Subject: 6th Grade ELA
Unit 1 Lesson __#3___ Text: “The All-American Slurp” pp. 286-296
Key Questions: What can you infer from the character?
How are the two families culturally diverse? How did it affect the
theme of the story?
Based on their actions, what can you conclude about the two family
What’s the theme of the story?
How would the story be different if the setting was different? How
would it contribute to the main characters’ reactions?
TEKS: (1) Students read grade-level text with fluency and comprehension. Students
are expected to adjust fluency when reading aloud grade-level text based on
the reading purpose and the nature of the text.
(2) Students understand new vocabulary and use it when reading and writing.
(3) Students analyze, make inferences, and draw conclusions about theme and
genre in different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding.
(A) Infer the implicit theme of a work of fiction, distinguishing them from the
(4) Students understand, make inferences, and draw conclusions about the
structure and elements of fiction and provide evidence from text to support
ELPS: 4(E) read linguistically accommodated content-area material with a decreasing need
for linguistic accommodations as more English is learned.
4(H) read silently with increasing ease and comprehension for longer periods.
4(J) demonstrate English comprehension and expand reading skills by employing
inferential skills such as predicting, making connections between ideas, drawing
inferences and conclusions from text and graphic sources, and finding supporting text
evidence commensurate with content-area needs.
Concepts / Skills Draw conclusions
to be taught: Make inferences
Differentiating theme from topic
Analyzing genre in different cultural, historical, and contemporary context
Literature / Resources: Dining Etiquette throughout the World
1. The All-American Slurp text by Lensey Namioka
2. The All-American Slurp foldable
3. Graphic organizers for the literary terms
The All-American Slurp - Write-Pair-Share Directions
STEAL Graphic Organizer
Using STEAL for Characterization
Considerations for Sped/ELL
Struggling Students: For defining terms, instead of having them write notes, provide them with a copy of
The students should be given the Drawing Conclusion chart with the questions and
either with answer or the conclusion.
Co-Teach – 1. Defining Terms lends to Alternative Teaching with remedial and ELL
students offered a note taking guide or foldable.
2. & 3. Anticipatory Set and Preview Text lends to One Teach/One Drift.
4. Vocabulary lends to Alternative Teaching Substitute Vocabulary Sort for
Independent Practice portion of Worksheet – Have students conduct sort to
introduce and then again during Independent Practice.
5. & 6. Guided Practice and Group Work lends to One Teach/One Drift to
complete reading assignment.
Differentiate: Defining Terms – Provide a note taking guide or a foldable.
Pre-Reading Vocabulary – Reduce amount of words. Substitute sort again for
Questions for Thought – Alternative Assignment – Use Questions in Chart listed in
Critical Thinking – With a student who struggles with written expression you could
substitute an oral discussion.
1. Provide background information for the students on the Dining Etiquette of different
cultures around the world. Use the resource provided.
1. Anticipatory Set – Ask students to share about their ethnic cultures. Ask them
to share about specific aspects such as ethnic foods, holidays, and games. As
an alternative, ask students to share how they would feel if they were in a
foreign environment where everybody looked different, spoke differently, and
had different values. Ask students how they would respond. Allow them to
discuss with a partner or in a small group and then lead a class discussion.
2. Preview Text – Have students preview the text by looking at the title and
pictures. Have them make predictions. Create a K W L foldable. Begin filling
out the “K” and “W” boxes of the K-W-L chart with the students and have
them complete it on their own.
2. Use the Characterization PowerPoint to introduce terms and definitions, while
students take notes. If no projector is available, write the terms on the board.
When developing characters, the 'STEAL' acronym can help you
develop a well-rounded character.
a. Read the text with the students using the Oral Cloze technique. Use
Choral Reading occasionally with shorter paragraphs to practice
i. Oral Cloze is when the instructor reads to the students and
leaves out strategic words, which the class is expected to fill
in. This gives students a task of accountability and
encourages them to listen to the instructor’s fluency and
intonation. While reading, the instructor should give “hints”
as to which words will be omitted by slowing down and
using voice inflection. This discourages passive listening.
ii. Choral Reading is when the whole class reads a passage in
unison. This is effective for building fluency and confidence.
However, it is not recommended to read an entire text
chorally, as it can be time consuming and difficult for
b. Stop to answer the questions in the “Questions For Thought” section
of the worksheet accordingly.
i. For appropriate questions, have students use the write-pair-
share technique to maximize student engagement. (Page 2
is a step-by-step instruction on how to implement an
outstanding write-pair-share!) Use this strategy for
inference and opinion questions rather than fact based
ii. Discuss some questions in more depth, depending on
3. Group Assignment – Have students break into groups or work in pairs to
complete the Character Chart.
Character Actions/Thoughts/Feelings/What Why are these Inference
do others say about them? actions/thoughts/feelings
important to the story?
1. Have students complete the “Literary Focus” section of the worksheet on
2. Have students complete the writing assignment in the “Critical Thinking”
section of the worksheet on their own.
3. Have students go back to the “Pre-reading Vocabulary” section of the
worksheet and write sentences correctly using the vocabulary words in
1. The next day have students conduct peer evaluations of the writing
assignment in pairs or groups using the Peer Evaluation Sheet.
2. Have students complete the “L” box from the K-W-L foldable.
Additional Resources: The All-American Slurp - Speaker Box
Assessment/Evaluation How does the author development a character that is engaging to the reader? Select
one character from the selection. Identify 5 characterization tools the author used,
and give textual evidence for each tool.