Enrichment/Instructional Packet - Grade 6 Reading/English Language Arts
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Grade 6 Reading/English Language Arts
Enrichment/Instructional Packet
June 1, 2020 to June 12, 2020
Middle Grades Reading/English Language Arts
Prince George’s County Public Schools
Division of Academics
Department of Curriculum and Instruction
The teacher will not grade this packet.
Created May 2020
Grade 6 Reading/English Language Arts
Student Directions: Use the checklist to pace out daily practice in Reading/English Language Arts. Track your progress by
check marking each activity as it is completed. Activities may be completed on the pages or in a notebook/journal.
Grade 6 RELA - June 1, 2020 through June 12, 2020
June 1 - June 5 ❏ p. 362 Concept Vocabulary
❏ pp. 363-366 Read from “Alice’s Adventures in Wonderland”
❏ p. 367 Comprehension Check
❏ p. 370 Conventions
June 8 - June 12 ❏ p. 312 Concept Vocabulary
❏ pp. 373-374 Read “Jabberwocky”
❏ p. 375 Comprehension Check
❏ pp. 395-397 Write a Fictional Narrative
Student’s Daily Reading Responsibilities: In addition to the tasks in this packet, you should continue the practice of daily
reading. Select any combination of the following options for 30 minutes of daily reading:
● Read a novel, magazine, book, or other print text of your choice.
● Read an online newspaper, blog, or consider other selections from your textbook or topics of interest to you.
● Access and read an e-book and or listen to an audiobook.
MAKING MEANING
About the Author
from Alice’s Adventures
in Wonderland
Concept Vocabulary
As you perform your first read of this excerpt from Alice’s Adventures in
Wonderland, you will encounter these words.
Lewis Carroll (1832–1898)
Charles Lutwidge Dodgson peeped wondered curiosity
was a professor of
mathematics and a talented Context Clues To find the meaning of an unfamiliar word, look for clues
photographer. Today, he is in the context, which is made up of the words and phrases that surround
best remembered for two the unknown word in a text. Here are two examples of how to use
children’s books he wrote context clues to determine meaning:
under the pen name Lewis
Carroll: Alice’s Adventures Synonyms: He stumbled, or tripped, over a toy that had been left
in Wonderland (1865) and on the floor.
its sequel, Through the
Looking-Glass (1871). Huge Restatement of an Idea: Tasha was unaccompanied in the empty
bestsellers almost from the room and felt lonely sitting by herself.
moment they appeared, the
Alice books have been the Apply your knowledge of context clues and other vocabulary strategies to
basis of numerous stage determine the meanings of unfamiliar words you encounter during your
plays and films.
first read.
First Read FICTION
Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.
NOTICE whom the story ANNOTATE by marking
is about, what happens, vocabulary and key passages
where and when it happens, you want to revisit.
and why those involved react © Pearson Education, Inc., or its affiliates. All rights reserved.
as they do.
! STANDARDS
Reading Literature
By the end of the year, read and CONNECT ideas within RESPOND by completing
comprehend literature, including
the selection to what you the Comprehension Check and
stories, dramas, and poems, in the
grades 6–8 text complexity band already know and what you by writing a brief summary of
proficiently, with scaffolding as have already read. the selection.
needed at the high end of the range.
Language
Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases based on grade 6
reading and content, choosing
flexibly from a range of strategies.
a. Use context as a clue to the
meaning of a word or phrase.
362 UNIT 4 • IMAgINATION
NOVEL EXCERPT
from
Alice’s
Adventures
in Wonderland
Lewis Carroll
BACKGROUND
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In 1862, a shy English mathematician entertained his colleague’s three SCAN FOR
MULTIMEDIA
young daughters by taking them on a boat trip. As they rowed down
the River Thames, he decided to tell them a story, making it up as
he went along. Afterwards, one of them, a 10-year-old girl named
Alice Liddell, loved his story so much that she begged him to write
it down. This “golden afternoon,” as Lewis Carroll called it, was the
inspiration for his novel Alice’s Adventures in Wonderland.
NOTES
Chapter 1. Down the Rabbit-Hole
Mark context clues or indicate
1 Alice was beginning to get very tired of sitting by her sister on the another strategy you used to help
bank, and of having nothing to do: once or twice she had peeped you determine meaning.
into the book her sister was reading, but it had no pictures or peeped (peept) v.
conversations in it, “and what is the use of a book,” thought Alice, MEANING:
“without pictures or conversation?”
from Alice’s Adventures in Wonderland 363
2 So she was considering in her own mind (as well as she could,
NOTES for the hot day made her feel very sleepy and stupid), whether the
pleasure of making a daisy-chain would be worth the trouble of
getting up and picking the daisies, when suddenly a White Rabbit
with pink eyes ran close by her.
