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: Review Summary and plot diagram rubrics. Go over Summary and plot diagrams used for assessment. Complete Summary of “All Summer in a Day” 4: Review theme and Constructive response. Review theme and Constructive response rubrics. 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

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: Description game Demonstration on the five senses Practice the five senses by using them for the students setting in their first paragraph 4: Students write the plot diagram. 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.

Monday, September 25, 2017

Objective:	1,2,5: We will be introduced to,  and practice writing, different types of leads for our personal narratives. 4: Students will know the story of “All Summer in a Day” in order to complete a plot map of the story.
Warm-Up:	1,2,5: Glue Narrative Leads Handout into writing notebooks. 4: Bellwork: “All Summer in a Day” comprehension questions on Google Classroom	1,2,5: Standard Addressed: W.6.3.a
Classwork:	1,2,5: Review Lead Group: Trailer Lead Exercise Write: Choose a lead that you want for your narrative/write a lead for your narrative and continue writing your first draft. 4: FInish comprehension read 2 of All summer in a day. Begin working on Plot Diagram.	4: Standard Addressed: RL.6.3
Homework:	1,2,5: Finish the trailer lead exercise. Then, write a lead for your narrative using one of the leads on your leads list. Finish paragraph one. 4: Finish your Plot Diagram of “All Summer in a Day”

Wednesday, September 20, 2017

Objective:	students will be able to determine a theme as well as cite textual evidence to support analysis of what text says directly and inferences drawn from the text.
Warm-Up:	Students will use expand on the theme R.A.C.E. for the short story "The Jacket" they did Monday and expand it by adding a second citation and explanation.	Standard Addressed: RL.6.1 and RL.6.2
Classwork:	Students will work on their Extended theme R.A.C.E. during class. The students will be introduced to their reading probe summative assessement.	Standard Addressed:
Homework:	Students will complete their theme R.A.C.E. at home if they were unable to finish it in class. due by class time tomorrow. Students will look over the short stories "All Summer in a Day" and "President Cleveland, Where Are You?" and select which one they want to use for their reading probe. THEY DO NOT NEED TO READ THE TEXTS!. They are simply taking a glimpse at each. We will read the texts in class tomorrow.

Monday, September 18, 2017

Objective:	Students will be able to comprehend the events of the story “The Jacket” and be able to write a summary and find the theme of the text
Warm-Up:	Writing prompt: . Have you ever had to wear a piece of clothing that someone else picked out, or that you thought was uncomfortable or ugly? How did you feel?	Standard Addressed: RL.6.2
Classwork:	Read: “The Jacket” by Gary Soto for Comprehension.          -Answer the questions  -Who gives Soto the Jacket? -How does his friends and teachers react to him in the Jacket? -What does he do with the jacket at the end of the selection? Read the “The Jacket” again to find the theme Write a summary of the text and provide the theme.	Standard Addressed: RL.6.2
Homework:	Read for 20 minutes and update reading log.

Tuesday, September 12, 2017

Objective:	Students will understand internal and external conflict in a story as well as support their claim using R.A.C.E. constructed response. They will know they are successful by identifying a conflict from “Nadia the Willful” and write a constructed response.
Warm-Up:	Students will brainstorm possible conflicts in “Nadia the WIllful”	Standards Addressed: RL.6.1 and RL.6.2
Classwork:	Students will write a R.A.C.E. on the conflict they chose from “Nadia the WIllful”
Homework:	Students will map the plot of “Nadia the Willful” in google classroom

Monday, September 11, 2017

Objective:	Students will successfully learn the elements of plot by successfully mapping the plot of the short story “Nadia the Willful” by Sue Alexander.
Warm-Up:	In their groups the students are going to briefly write down what they remember about the story “Nadia the Willful”	Standard Addressed: RL.6.3
Classwork:	Students will participate in a group exercise to work on mapping the plot of a story where they are given sections of the story “Tuesday of the Other June” and will arrange them on a Plot diagram on poster paper.
Homework:	Students will map the plot of “Nadia the Willful” in Google Classroom. The e-text of the short story is attached to the google classroom assignment.