January 16 – January 19, 2018

Here is what we are working on this week:

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/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.

ELAGSE6RL3: 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 towards a resolution

ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to thedevelopment of the theme, setting, or plot.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: 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.

TUESDAY – Today we finished reading “Touching Spirit Bear.”  Students completed their study guides and we went over them as a class.  Students were also given class time to complete their Spirit Squares and we played a Jeopardy review game.

HOMEWORK ;  Study for quiz and complete Spirit Squares

WEDNESDAY – Spirit Squares are due at the beginning of class today!!  No late work will be accepted.  Students are taking their final TSB quiz over chapters 23 – 28.  If time permits, we will begin our next unit over biographies and autobiographies.

THURSDAY – Students will read a biography, “Matthew Henson at the Top of the World” by Jim Haskins on pg. 766 in the text. Afterwards, they will read “Over the Top of the World” pg. 781. They will compare the two text and answer the comprehension questions.

FRIDAY – Students will read an autobiography from “The Story of My Life- Helen Keller” pg. 786 in the text. Afterwards, they will read “Letter to Miss Keller” from Franklin D. Roosevelt pg. 792 in the text.  They will compare the  two texts and answer the comprehension questions

Friday, January 12, 2018

Here is where we ended today with our reading in Touching Spirit Bear.

2nd period will begin reading chapter 27 on Tuesday

3rd period read up to the end of page 219 in chapter 26. Please finish reading chapter 26 by Tuesday.

7th period read up to the end of page 220 in chapter 26.  Please finish reading chapter 26 by Tuesday.

https://mrscrowther7.weebly.com/uploads/6/0/1/2/60126111/touching_spirit_bear_ebook.pdf

January 8 – January 12, 2018

Here is what we are working on this week:

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/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.

ELAGSE6RL3: 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 towards a resolution

ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to thedevelopment of the theme, setting, or plot.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: 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.

TUESDAY – Today we went over the study guide questions for chapters 16 -18 and we began reading chapters 19 -21.

HOMEWORK:  Finish reading chapter 21 and complete the study guide questions.  Also, write an apology letter to Peter from Cole.  We will share our letters in class tomorrow and then each student will pick their best sentence from their letter and we will put them all together to create one class letter to Peter.

WEDNESDAY -Today we shared our apology letters from Cole to Peter.  Here are the letters we wrote, taking one sentence from each students letter to make one collaborative letter. Dear Peter-1pfdo85  Afterwards,  we went over the study guide questions for chapters 19-22.  We read chapters 22 and 23 and completed study guide questions 1-5.  Quiz tomorrow over chapters 16-22.

HOMEWORK:  Study for Quiz

THURSDAY – We will take a quiz today over chapters 16-22.  Afterwards we will complete any chapters not finished on Wednesday.  Students will also finish working on their Spirit Squares and Conflict Chart.

FRIDAY – Today we will read the remaining chapters in TSB, complete the study guide questions, work on Spirit Squares and complete the Conflict Chart.  Quiz over chapters 23-28 will be next week.

SPIRIT SQUARES ARE DUE ON WEDNESDAY, JANUARY 17 – NO LATE WORK WILL BE ACCEPTED

All 16 squares should be titled, illustrated, and colored.

Spirit Squares 1-16-1sxtnc7

touching_spirit_bear_ebook-2edg5sx

January 4th & 5th, 2018

WELCOME BACK AND HAPPY NEW YEAR!!

Here is what we are working on this week:

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/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.

ELAGSE6RL3: 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 towards a resolution

ELAGSE6RL5: 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.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a.  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

c. Pose and respond to specific questions with elaboration and detail by making comments that  contribute to the topic, text, or issue under discussion.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: 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.

THURSDAY – The students will be guided through a PPT presentation that will guide them to understand what a resolution is, why we make them, and how to make a successful resolution.

Afterwards, each student will then have to identify how their resolution relates to their long term plans, what challenges they may face, how they will overcome the challenges, and what support systems I will put in place to be successful.

FRIDAY – Students will continue reading “Touching Spirit Bear” chapters 15-18 and complete the Types of Conflict chart (pg.18) in their packets along with their study guides.

December 18 – December 20, 2017

Here is what we are working on this week:

ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

ELAGSE6SL2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

MONDAY- Today we made inferences using three different resources; video, comic strips and song lyrics. Tomorrow we will play a quick round of Inference Taboo!

TUESDAY – Students will choose a character or author from any piece of literature to design and ugly sweater that would reflect them based on various elements. They will also write a paragraph to explain what they chose and why.

WEDNESDAY – Finish and share character ugly sweater design.  Extension activities for early finishers

HAVE A HAPPY AND SAFE HOLIDAY!  SEE YOU NEXT YEAR!

December 12 – December 15, 2017

Here is what we are working on this week:

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

 

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

 

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: 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 – Students randomly selected their roles for the mock trial today.  They began planning for “Cole Matthews vs. Society.” Each team was provided with organizers, scripts, and guidelines to help them prepare a winning case for their team.

TUESDAY – Mock trial preparations continue today.  Trial begins tomorrow.  Students may dress their part for extra credit.

WEDNESDAY – Touching Spirit Bear trial begins today.  Prosecution and defense teams will begin presenting their opening statements, introduce witnesses, and begin questioning.

THURSDAY – Continuation and completion of mock trial.  Students will continue with deliberations and present their closing statements.  The jury will also present the judge (aka Mrs. Hahn) with a verdict.

FRIDAY – Students will be in the computer lab taking their second RI assessment.