3 There was nothing so very remarkable in that; nor did Alice
think it so very much out of the way to hear the Rabbit say to
Mark context clues or indicate
another strategy you used to help
itself, “Oh dear! Oh dear! I shall be late!” (when she thought
you determine meaning. it over afterwards, it occurred to her that she ought to have
wondered (WUHN uhrd) v. wondered at this, but at the time it all seemed quite natural); but
MEANING: when the Rabbit actually took a watch out of its waistcoat-pocket,
and looked at it, and then hurried on, Alice started to her feet,
for it flashed across her mind that she had never before seen a
rabbit with either a waistcoat-pocket, or a watch to take out of it,
curiosity (kyoo ree OS uh tee) n. and burning with curiosity, she ran across the field after it, and
MEANING: fortunately was just in time to see it pop down a large rabbit-hole
under the hedge.
4 In another moment down went Alice after it, never once
considering how in the world she was to get out again.
5 The rabbit-hole went straight on like a tunnel for some way,
and then dipped suddenly down, so suddenly that Alice had not
a moment to think about stopping herself before she found herself
falling down a very deep well.
6 Either the well was very deep, or she fell very slowly, for she
had plenty of time as she went down to look about her and to
wonder what was going to happen next. First, she tried to look
down and make out what she was coming to, but it was too dark
to see anything; then she looked at the sides of the well, and
noticed that they were filled with cupboards and book-shelves;
here and there she saw maps and pictures hung upon pegs.
She took down a jar from one of the shelves as she passed;
it was labeled “ORANGE MARMALADE,” but to her great
disappointment it was empty: she did not like to drop the jar for
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fear of killing somebody, so managed to put it into one of the
cupboards as she fell past it.
7 “Well!” thought Alice to herself, “after such a fall as this, I shall
think nothing of tumbling down stairs! How brave they’ll all think
me at home! Why, I wouldn’t say anything about it, even if I fell
off the top of the house!” (Which was very likely true.)
8 Down, down, down. Would the fall never come to an end!
“I wonder how many miles I’ve fallen by this time?” she said
aloud. ”I must be getting somewhere near the center of the earth.
Let me see: that would be four thousand miles down, I think—”
(for, you see, Alice had learned several things of this sort in her
364 UNIT 4 • IMAgINATIONlessons in the schoolroom, and though this was not a very good
opportunity for showing off her knowledge, as there was no one NOTES
to listen to her, still it was good practice to say it over) “—yes,
that’s about the right distance—but then I wonder what Latitude
or Longitude I’ve got to?” (Alice had no idea what Latitude was,
or Longitude either, but thought they were nice grand words
to say.)
9 Presently she began again. “I wonder if I shall fall right through
the earth! How funny it’ll seem to come out among the people that
walk with their heads downward! The Antipathies,1 I think—”
(she was rather glad there was no one listening, this time, as it
didn’t sound at all the right word)“—but I shall have to ask them
what the name of the country is, you know. Please, Ma’am, is
this New Zealand or Australia?” (and she tried to curtsey as she
spoke—fancy curtseying as you’re falling through the air! Do you
think you could manage it?) “And what an ignorant little girl
she’ll think me for asking! No, it’ll never do to ask: perhaps I shall
see it written up somewhere.”
10 Down, down, down. There was nothing else to do, so Alice
soon began talking again. “Dinah’ll miss me very much tonight,
I should think!” (Dinah was the cat.) ‘”I hope they’ll remember her
saucer of milk at tea time. Dinah my dear! I wish you were down
here with me! There are no mice in the air, I’m afraid, but you
might catch a bat, and that’s very like a mouse, you know. But do
cats eat bats, I wonder?” And here Alice began to get rather sleepy,
and went on saying to herself, in a dreamy sort of way, “Do cats
eat bats? Do cats eat bats?” and sometimes, “Do bats eat cats?”
for, you see, as she couldn’t answer either question, it didn’t much
matter which way she put it. She felt that she was dozing off, and
had just begun to dream that she was walking hand in hand with
Dinah, and saying to her very earnestly, “Now, Dinah, tell me the
truth: did you ever eat a bat?” when suddenly, thump! thump!
down she came upon a heap of sticks and dry leaves, and the fall
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was over.
