Sawtooth Middle School Remote Learning Cover Sheet

Subject: ELA Grade Level: 6th Teacher Names: Berry, Borchert, Long, Wagner, Wisenbaker Date Range: April 20-24 Day Learning Intention Description/Directions Monday • I can read and comprehend grade

level texts (RL 6.10) • I can interpret figures of speech in

context (RL 6.4, L6.4) • I can determine the figurative and

literal meaning of words and phrases (RL 6.4, L6.4)

Figurative Language Review 1. Review figurative language notes 2. Read Princess Penelope and label the figurative

language examples in the story. Then, answer questions analyzing the figurative language

Tuesday • I can read and comprehend grade level texts (RL 6.10)

• I can interpret figures of speech in context (RL 6.4, L6.4)

• I can determine the figurative and literal meaning of words and phrases (RL 6.4, L6.4)

Close Reading 1. Read the narrative poem, Oranges by Gary Soto and

answer the analysis questions

Wednesday • I can read and comprehend grade level texts (RL 6.10)

• I can interpret figures of speech in context (RL 6.4, L6.4)

• I can determine the figurative and literal meaning of words and phrases (RL 6.4, L6.4)

Figurative Language: Idioms 1. Complete Idioms worksheet. Pick 4 idioms to

illustrate and explain both meanings.

Thursday • I can write for a specific task (W 6.4) • I can write a narrative of an imagined

experience (W 6.3)

Figurative Language: Personification 1. Complete Personification letter assignment. Write a

letter from the perspective of a non-human thing and give it human traits.

Friday • I can read and comprehend grade level texts (RL & RI 6.10)

No new assignments today. Use today to finish the week’s assignments if you are not done. Continue reading your own personal novel. If you do not have a book, check out Sora on our library homepage.

Figurative language Figurative Language is using figures of speech to be more effective, descriptive, and impactful.

TYPE DEFINITION EXAMPLE

SIMILE A figure of speech that

compares two unlike things using connecting words such

as “like” or “as”

• The boy was sneaky like fox. • My dog is as smelly as dirty

socks.

METAPHOR A figure of speech that

compares two unlike things that implies one thing is the

other.

• My mind is a steel trap • Life is one long, scary roller

coaster.

IDIOM A phrase whose literal

meaning is different from the implied meaning.

• It’s raining cats and dogs. (raining really hard)

• Who cut the cheese?! (someone farted)

PERSONIFICATION A figure of speech in which a

non-living thing is given human characteristics.

• The branches danced in the breeze.

• The cupcake was calling to her, “eat me!”

ALLITERATION A series of words in a row

(or close to each other) have the same first consonant

sound.

• The trees swayed shyly in the summer breeze.

• Straddling the bouncing back of the horse… (Tuck Everlasting)

HYPERBOLE An extreme exaggeration for

the sake of emphasis and dramatics.

• I’m going to freeze to death out here! (it is really cold)

• My backpack weighs a ton! (it is really heavy)

ONOMATOPOEIA The use of a word to describe or imitate a natural sound or

an action sound.

• Ding-dong the witch is dead! (Wizard of Oz)

• How the clang, and clash, and roar! (The Bells by Edgar Allan Poe)

ALLUSION A quick reference to a well-

known person (historical, cultural, literary, political)

• You are acting like a Scrooge! (Christmas Carol)

• He studies a lot and is a regular Einstein! (Albert Einstein)

© 2013 erin cobb

Tonight was the night she had been waiting for. Princess Penelope

was head over heels for Prince Patrick and she had finally persuaded

her father to allow her to attend the annual royal ball. She could hardly

wait. Upon hearing the news, Penelope had sprinted like a cheetah all the

way down to the royal dress shop to pick out the perfect dress. As she

searched through the racks, each dress seemed to shudder with

excitement, waiting to be chosen. Glancing around, Penelope’s eyes

landed on the most beautiful dress ever made. The dress was a

sparkling ruby as it reflected light from every angle. Penelope thought

the dress must be the color of Dorothy’s slippers. Trying on the dress.