QUIZLET link to help you study TSB Vocabulary Words

Summative assessment December 13.

https://quizlet.com/238074209/touching-spirit-bear-ch-1-12-with-springboard-collaboration-flash-cards/

TUESDAY – Students read chapter 15 today and continued working on their Spirit Squares

WEDNESDAY – Summative Vocabulary Assessment – Students will continue to work on Spirit Squares

Spirit Squares 1-12-un4d5l

THURSDAY – TSB Quiz over chapters 9-15 (Don’t forget the PDF of the book can be found online)

FRIDAY – Students will be taking their second Reading Inventory

 

 

 

December 4 – December 8, 2017

Here is what we are working on this week:

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

 

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

 

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: 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 – Students randomly selected their roles for the mock trial today.  They began planning for “Cole Matthews vs. Society.” Each team was provided with organizers, scripts, and guidelines to help them prepare a winning case for their team.

TUESDAY – Mock trial preparations continue today.  Trial begins tomorrow.  Students may dress their part for extra credit.

WEDNESDAY – Touching Spirit Bear trial begins today.  Prosecution and defense teams will begin presenting their opening statements, introduce witnesses, and begin questioning.

THURSDAY – Continuation and completion of mock trial.  Students will continue with deliberations and present their closing statements.  The jury will also present the judge (aka Mrs. Hahn) with a verdict.

FRIDAY – Students will be in the computer lab taking their second RI assessment.

QUIZLET link to help you study TSB Vocabulary Words

Summative assessment December 13.

https://quizlet.com/238074209/touching-spirit-bear-ch-1-12-with-springboard-collaboration-flash-cards/

 

 

 

 

November 27 – December 1, 2017

Here is what we are working on this week:

ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE6RL10: 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.

ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/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.

ELAGSE6RL3: 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 towards a resolution

ELAGSE6RL5: 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.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

 

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material;  explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussionc. Pose and respond to specific questions with elaboration and detail by  making comments that contribute to the topic, text, or issue under discussion.ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or  themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosin flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or  clarify its precise meaning or its part of speech.

QUIZLET link to help you study TSB Vocabulary Words

https://quizlet.com/238074209/touching-spirit-bear-ch-1-12-with-springboard-collaboration-flash-cards/

MONDAY-Students were introduced to “Spirit Squares” and were given class time to work on squares 1-5.  Then they read the informational article in their packets “Dealing with Anger” and answered the comprehension questions that follow.  Tomorrow, groups will be assigned a question to defend.

HOMEWORK:  If you did not complete the questions in class, please complete them tonight.

TUESDAY – Writing Focus:  Cole’s Journal.  Each student will be creating a journal entry written from Cole’s perspective.  They will each be given five different events that took place from the book. The entry must include two paragraphs that accurately reflect his character.

WEDNESDAY – Students will read chapters 9-12 and complete their study guide questions.

Touching Spirit Bear Book Link

THURSDAY – Students will read chapters 13-14 ONLY and complete their study guide questions.

FRIDAY– Students will be introduced to the Mock Trial that they will be conducting based on the novel.  They will learn about judiciary procedures and then be separated into two teams to prepare a mock trial for Cole Matthews vs. Society

Each team will be responsible for preparing a winning case for that team. Select students will be chosen for different roles from the novel.

Ongoing tasks – Continue working on Spirit Squares

Wednesday, November 15, 2017

For homework tonight read chapters 6 and 7 in Touching Spirit Bear and complete the study guide questions.  We will read chapter 8 in class and prepare for the quiz over chapters 1-8 which will be on Friday.

November 13 – November 17, 2017

Here is what we are working on this week;ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE6RL10: 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.

ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/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.

ELAGSE6RL3: 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 towards a resolution

ELAGSE6RL5: 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.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

 

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material;  explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussionc. Pose and respond to specific questions with elaboration and detail by  making comments that contribute to the topic, text, or issue under discussion.

ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or  themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosin flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or  clarify its precise meaning or its part of speech.

QUIZLET link to help you study TSB Vocabulary Words

https://quizlet.com/238074209/touching-spirit-bear-ch-1-12-with-springboard-collaboration-flash-cards/

MONDAY-Students will receive the novel reading packets and we will read chapters 1&2 in our novel, Touching Spirit Bear. As we read, students will be answering questions on page 6 in their reading packet.

TUESDAY – We will go over Chapter 1 & 2  questions and begin reading Chapters 3-5. While we read, students will complete their study guide questions for these chapters.

WEDNESDAY – PERFORMING ARTS PROGRAM DAY. I will see ALL classes EXCEPT 7th Period.  2nd and 3rd will go over Ch. 3-5 questions and begin reading Chapters 6 -8 along with the study guide questions for these chapters. My 7th Period Class will need to use the link below to read chapters 6-8 and answer the questions so that they will not get behind.

Touching Spirit Bear Book Link

THURSDAY – First, we will go over the answers to Study Guide Chapter 6-8. Afterwards, students will work with their classmates in Circle Justice groups to find solutions to different scenarios through roll play.

FRIDAY– Take Touching Spirit Bear Quiz Chapters 1-8

HOMEWORK

MONDAY 11-13-17

Touching Spirit Bear Book Link 

*Finish Chapter 1&2 Questions  (pg. 6) in your packet, Quiz FRIDAY

TUESDAY 11-14-17

*Finish Study Guide Chapters 3-5 (pg.7) questions, Quiz FRIDAY

WEDNESDAY 11-15-17

*Finish Study Guide questions Chapter 6-8 (pg.14)

THURSDAY 11-16-17

Review Chapter Study Guide 1-8 questions, Quiz FRIDAY

FRIDAY 11/17/17

*NONE 🙂 Enjoy your Break!