11 Alice was not a bit hurt, and she jumped up on to her feet in a
moment: she looked up, but it was all dark overhead; before her
was another long passage, and the White Rabbit was still in sight,
hurrying down it. There was not a moment to be lost: away went
Alice like the wind, and was just in time to hear it say, as it turned
a corner, “Oh my ears and whiskers, how late it’s getting!” She
was close behind it when she turned the corner, but the Rabbit
was no longer to be seen: she found herself in a long, low hall,
which was lit up by a row of lamps hanging from the roof.
1. The Antipathies (an TIHP uh theez) Alice is trying to think of the word Antipodes
(an TIHP uh deez), a name used by people in the northern hemisphere to refer to
New ealand and Australia.
from Alice’s Adventures in Wonderland 36512 There were doors all round the hall, but they were all locked;
NOTES and when Alice had been all the way down one side and up the
other, trying every door, she walked sadly down the middle,
wondering how she was ever to get out again.
13 Suddenly she came upon a little three-legged table, all made of
solid glass; there was nothing on it except a tiny golden key, and
Alice’s first thought was that it might belong to one of the doors
of the hall; but, alas! either the locks were too large, or the key was
too small, but at any rate it would not open any of them.
14 However, on the second time round, she came upon a low
curtain she had not noticed before, and behind it was a little door
about fifteen inches high: she tried the little golden key in the lock,
and to her great delight it fitted!
15 Alice opened the door and found that it led into a small
passage, not much larger than a rat-hole: she knelt down and
looked along the passage into the loveliest garden you ever saw.
How she longed to get out of that dark hall, and wander about
among those beds of bright flowers and those cool fountains, but
she could not even get her head though the doorway; “and even if
my head would go through,” thought poor Alice, “it would be of
very little use without my shoulders. Oh, how I wish I could shut
up like a telescope! I think I could, if I only know how to begin.”
For, you see, so many out-of-the-way things had happened lately,
that Alice had begun to think that very few things indeed were
really impossible. ❧
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366 UNIT 4 • IMAgINATIONComprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.
1. Why does Alice decide to follow the Rabbit?
2. What does Alice see in the well?
3. What is at the bottom of the well?
4. What is the purpose of the tiny golden key?
5. Why does Alice wish she was able to “shut up like a telescope”?
6. Notebook Write a summary of the excerpt from Alice’s Adventures in
Wonderland to confirm your understanding of the selection.
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RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly
research that detail. In what way does the information you learned shed light on an
aspect of the story? Share your findings with your group.
Research to Explore Choose something that interested you from the text, and
formulate a research question you might use to find out more about it.
from Alice’s Adventures in Wonderland 367LANGUAGE DEVELOPMENT
Conventions
Conjunctions and Interjections Writers improve the flow of their
writing by using conjunctions to connect sentence parts and show
the relationships between or among those parts. Coordinating
from ALICE’S ADVENTURES IN
conjunctions are used to connect sentence parts that are of equal
WONDERLAND importance. Here are some examples.
COORDINATING CONJUNCTIONS EXAMPLE SENTENCE
and, or, but, nor, for, yet, so The show was sold out, yet there were
dozens of people waiting in line.
Notice that in the example sentence, the conjunction yet is preceded by
a comma. A conjunction that joins two independent clauses is always
preceded by a comma.
Any word, phrase, or sound that expresses a sudden feeling is called an
interjection. Writers use interjections to add liveliness and a sense of
realism to their work. Here are some examples:
EXAMPLES OF INTERJECTIONS EXAMPLE SENTENCES
ah, aha, whoa, hey, oh no, oops, Oops, I dropped the plate! Oh no! I
shh, well, wow, whew forgot my homework.
In some cases, an interjection is followed by an exclamation mark.
In other cases, an interjection may be followed by a comma, and an
exclamation mark may appear at the end of the sentence.
Read It
Work individually to correctly label the coordinating conjunctions or
interjections in each sentence from Alice’s Adventures in Wonderland.
1. Oh, how I wish I could shut up like a telescope!
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2. There was nothing else to do, so Alice soon began talking again.
3. “Well!” thought Alice to herself, “after such a fall as this, I shall think
nothing of tumbling down stairs!”
! STANDARDS
Language
Write It
• Demonstrate command of the Notebook Write a brief paragraph about an imaginary adventure.
conventions of standard English
grammar and usage when writing
Use at least two coordinating conjunctions and two interjections in your
or speaking. paragraph. Then, exchange paragraphs with a group member, and label
• Demonstrate command of the the conjunctions and interjections in your classmate’s paragraph.
conventions of standard English
capitalization, punctuation, and
spelling when writing.
