Sunday, October 15, 2017

Lesson Schedule Periods 1,2, 5 10/16

“The Girl Who Lived Forever”: http://bit.ly/2gC5K28
Anne Frank Video: http://bit.ly/2yjvsQx
Vocabulary list: http://bit.ly/2xC7iig
Central Idea Worksheet: http://bit.ly/2hFfS9T
Sir Shackelton: http://bit.ly/Z6IJcl



Week of 10/16

Week of 10/16
Monday
10/16
Tuesday
10/17
Wednesday
10/18
50 minutes
Thursday
10/19
Friday
10/20
Warm Up
Warmup:

Prep: Hand out Vocabulary list and paste into notebook.

Work/IR: Students finish their Formative assessments from Thursday. If they are finished, have them read.
Warmup:

IR: Independent reading
Warmup:

Finish Reading "The Girl Who Lived Forever"

Warmup:

IR: 10 minutes
Warmup:


IR: 10 minutes
Mini-Lesson
Mini-Lesson:
Go over answers to the CI Worksheet.

Demonstration: How to find the central idea: Slide Here: http://bit.ly/2yhczh8


Introduce new Article:

Video: 5:24 minutes


Mini-Lesson:

Go over Vocabulary words

Finish reading:

Close Reading
questions.




Go over Vocabulary worksheet

Flocabulary video: Main Idea.









Mini-Lesson:
Classwork

Finish CI formative assessment.

15 minutes: Informational Objective Summary Sir Shackelton
Exercise.



Signpost demonstration.

Mini-Lesson:

Finish Summary worksheet

Introduce summary formative assessment
Class Work
Classwork:
45 minutes: Begin Reading “The Girl Who Lived Forever”  


Classwork: 

Work on Central Idea Worksheet.

Classwork


Mini-Lesson:
How to find the Central Idea.

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Classwork: 

Summary Worksheet:
Classwork:

Start Summary Assessment 1:


Debrief or Exit Ticket
Closure
Homework:
Finish 10/12 Central Idea Formative Assess. 1
Closure

Vocabulary worksheet
Closure

HW: Read for 20 minutes
Closure

Read for 20 minutes
Closure

Read for 20 minutes

Monday, October 9, 2017

Monday, October 9, 2017



Objective:
Periods 1,2,5: We are going to read the article “From War to America” and use this article to learn how to identify the Central Idea.

Period 4: We will learn how to determine a central idea of an “Sir Shackleton" and cite textual evidence to support it.

Warm-Up:
Period 1,2,5: In groups, students will finish writing their Central Idea Constructive responses for “Sir Shackleton”.

Period 4: N/A
1,2,5: Standard Addressed:
RI.6.2
Classwork:
Periods 1,2,5:
  1. Go over vocabulary
  2. Watch the pre-video for “From War to America” and discuss video questions
  3. Group: Roundrobin Read the article  by section.
  4. Write: Choose a lead that you want for your narrative/write a lead for your narrative and continue writing your first draft.
Period 4:
  1. Introduce the students to Unit 2.
  2. Go over the difference between Central Idea in Informational texts and the Main Idea in Fiction.
  3. Read “Sir Shackelton”
  4. Group: students select a central idea as a group and find citations to support their central idea
4: Standard Addressed:
RI.6.2
Homework:
Period 1,2,5: Read for 20 minutes
Period 4: Read for 20 minutes
Reading Articles:
"From War to America"
"Sir Shackelton"

Monday, October 2, 2017

Monday, October 2, 2017


Objective:
1,2,5: We will revise our narratives for attention catching leads, context establishing details using the five senses, and proper sequencing.
4: We will work on citation with the aim of improving our constructive responses

Warm-Up:
Periods 1,2,5: N/A

4: Bellwork: Answer anticipation guide for “from Woodsong” by Gary Paulsen
1,2,5: Standard Addressed:
W.6.3.a, W.6.3.c, W.6.3.d.
Classwork:
Periods 1,2,5:
  1. Revision focus
  2. Descriptive detail Flocabulary video
  3. Split class into still drafting group and peer editing group.
  4. Drafting Group: Finish their personal narratives
          Peer editing group: Read        partner’s narrative, write down feedback, conference, make changes.
Period 4:
  1. Read “Woodsong”
  2. Comprehensions questions
  3. Cause and effect pulling textual citations exercise.
4: Standard Addressed:
RL.6.3
Homework:
Periods 1,2,5:

Drafting group: Finish draft.

Peer editing Group: Make changes based off of partner’s feedback. (Italicize and bold any additions to your story).

Period 4: No homework

Wednesday, September 27, 2017

Wednesday, September 27, 2017


Objective:
Periods 1,2,5: We will do the summary and plot diagram of the “All Summer in a Day” reading probe.

Period 4: Students will review theme and constructive response by completing a Theme constructive response of “Nadia the Willful”

Warm-Up:
Periods: 1,2,5: Highlight the details they used in paragraphs 1,2, and 3 in blue. Complete paragraph 4.

Period 4: Bellwork: background knowledge  questions on theme and citation.
Periods 1,2,5: Standard Addressed:
RL.6.2 and RL. 6.3
Classwork:
1,2,5:
  1. Review Summary and plot diagram rubrics.
  2. Go over Summary and plot diagrams used for assessment.
  3. Complete Summary of “All Summer in a Day”
4:
  1. Review theme and Constructive response.
  2. Review theme and Constructive response rubrics.
  3. Begin Theme constructive response. Practice for “Nadia the Willful”
Period 4: Standard Addressed:
RL.6.1 and RL.6.2
Homework:
1,2,5: Finish summary if not complete; complete the plot diagram of “All Summer in a Day” except for Theme.

4: Do theme and first citation and explanation on constructive response for “Nadia the Willful”

Tuesday, September 26, 2017

Tuesday, September 26, 2017


Objective:
1,2,5: We will learn how use the five senses to introduce our characters as well as create descriptive settings and scenes in our personal narratives.
4: Do our Summary and Plot Diagram Reading Probe on “All Summer in a Day”

Warm-Up:
1,2,5: Write paragraph 1 of their personal narratives
4: introduce the format of the plot diagram and the summary for “All Summer in a Day”
1,2,5: Standard Addressed:
W.6.3.b
Classwork:
1,2,5:
  1. Description game
  2. Demonstration on the five senses
  3. Practice the five senses by using them for the students setting in their first paragraph
4:
  1. Students write the plot diagram.
  2. Write the summary.
4: Standard Addressed:
RL.6.2, RL.6.3
Homework:
1,2,5: Finish the 5 senses for their setting in the first paragraph. Then, write paragraphs 2 and 3 add details using the 5 senses.

4: Finish your summary if you did not finish it in class.