were made of fine silk.b. They could only be worn by those

with royal blood.c. They were made of thread

exclusively laced with real gold.d. They were invisible to anyone who

was stupid or not fit for his office.

4. What did the weavers do with the silk and gold they demanded?

a. weave them into clothesb. sell them to purchase materialsc. put them in their pocketsd. none of these

5. Who did the Emperor first send to the weavers to judge the cloth?

a. the ministerb. the council leaderc. his brotherd. none of these

6. What did the imposters do when others came to see the cloth?

a. name the colors in the clothb. explain the make of the texturec. point to the empty loomd. all of these

7. What did the statesman believe about himself when he realized he couldn’t see the cloth?

a. He believed he was stupid.b. He believed he was not fit for his

office.c. He believed the emperor was a

fool.d. He believed others had lied about

the cloth.

8. What did others in the room do while the Emperor was being dressed in his new clothes?

a. stifle their laughs at the Emperor’s stupidity

b. stand silently, afraid to speakc. accuse the imposters of fraudd. none of these



Skill: Character Traits, Text Evidence

Activity 9

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30 ©2017 erin cobb imlovinlit.com


Skill: Finding Text Evidence

Activity 11

Find Evidence That…Find text evidence that proves each statement and write it in the space provided. Then, explain how the text evidence you found proves the statement. See the example.

Cite specific evidence from the text:

Example: The Emperor truly respected his old and honored minister.

“I will send my old and honored minister to the weavers,” thought the Emperor. “He can judge best what the cloth is like, for he has intellect, and no one understands his office better than he.”

Explain:

The Emperor felt certain that his minister did not need to be tested and would be able to see the cloth and tell him about it.


1. The imposters stole from the Emperor.

Explain:


2. The Emperor never doubted his own ability to see the cloth before he went to see it.

Explain:


3. The Emperor was so fooled by the imposters that he even felt they deserved recognition for their excellent skills.

Explain:


4. The child was not concerned about others thinking he was stupid.

Explain:



Skills Test

6. What is the inciting incident in the story?a. The Emperor cared too much about his clothes.b. The Emperor sent the minister to check on the weavers.c. The Emperor hired the imposters to weave clothes for him.d. The Emperor believed he had nothing to fear for himself.

7. How does the Emperor respond to the crowd’s shouting, “But he has nothing on!”?a. He immediately fires the weavers.b. He begins to recite ridiculous excuses.c. He continues the procession as though nothing is wrong.d. He dismisses his chamberlains.

8. Read this paragraph from the story: "Those must indeed be splendid clothes," thought the Emperor. "If I had them on I could find out which men in my kingdom are unfit for the offices they hold; I could distinguish the wise from the stupid! Yes, this cloth must be woven for me at once." And he gave both the impostors much money, so that they might begin their work.What is the main purpose of this paragraph in the story?

a. to explain why the emperor hired the weaversb. to reveal the motivation of the impostersc. to show that the Emperor was fit for his officed. to describe the Emperor’s love for his wardrobe

9. Which event occurs during the falling action?a. the imposters continue to work and demand more money, gold, and silkb. others in the crowd realize that the child is telling the truthc. a child exclaims, “But he has nothing on!”d. people compliment the Emperor on his new clothes

10. Which statement below can be considered a theme of “The Emperor’s New Clothes”?a. The fear of humiliation can make people do stupid things.b. Always consider others’ feelings before your own.c. Friendship lasts a lifetime.d. Kingdoms do not really need emperors.

_____

_____

_____

_____

_____

Activity 12



Focus: Folktales

Activity 14

There was once a Wolf who got very little to eat because the Dogs of the village were so wide awake and watchful. He was really nothing but skin and bones, and it made him very downhearted to think of it.

One night this Wolf happened to fall in with a fine fat House Dog who had wandered a little too far from home. The Wolf would gladly have eaten him then and there, but the House Dog looked strong enough to leave his marks should he try it. So the Wolf spoke very humbly to the Dog, complimenting him on his fine appearance.