370 UNIT 4 • IMAgINATIONMAKING MEANING
About the Poet
Jabberwocky
Concept Vocabulary
As you perform your first read of “Jabberwocky,” you will encounter
these words.
beware foe slain
Lewis Carroll (1832–1898)
is the pen name of Charles Context Clues If these words are unfamiliar to you, try using context
Lutwidge Dodgson, who clues to help you determine their meanings. Context clues are other
was a British mathematics words and phrases that appear in nearby text. Even if you cannot figure
professor at Oxford out a word’s exact definition, you can usually determine its part of
University. Under his pen
speech—whether it is a noun, a verb, an adjective, or an adverb. Here is
name, Dodgson wrote
an example of how to apply this strategy.
Alice’s Adventures in
Wonderland and Through
Context: The captain countermanded the directive of the officer.
the Looking-Glass. Like
these classic novels, his Analysis: It is difficult to tell exactly what the underlined words
poems are noted for mean. However, the word countermanded ends in -ed and follows
their clever wordplay and the subject of the sentence, captain. Countermanded must be a verb.
delightfully zany word Similarly, the word directive is in between the article the and the
choices. preposition of. Directive must be a noun.
In the poem you are about to read, you will encounter a number of
invented words. These are words that the poet made up, so you will not
find them in a dictionary. You may not be able to determine exactly what
they mean, but you can use context clues to figure out their parts of
speech.
First Read POETRY
Apply these strategies as you conduct your first read. You will have an
opportunity to complete a close read after your first read.
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NOTICE who or what is ANNOTATE by marking
“speaking” the poem and vocabulary and key passages
! STANDARDS
Reading Literature
whether the poem tells a story you want to revisit.
By the end of the year, read and or describes a single moment.
comprehend literature, including
stories, dramas, and poems, in the
grades 6–8 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
CONNECT ideas within RESPOND by completing
Language
Determine or clarify the meaning the selection to what you the Comprehension Check and
of unknown and multiple-meaning already know and what you by writing a brief summary of
words and phrases based on grade 6 have already read. the selection.
reading and content, choosing
flexibly from a range of strategies.
a. Use context as a clue to the
meaning of a word or phrase.
372 UNIT 4 • IMAgINATIONPOETRY
Jabberwocky
from Through the Looking-Glass
Lewis Carroll
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BACKGROUND
In the first chapter of Through the Looking-Glass, the sequel to SCAN FOR
MULTIMEDIA
Alice’s Adventures in Wonderland, Alice encounters a creature called
a Jabberwock. Many of the invented words in Carroll’s imaginative
poem are made up of two different words. For example, brillig is a
combination of brilliant and broiling.
’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe; NOTES
All mimsy were the borogoves,
And the mome raths outgrabe.
Jabberwocky 3735 “Beware the Jabberwock, my son!
NOTES The jaws that bite, the claws that catch!
Mark context clues or indicate Beware the Jubjub bird, and shun
another strategy you used to
help you determine meaning. The frumious Bandersnatch!”
beware (bee WAIR) v.
He took his vorpal sword in hand;
MEANING:
10 Long time the manxome foe he sought—
So rested he by the Tumtum tree
And stood awhile in thought.
foe (foh) n. And, as in uffish thought he stood,
MEANING: The Jabberwock, with eyes of flame,
15 Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
20 He went galumphing back.
slain (slayn) v. “And hast thou slain the Jabberwock?
MEANING: Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.
25 ’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
MEDIA CONNECTION
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Discuss It How does listening to Alice read
“Jabberwocky” in the video help you to better
understand the poem?
Write your response before sharing your ideas.
Alice in Wonderland
(1983)—Jabberwocky
SCAN FOR
MULTIMEDIA
374 UNIT 4 • IMAgINATIONComprehension Check
Complete the following items after you finish your first read. Review and clarify
details with your group.
1. What does the speaker say to beware of? Who is the speaker addressing?
2. What three things does the speaker warn about in lines 5–8?
3. What happens to the Jabberwock at the end of the poem?
4. Notebook Write 3 or 4 sentences in which you summarize what happens in
the poem.
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RESEARCH
Research to Clarify Choose at least one unfamiliar detail from the text. Briefly research
that detail. In what way does the information you learned shed light on an aspect of
the poem Share your findings with your group.
Research to Explore Choose something that interested you from the text, and formulate
a research question that you might use to find out more about it.
Jabberwocky 375PERFORMANCE-BASED ASSESSMENT PREP
Review Notes for a Fictional Narrative
At the beginning of this unit, you expressed an idea about the
following question:
What might happen if a fictional character were to come
into the real world?
! EVIDENCE LOG
Review your Evidence Log and your QuickWrite from the beginning of the unit.
Did you learn anything new?
NOTES
Identify at least three key situations or events that occurred because of either the author’s or character’s
imagination.
1.
2.
3.