Penelope knew it was meant to be worn by her. Now at the ball, her

dress swished as she passed the prince. When she turned around, she

found his eyes fixed on hers like laser beams.

Figurative Language Stories #1 Task A: Identify Figurative Language

Princess Penelope Find, underline, and label each instance of figurative language in the paragraph. Check it on the list as you go. You should find:

____ simile (2) ____ personification (2) ____ idiom

____ metaphor ____ alliteration (2) ____ allusion

____ hyperbole ____ onomatopoeia (2)

imlovinlit.blogspot.com 1

1.  In line 1, the princess’s name contains alliteration. Which of the following last names for the princess would be consistent with this alliteration? a) Jones b) Phillips c) Peterson d) Queen

2.  Read the simile in line 4. How did the princess run to the royal dress shop? a) sluggishly b) merrily c) swiftly d) despairingly

3.  In line 4, which of the following words could best be substituted for the word “cheetah” without changing the meaning of the simile or the sentence? a) Olympic runner b) quickly c) puppy d) lightning

4.  In order to understand the allusion in line 8, the reader must a) know someone named Dorothy b) be familiar with The Wizard of Oz c) have slippers like Dorothy’s d) be able to correctly define “allusion”

5.  Identify the idiom in lines 1-2 and write it on the line: ________________________________________

What is the meaning of this idiom? _____________________________________________________________

_________________________________________________________________________________________________________

Write an original sentence that contains this idiom and implies its meaning.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

© 2013 erin cobb

Tonight was the night she had been waiting for. Princess Penelope was head over heels for Prince Patrick and she had finally persuaded her father to allow her to attend the annual royal ball. She could hardly wait. Upon hearing the news, Penelope had sprinted like a cheetah all the way down to the royal dress shop to pick out the perfect dress. As she searched through the racks, each dress seemed to shudder with excitement, waiting to be chosen. Glancing around, Penelope’s eyes landed on the most beautiful dress ever made. The dress was a sparkling ruby as it reflected light from every angle. Penelope thought the dress must be the color of Dorothy’s slippers. Trying on the dress. Penelope knew it was meant to be worn by her. Now at the ball, her dress swished as she passed the prince. When she turned around, she found his eyes fixed on hers like laser beams.

Read the story again. Then, answer the questions.

Figurative Language Stories #1 Task B: Analyze Figurative Language

Princess Penelope 1

2 3 4 5 6 7 8 9 10 11

imlovinlit.blogspot.com 2

POETRY

SCAN FOR MULTIMEDIA

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OrangesGary Soto

NOTES

BACKGROUNDMuch of Soto’s writing focuses on life in Mexican-American communities based on his own childhood and experiences as a young adult. This poem takes place in the town of Soto’s childhood, Fresno, California, in 1964. During that time, the price of candy was very low—a candy bar would usually cost only a nickel.

The first time I walkedWith a girl, I was twelve,Cold, and weighted downWith two oranges in my jacket.December. Frost crackingBeneath my steps, my breathBefore me, then gone,As I walked towardHer house, the one whosePorch light burned yellowNight and day, in any weather.A dog barked at me, untilShe came out pullingAt her gloves, face bright

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About the AuthorGary Soto (b. 1952) is an award-winning poet and author of children’s books. Much of his work focuses on life in Mexican-American communities and is based on his own childhood as well as his experiences as a young adult. Soto says that writing helps him get his feelings down on paper, where he can see them and reflect on them.

IL13 UNIT 1 Independent Learning • Oranges

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NOTESWith rouge.1 I smiled,Touched her shoulder, and ledHer down the street, acrossA used car lot and a lineOf newly planted trees,Until we were breathingBefore a drugstore. WeEntered, the tiny bellBringing a salesladyDown a narrow aisle of goods.I turned to the candiesTiered2 like bleachers,And asked what she wanted—Light in her eyes, a smileStarting at the cornersOf her mouth. I fingeredA nickel in my pocket,And when she lifted a chocolateThat cost a dime,I didn’t say anything.I took the nickel fromMy pocket, then an orange,And set them quietly onThe counter. When I looked up,The lady’s eyes met mine,And held them, knowingVery well what it was allAbout.Outside,A few cars hissing past,Fog hanging like oldCoats between the trees.I took my girl’s handIn mine for two blocks,Then released it to letHer unwrap the chocolate.I peeled my orangeThat was so bright againstThe gray of DecemberThat, from some distance,Someone might have thoughtI was making a fire in my hands.