"You can be as well-fed as I am if you want to," replied the Dog. "Leave the woods; there you live miserably. Why, you have to fight hard for every bite you get. Follow my example and you will get along beautifully."

"What must I do?" asked the Wolf."Hardly anything," answered the House Dog. "Chase people who carry canes, bark at

beggars, and fawn on the people of the house. In return you will get tidbits of every kind, chicken bones, choice bits of meat, sugar, cake, and much more beside, not to speak of kind words and caresses."

The Wolf had such a beautiful vision of his coming happiness that he almost wept. But just then he noticed that the hair on the Dog's neck was worn and the skin was chafed.

"What is that on your neck?""Nothing at all," replied the Dog."What! nothing!""Oh, just a trifle!""But please tell me.""Perhaps you see the mark of the

collar to which my chain is fastened.""What! A chain!" cried the Wolf. "Don't

you go wherever you please?""Not always! But what's the difference?"

replied the Dog."All the difference in the world! I don't

care a rap for your feasts and I wouldn't take all the tender young lambs in the world at that price." And away ran the Wolf to the woods.

The Wolf and the House Dog

Fables 2/3Source: Aesop’s Fables, Library of Congress



Skill Focus: Theme, Text Evidence

Activity 15

Fable Theme AnalysisMatch each theme statement below with its fable and write the statement in the column labeled Theme. Then, circle the piece of text evidence in the second column that best supports the theme.

Theme Statements:Don’t be greedy for a simple passing pleasure, for it may destroy you.Self-help is the best help.Don’t believe everything you hear.There is nothing worth as much as liberty.A kindness is never wasted.

Fable Theme Text Evidence

The Ant and The

Dove

The Mother and the

Wolf

The Wolf and The

House Dog

The Lark and Her Young Ones

The Flies and The Honey

But just as he cast the stone, the Ant stung him in the heel, so that the pain made him miss his aim…

A Dove saw an Ant fall into a brook.

Then, toward nightfall, he heard the Mother’s voice again as she sat down near the window to sing and rock her baby to sleep.

But though the little one continued to fret, the Wolf waited all day in vain.

“Chase people who carry canes, bark at beggars, and fawn on the people of the house.”

”What! A Chain!” cried the Wolf. “Don’t you go wherever you please?”

“When a man decides to do his own work and not depend on anyone else, then you may be sure there will be no more delay.”

“We must call in our friends and neighbors to help us harvest it.”

The sweet smell of the honey soon brought a large number of Flies buzzing around.

And so they died, giving their lives for the sake of a taste of sweetness.



Focus: Folktales

Activity 16

Pecos Bill was born the eighteenth child of a charmin’ cowpoke and his wife. Now I’m sure you’ve heard stories about pioneer families movin’ outWest, but this ain’t one of those usual stories. Bill was born in a traditional way but he was no traditional child. You see, he was talkin’ before he was even one month of age! Now that’s at least several months too soon. But that Bill. Naw, he could carry on entire conversations while other babies were tryin’ to figure out how to crawl. That booger Bill was teethin’ on his daddy’s good knife and rompin’ round the mud with bearcubs. You can see why Bill’s family was expectin’ great thingsfrom him one day.

Story turns might sad here, though. One day while they were crossin’ the Pecos River in the wagon, little Pecos Bill took a spill into the drink and his family was none the wiser. You see, when a family’s got eighteen kids, having one of them go missin’ simply ain’t so noticeable right away. But when his momma did discover it, she fell out, and I don’t mean the wagon. The poor gal just up and died of a broken heart.

But Bill, it turns out, did alright. Soon as his lil’ hide hit the water, Pecos Bill taught himself how to swim. It’s a good thing, or he’d a been a goner just like his momma! Now once Pecos Bill made it ashore and started dryin’ out, would you believe a momma coyote spotted him sittin’ alone there by the river and howled, “now you come on home with us.” And Pecos Bill did just that.