Identify an interesting character from one of the selections and note
some his or her character traits:
Identify some sensory details that you might use to develop the real-
world setting of your narrative:
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Evaluate the Strength of Your Evidence Do you have enough details
and examples, both from the texts and your own experience, to write a " STANDARDS
well-developed, engaging fictional narrative? If not, make a plan. Writing
Write narratives to develop
Brainstorm for details to add Talk with my classmates real or imagined experiences or
events using effective technique,
relevant descriptive details, and
Reread a selection Ask an expert well-structured event sequences.
d. Use precise words and phrases,
Other: relevant descriptive details, and
sensory language to convey
experiences and events.
Performance-Based Assessment Prep 395PERFORMANCE-BASED ASSESSMENT
SOURCES PART 1
• WHOLE-CLASS
SELECTIONS
Writing to Sources: Fictional Narrative
In this unit, you met a variety of fictional characters whose imaginations
• SMALL-GROUP led them to unusual and fantastical places. You also considered the
SELECTIONS
importance of imagination in real-life situations.
• INDEPENDENT-LEARNING
SELECTION
Assignment
Choose a character from one of the selections you read in
this unit, and write a short story that explores the following
question:
What might happen if a fictional character were to
come into the real world?
Use the following story starter to begin your narrative: One day,
showed up on my doorstep, and. . . .
As you draft, establish a vivid setting and a clear point of view. Use
narrative techniques, descriptive details, and sensory language to
develop your characters and their experiences. Logically organize
the events in your narrative and connect them with transitions. Your
narrative should end with a conclusion that resolves the conflicts, or
struggles, your characters face in the story.
! WORD NETWORK Reread the Assignment Review the assignment to be sure you fully
understand it. You may use the story starter provided as the first sentence
As you write and revise your
of your narrative. However, if your imagination is fired up and you would
fictional narrative, use your
like to start your story in a different way, feel free to do so.
Word Network to help vary
your word choices.
Review the Elements of a Fictional Narrative Before you begin
writing, read the Fictional Narrative Rubric. Once you have completed
your first draft, check it against the rubric. If one or more of the elements
is missing or not as strong as it could be, revise your narrative to add or
strengthen that component.
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" STANDARDS
Writing
• Write narratives to develop
real or imagined experiences or
events using effective technique,
relevant descriptive details, and well
structured event sequences.
• Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
• Write routinely over extended time
frames and shorter time frames for
a range of discipline specific tasks,
purposes, and audiences.
396 UNIT 4 • IMAGINATIONESSENTIAL QUESTION: Where can imagination lead?
Fictional Narrative Rubric
Focus and Organization Evidence and Elaboration Language Conventions
The introduction is engaging and The narrative effectively uses The narrative intentionally
clearly establishes a setting and a point techniques, such as dialogue, follows standard English
of view. pacing, and description, conventions of usage and
to develop characters, mechanics.
Events in the narrative progress events, and experiences in
logically and are connected by memorable way.
4 effectively used transitions.
The narrative effectively
The conclusion is memorable and uses descriptive details and
resolves the conflicts the characters sensory language to vividly
face over the course of the story. portray the characters and
develop the setting.
The introduction is mostly engaging The narrative uses techniques, The narrative follows standard
and establishes a setting and a point such as dialogue, pacing, English conventions of usage
of view. and description, to develop and mechanics.
characters, events, and
Events in the narrative progress experiences.
3 logically and are connected by
transitions. The narrative uses descriptive
details and sensory language
The conclusion resolves the conflicts to portray the characters and
the characters face over the course of develop the setting.
the story.
The introduction establishes a setting The narrative sometimes uses The narrative sometimes
and a point of view. techniques, such as dialogue, follows standard English
pacing, and description, to conventions of usage and
Events in the narrative sometimes develop characters, events, mechanics, but also contains
progress logically and are occasionally and experiences. grammar and spelling errors.
2 connected by transitions.
The narrative occasionally
There is a conclusion, but it does not uses descriptive details and
fully resolve the conflicts the characters sensory language, but some
face over the course of the story. word choices are vague and
imprecise.
The introduction does not establish a The narrative does not use The narrative does not follow
setting and a point of view, or there is techniques, such as dialogue, standard English conventions
no introduction. pacing, and description, to of usage and mechanics, and
develop characters, events, contains many grammar and
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Events in the narrative do not progress and experiences. spelling errors.
logically and are not connected by
1 transitions. Word choices are vague,
and the narrative does not
The conclusion does not connect to use descriptive details and
the narrative, or there is no conclusion. sensory language to portray
characters or develop the
setting.
Performance-Based Assessment 397You can also read
