This Week in 6th ELA

What We’ve Been Up To:

We have recently started a multidimensional novel study, around the events, themes and historical setting in the award winning book, Bud, Not Buddy, by Christopher Paul Curtis. bud not buddyThroughout this unit, scholars will make connections between the text and the historical time period of The Great Depression, particularly as it relates to the experiences of African Americans.  Another of our focuses while reading is a continued study of plot elements, and a new exploration of research skills and strategies, while scholars learn and apply these skills to creating their own multi-genre research presentations.

FYI: Multi-genre is another way of saying that we will not just be writing a five paragraph essay.  Each scholar will write an essay, but each scholar will also have an opportunity to incorporate poetry, drama, music, technology, etc into their research presentation.  

The novel study and multi-genre research project will likely carry us through the remainder of the school year, and I will do my best to keep updates posted here on the blog.  We are off to a great start, and scholars have been very engaged in reading and responding to the first 5 chapters.  We begin chapter 6 on Monday!


Moving Forward

This week, scholars will interact with chapters 6 through 10 of our novel, and begin work on their multi-genre projects.  Phase one involves creating a Google Slides presentation with details on the characters and plot events in Bud, Not Buddy. Phase two involves a study of The Great Depression and Flint, Michigan during 1936, which is the general setting of our story.

We will research what was going on in Flint, Michigan during this important time in our history.  Scholars will record notes using Google Docs, and will soon add this information to their Google Slides presentations. Within the process of research, we will look at what makes a source credible, and how we should correctly use citations to give credit to our sources.


Common Core State Standards for the Novel Unit:

CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

CCSS.ELA-LITERACY.RL.6.10
By the end of the year, read and 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.

CCSS.ELA-LITERACY.W.6.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Homework:

Scholars will be working on research skills and writing skills (grammar, spelling, sentence structure) in the form of various worksheets, throughout the remainder of this unit.  Expect homework every Tuesday and Thursday, as usual.

Please check homework folders daily and remind your scholars to come to Homework Hub every Tuesday, for an opportunity to get assistance on class concepts and homework.

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ELA Plans – Week of March 6

Click here to download this week’s plans in pdf format.


ELA Weekly Agenda – Week of March 6, 2017

This week, we will complete the Unit 3 Review / Assessment Practice.
Next, we will check progress with Interim 3, and then begin a unit on Research Strategies.


CCSS:
RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a   summary of the text distinct from personal opinions or judgments.

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.4:  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.



Monday:

  • Unit 3 Review – Reading 1 – “The Wolf and the House Dog” (pg. 426)
    with multiple choice questions #s 1-7 (pg. 428, 429)


Tuesday
:

  • Unit 3 Review – Reading 2 – “Your World” (pg. 427)
    with multiple choice questions #s 8-12 (pg. 429)
  • Homework: Reading Log (read 15-20 minutes, and complete one reading log)


Wednesday
:

  • Cross-text and Written Response– Reading 1 and Reading 2 (pgs. 426 / 427)
    with multiple choice and constructed response questions #s 13-15 (pg. 429)


Thursday
:

  • Vocabulary / Context Clues – page 430
  • Revising and Editing – page 431
  • Homework: Reading Log (read 15-20 minutes, and complete one reading log)


Friday
:

  • Review Game (Jeopardy or Kahoot)


Click here
 to download this week’s plans in pdf format.

This Week in 6th ELA

Weekly Overview

This week begins with a review of autobiographies and biographies, as scholars continue to prepare for the upcoming interim assessments.  An additional focus is on writing/grammar, especially as it relates to using punctuation – particularly reviewing the proper use of the colon (:).

We continue to discuss and practice writing to inform, describe, and explain, using the RACE strategy to support our own writing process for Constructed Response items.

Interim 2 Assessment

The main highlight of this week will be the 2nd opportunity to show our academic progress, based on Interim 2 Assessment results.  Scholars will complete the 6th Grade English Language Arts (ELA) Interim Assessment on Tuesday, January 24 and Wednesday, January 25.  This is a test taken during class time, evaluating student learning in the areas of reading comprehension, vocabulary, and writing.

End of Quarter 2:

This Friday, January 27th, marks the end of the 2nd marking period.  We are encouraging scholars to continue striving for their best quality work, and finish strong.  Scholars may still have an opportunity to complete missing work.  Homework Hub is one great way to get extra help after school (Tuesday, Wednesday, and Thursday).

 

 

Week of January 9

Weekly Overview:

This week, scholars continue building understanding of Biographies and Autobiographies.

Through a Text Analysis Workshop, we will read, discuss, and write about various forms of non-fiction, including: memoir, personal narrative, autobiography, and biography.