1. rouge (roozh) n. reddish cosmetic used to color the cheeks. 2. tiered (tihrd) adj. arranged in levels, one above another.

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UNIT 1 Independent Learning • Oranges IL14

“ORANGES” by Gary Soto  Many poems tell stories just like narratives we read in books.  “Oranges” is a narrative poem that tells the story about an

experience based on the poet’s own young life.   Just like all fictional narratives, “Oranges” has a beginning, a middle, and an

end.  Soto also uses a figurative language to create sensory language that helps the reader personally connect to the poem.    DIRECTIONS:  Read the poem carefully a few times.  Mark the poem as you read by circling words you don’t understand, underlining words or phrases that you think are important, and writing down ideas that you personally connect with. 

1. COMPREHENSION: In the box below, draw a graphic organizer that shows the relationship between these parts of the story: characters, setting, rising action, climax, falling action and resolution.

2. SUMMARIZE the poem using an SWBST statement (Somebody Wanted But

So Then).

3. CITE TEXTUAL EVIDENCE to support the statement: It is cold outside. Give 6 details from the poem that prove this statement. • (line ______)

• (line ______)

• (line ______)

• (line ______)

• (line ______)

• (line ______)

4. CITE TEXTUAL EVIDENCE to support the statement: The narrator is

ashamed that he does not have enough money for the candy. Give 3 details from the poem that prove this statement. • (line ______)

• (line ______)

• (line ______)

5. FIGURATIVE LANGUAGE: Analyze three examples of figurative language from the poem to complete the chart below.

Figurative Language Examples

“I turned to the candies, tiered like

bleachers…” (line 25)

“Fog hanging like old coats between the trees...” (line 44)

“Someone might have thought I was making a fire in my

hands.” (line 54)

Identify the type of

figurative language

Explain what Soto is

comparing in the example

“candies” to … “the fog” to… “fire” to …

Draw a picture to

explain what the figurative

language means

Figurative Language: idioms DIRECTIONS: An idiom is a phrase whose literal meaning is different from the

implied meaning. You need to pick 4 idioms from the bank below.

For all 4 idioms, you need to do THREE things:

1) Write a sentence using the idiom correctly.

2) Write the literal meaning and the actual meaning of the idiom.

3) Draw a picture of the literal meaning and the actual meaning.

Personification Letter DIRECTIONS: Write a letter as a personified non-human object. Include an explanation of their non-human object’s human traits. But first, read the provided example of a dog writing a letter to its owner and identify which human traits the dog has.

Dear Owner, Hi! It may seem odd that you are receiving a lette

r from

me, your dearest dog, but I wanted to let you know that I do

understand when you are speaking to me and I always have fun

playing with you. I actually enjoy playing dress up. My favorites are

the astronaut uniform and the Batman cape. Please don’t tell

anyone, but I frequently have dreams that I am walking on the

moon and driving around Gotham in my Batmobile.

As much as I like snuggling on the couch watching TV, I do like our

outdoor adventures. There is so much to explore and so many friends to visit.

I like to talk to the squirrels even though they always run away from

me.

Sometimes, the cats and I have business meetings to plan how to help the

humans out by chasing away the mice. Unfortunately, COVID-19 and social

distancing have made it really hard to get together, so the mice are running

rampant! Once everything goes back to nor

mal, I look forward to going to

the dog park and playing with all my friends!

Love, Doug the Pug

List 3 examples of Personification from this letter

1. 2. 3.

Brainstorm & Draft Letter

First, choose a non-human object:

Then, choose THREE human traits:

1.

2.

3.

Finally, choose the living object who will be the audience of your letter:

Dear

Sincerely,

Int

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B

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CLO

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