That’s right! Pecos Bill got himself adopted by that pack of wild coyotes. The next sixteen years of his life were spent, well, coyotin’. You know, doin’ what coyotes do. That bein’ runnin’ with his pack, chasin’ prey ‘round the prairies, howlin’ at the moon, and all over just havin’ the time of his life.

Now with all that coyotin’ to do, Pecos Bill plum forgot he had a human family at all. But you know that human family never did forget about their little Bill, and after all how could they’ve? It was on a completely ordinary Wednesday when Bill and the other coyotes were wettin’ their whistles down by the river. Bill’s human brother just happened by that same river at that same time and don’t you know it, recognized Pecos Bill immediately. You see, the family resemblance was strong on that one, and Bill was the spittin’ image of their long dead momma.

“By golly you’re my long lost brother Pecos Bill, ain’t ya?” Bill’s brother asked incredulously.

Pecos Bill

Bill 1/2

“Not even possible,” replied Bill, confused. “Why, I’m a coyote!” Just then, he let out a hefty howl to prove he was a coyote. And so hefty was that howl that dang near every animal in the county perked up its ears.

But Bill’s brother wouldn’t budge. “Tell me then, Mr. Coyote, where’s your long, bushy tail?”

“Hmm. Well that’s an interestin’ question. But look here. I got fleas! And, I howl at the moon!” Bill retorted.

“Aww, ain’t nothing special there brother! Err’ cowpoke in Texas got fleas and howls from time to time," his brother countered. “Just look ach’ya now Bill! Walkin’ upright, talkin’ to me. You ain’t no coyote!”

Now this really got Pecos Bill a thinkin’. “Well I’ll be! Guess you’re right!” Bill said. “Darn skippy I’m right,” answered his brother. “Now come on leave these coyotes out here

in the wild. It’s right time you learn how to be a real cowboy.”And Pecos Bill thought it sounded a mighty fine time bein’ a real cowboy. And a real

cowboy he sure did become! But knowin’ Bill like you do now, I don’t have to tell you that he wasn’t no normal cowboy neither. No sir he wasn’t. Overachiever he was, and he set out to bein’ the best, smartest cowboy this side o’ the Mississippi.

You see, all them years of coyotin’ did Pecos Bill a whole lot of good. Because Bill understood wild animals, and wild animals understood Bill. Why, Pecos Bill went on inventin’ all sorts of tricks to help ordinary cowboys look like they could cowboy half as good as Pecos Bill.

And now you know how Pecos Bill got raised.



Focus: Folktales

Activity 16 Bill 2/2



Annotation Guide: Tall Tale Exaggerations

Activity 17 Emperor 4/4



Annotation Guide: Figurative Language




Skill Focus: Fairytales, Text Evidence

Activity 22

Text Evidence Activity for “Rapunzel”Choose the best answer.

1. Who did the beautiful garden belong to? Highlight text evidence in blue.a. the man and the womanb. Rapunzelc. the enchantressd. the king’s son

2. What made the rampion so desirable to the wife? Highlight text evidence in purple.a. She could see it in the garden, so fresh and green.b. It was her favorite herb.c. The husband and wife wished for a child.d. She had not eaten fresh food in weeks.

3. Why did the husband return to the garden a second time? Highlight text evidence in pink.a. He wanted to find the enchantress.b. He wanted to protect his wife.c. He wanted more rampion for his wife.d. He wanted to taste the rampion for himself.

4. What did the enchantress demand from the husband in exchange for her mercy? Highlight text evidence in red.

a. his wifeb. his companionshipc. a cowd. a child

5. How could the enchantress get into the tower? Highlight text evidence in orange.a. She had a special key.b. She climbed in on Rapunzel’s hair.c. She used a rope ladder.d. She used a secret entrance behind a bookcase.