Common Core:

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative language
RI 6: Determine an author’s point of view in a text
RI 9: Compare and contrast one author’s presentation of events with that of another


Weekly Plans:

Monday, January 9:

  • DO NOW: Vocabulary Notes
  • Scholars read and analyze a model memoir text: “from No Pretty Pictures: A Child of War” (pg 803)

Tuesday, January 10:

  • Learn and Review: Literary Language and Devices in Nonfiction Narratives (pg 804)
    Use Note Taking Worksheet Part 2

    • Imagery – language that appeals to our senses
    • Figurative Language –makes an imaginative comparison; not meant to be taken literally
    • Simile – compares two unlike things using ‘like’ or ‘as’ in comparing
    • Metaphor – directly compares two things without a comparison word
    • Tone – the writer’s attitude, or how the author feels about the subject or topic


Wednesday, January 11:

  • Reading to comprehend and analyze biographies and autobiographies…
  • Reading to identify and describe author’s purpose
  • Interactive Readers: “Over the Top of the World”
    • IR:    pgs. 290-295
    • AIR: pgs. 282-287
    • ELL: pgs. 314-321


Thursday, January 12:

  • Reading to comprehend and analyze biographies and autobiographies..
  • Reading to identify and describe author’s purpose
  • Interactive Readers: “Up and Over the Top”
    • IR:    pgs. 296-301
    • AIR: pgs. 288-291
    • ELL: pgs. 322-325


Friday, January 13:

  • Practicing Skills in reading comprehension, identifying author’s purpose, and using academic vocabulary:
  • Interactive Readers: “Over the Top of the World” / “Up and Over the Top”
    • IR:    pgs. 296-301
    • AIR: pgs. 292-293
    • ELL: pgs. 326-327


This Week’s Homework:  Review Vocabulary (Unit 2 and Unit 7)
Quizlet:  Unit 2  Unit 7  

Week of January 3

Click here to download this week’s plans in pdf form.


Weekly Overview:

This week, scholars launch into a unit focused on understanding Biographies and Autobiographies.

Through a Text Analysis Workshop, we will read, discuss, and write about various forms of non-fiction, including: memoir, personal narrative, autobiography, and biography.

This week (on Wednesday, Jan 4), scholars also have an opportunity to participate in an AIMSweb assessment. More details, below.


Common Core:

RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative language
RI 6: Determine an author’s point of view in a text
RI 9: Compare and contrast one author’s presentation of events with that of another


Weekly Plans:

Tuesday, January 3:

  • DO NOW: Academic Vocabulary Worksheet
    Key Academic Vocabulary: achieve, characteristics, obvious, appreciate, conclude
  • Larger Than Life (pg 800)
    Introduction to Unit 7 – Life Stories
  • Preview Unit Goals (pg 801)
    Goal Areas Include: text analysis, reading, writing and language, content vocabulary, academic vocabulary
  • Begin Text Analysis Workshop, (pg 802) – Use Note Taking Worksheet Part 1
    Characteristics of memoirs, personal narratives, autobiographies, and biographies


Wednesday, January 4:

  • AIMSweb Testing for all scholars in 6th ELA Today
    This is a web-based (online) Academic Improvement Measurement System

    • AIMSweb gives educators the insights they need to help students learn
    • AIMSweb helps us identify areas of needed improvement, monitor progress, and set goals


Thursday, January 5:

  • Scholars read and analyze a model biography text: “from J.K. Rowling” (pg 803)
  • Scholars read and analyze a model memoir text: “from No Pretty Pictures: A Child of War” (pg 803)


Friday, January 6:

  • Learn and Review: Literary Language and Devices in Nonfiction Narratives (pg 804)
    Use Note Taking Worksheet Part 2

    • Imagery – language that appeals to our senses
    • Figurative Language –makes an imaginative comparison; not meant to be taken literally
    • Simile – compares two unlike things using ‘like’ or ‘as’ in comparing
    • Metaphor – directly compares two things without a comparison word
    • Tone – the writer’s attitude, or how the author feels about the subject or topic


This Week’s Homework:  Review Vocabulary (Unit 2 and Unit 7)


Click here to download this week’s plans in pdf form.

Week of December 19

This Week in ELA 6

This week, scholars will further their knowledge of character traits, and use what they have learned to write a character analysis essay.  Scholars will also review previous work to improve understanding of key skills, concepts and strategies.  Following the review, scholars will  have an opportunity to make revisions (or changes), to demonstrate new understanding.

Click here to download this week’s plans in pdf format, or read on to view the plans, here.