Annotation Guide: Text Evidence




Skills Review: Application

Activity 26

Mid-Year Assessment Part 2: Application ”Arthur and the Sword”Choose the best answer.

17. What is the setting?a. Medieval timesb. Britain, in ancient timesc. the church courtyard, a long time ago

18. Which excerpt below reveals details about the setting?a. He was beloved by his people and revered as the only man who could protect the

kingdom from invasion.b. The following Sunday as the parishioners poured into the courtyard an awe swept

over the crowd at the sight of the sword in the stone.c. The once great kingdom was now over a dozen squabbling, messy kingdoms, and

there was no longer a unified military that could protect Britain adequately.

19. Who is the protagonist?a. Utherb. Sir Kayc. Arthur

20. Which of the following sentences best summarizes the story’s plot?a. Britain is in turmoil, and the true heir to the throne must be found.b. Sir Kay will do whatever it takes to become King of Britain.c. Sir Ector does not know that the son he adopted is the heir to the British throne.

21. Which of the following is a complication in the story?a. Lady Igraine agrees to marry Uther.b. Uther is poisoned by a traitor.c. Arthur is a squire for his older brother, Sir Kay.

22. Which excerpt below is an example of foreshadowing?a. Merlin’s intervention would be the only reason the boy survived childhood.b. Soon after he became king, Uther found himself madly in love with a widow.c. A struggle for leadership ensued, ripping Britain to pieces.

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_____

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List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Conflict Lesson* ELAR 6(A)(B)

Activity 2: Conflict Printables* ELAR 6(A)(B)

Activity 3: Journal Prompt/Discussion* ELAR 26(A)

Activity 4: Text “The Emperor’s New Clothes” ELAR 6(A), 3

Activity 5: Conflict Annotation Guide** ELAR 6(A), 3

Activity 6: Story Vocabulary Activity (Review)* ELAR 6(A), 3

Activity 7: Comprehension Quiz ELAR 6(A)

Activity 8: Plot Diagram Review** ELAR 6(A), 3

Activity 9: Character Trait Text Evidence Analysis** ELAR 5(A), 6(B)

Activity 10: Theme Analysis w/Text Evidence** ELAR 6(A), 3

Activity 11: Finding Text Evidence Activity** ELAR 6(A), 3

Activity 12: Comprehension Skills Test ELAR 5(A), 6(A)(B), 3

Activity 13: Types of Folktales Lesson ELAR 3(B)(C)

Activity 14: Text - 5 Fables ELAR 3(B)(A)

Activity 15: Theme Analysis/Text Evidence in Fables*** ELAR 6(A), 3(A)

Activity 16: Text “Pecos Bill” ELAR 6(A), 3(B)

Activity 17: Annotation Guide Tall Tale Exaggerations** ELAR 6(A), 3(B)

Activity 18: Figurative Language Review Lesson** ELAR 4(A))

Activity 19: Text “Medusa” ELAR 6(A), 4(A), 3(B)

Activity 20: Figurative Language Vocab Guide*** ELAR 4(A)

Activity 21: Text “Rapunzel” ELAR 6(A), 3(B)

Activity 22: Rapunzel Text Evidence Quiz/Annotate*** ELAR 6(A), 3(B)

Activity 23: Text “Arthur and the Sword” ELAR 6(A), 3(B)

Activity 24: View/Discuss King Arthur Video Clip** ELAR 4(A), 7(A), 10(D), 11(A)

Activity 25: Essential Question*** ELAR 9(A), 10(A), 10(D)

BONUS: Mid-Year Assessment*** +++©2017 erin cobb imlovinlit.com


Teacher’s Guide

Activities, Difficulty Levels, and TEKS Alignment

Short Story of the Month - imlovinlit.com · in the PPT Slides file named Journal Prompt Slides....

Documents

Transcript of Short Story of the Month - imlovinlit.com · in the PPT Slides file named Journal Prompt Slides....