Common Core State Standards:

RL 6. 1 (Cite textual evidence to support analysis … as well as inferences drawn from the text)  

W 6.4 (Clear and coherent writing where the development, organization, and style are appropriate to the task, purpose, and audience)   

RL 6.3 (Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution)


Weekly Plans:

Dec. 19 – Monday:

  1. Do Now: Character Traits Review
    • What are character traits?
    • What character traits best describe your best friend, sibling, or parent?
  2. Each scholar receives a copy of the Character Traits resource handout
  3. Whole class instruction on writing a character analysis essay
  4. Scholars write their own character analysis essays (Character Analysis Essay)

 

Dec. 20 – Tuesday:

  1. Do Now: Good News / Free Write
  2. Scholars have an opportunity to:
  • Improve their work from last week (Reading Check or Text Analysis)
  • Complete either of the past two homework assignments (if not already completed)
  • Work on an item from the “May Do” Choice Board
  • Continue work on Character Analysis Essay

 

Dec. 21 – Wednesday:

  1. Do Now: Plot Elements Video (5 things)
  2. Review plot elements and gist summary
  3. Watch a holiday TV show
  4. Complete a gist summary and plot tree map (gist-organizer , plot-tree-map)


No Homework This Week!  Enjoy a restful winter break!!


Click here to download this week’s plans in pdf format.

 

Week of December 12

This Week in 6th ELA

Text: “President Cleveland, Where Are You?” (textbook, pg. 234 – 246)

Scholars read to comprehend and analyze a text, paying special attention to how authors use the written word to communicate to readers about character traits and plot development.  Our key areas of focus are: vocabulary acquisition (using context clues to understand the meaning of new words), plot development (how an author uses a series of events to move a story along), and understanding how cultural and historical settings can have an impact on a story.

Please read on to review this week’s common core state standards and each day’s lesson plan for learning and instruction.

You may also click here to download this week’s lessons in pdf format.


Common Core State Standards:

RL 5 – Analyze how a particular sentence fits into the structure of a text and contributes to the development of the setting

L 4a – Use context as a clue to the meaning of a word or phrase

RL.6.3 – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W 4 – Produce clear and coherent writing appropriate to the task, purpose, and audience



ELA 6 Lesson Plan (Ward)

Date: Monday, December 12

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Quickwrite – What would you do for your family? (pg 234)
  2. Vocabulary Study
    • Scholars preview the selection vocabulary
    • allot, skirmish, contempt, obsess, incredulous, divulge, stalemate
  3. Set a purpose for reading (modified from pg 85 Resource Manager)
    • Create a Character Analysis Chart
    • Analyze character traits, conflicts, and choices while reading
  4. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 236 – 238)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  5. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  6. Tidy Up / Put Away Books and Materials
  7. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, allot, skirmish


 

ELA 6 Lesson Plan (Ward)

Date: Tuesday, December 13

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – inference, character traits, conclusion
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 239 – 240)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, contempt

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Wednesday, December 14

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – analyze, sacrifice, suggest
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 241 – 243)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, obsess, incredulous


 

ELA 6 Lesson Plan (Ward)

Date: Thursday, December 15

I can cite evidence to support analysis and inferences.
I can use context clues to help me understand new vocabulary.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:                        

  1. Do Now: Vocabulary Notes (in notebooks)
    Define – priorities, hardship, relative prosperity
  2. Reading and Responding
    • Reading “President Cleveland, Where Are You?” (pg 244 – 246)
    • Complete ‘Reading Check’ worksheet, to monitor comprehension
    • Fill in Character Analysis Chart, while reading
  3. Discussion:
    • Cultural and Historical Setting
    • Plot Elements
  4. Tidy Up / Put Away Books and Materials
  5. Launch with Affirmations

Key Vocabulary: analyze, infer, character traits, divulge, stalemate

Homework: Reading Comprehension / Context Clues


 

ELA 6 Lesson Plan (Ward)

Date: Friday, December 16

I can analyze and describe how an author develops characters and plot.
I can write clear and developed responses to propmts.

Bloom’s Level of Rigor

  • Remember
  • Understand
  • Apply
  • Analyze

Learning Agenda:

  1. Do Now: Gist Summary
  2. “Question Support: Text Analysis”
    • Make Inferences – Jerry’s character traits
    • Connect – making a sacrifice
    • Draw Conclusions – Jerry’s feelings about Armand (text based response)
    • Analyze Cultural and Historical Settings – priorities and decisions, in context of the setting
  3. Tidy Up / Put Away Books and Materials
  4. Launch with Affirmations

Key Vocabulary: inference, conclusions, analyze, character traits, sacrifice, suggest, priorities, hardship, relative prosperity


 

Click here to download this week’s lessons in pdf format.