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!

Wednesday, November 8, 2017

Homework for tonight:

Complete the anticipation guide – BEFORE READING ONLY column (front and back).  Read and annotate the article about the Juvenile Justice System and answer the questions in part A and Part B.

November 6 – November 10, 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.

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 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, 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.

MONDAY- Students will read several articles to acquire background knowledge in preparation for our novel study.

TUESDAY – Teacher Work Day – No school for students

WEDNESDAY – Students will discuss the articles read in Monday’s class.  They will then complete an Anticipation Guide where they must fully explain their opinion on each topic.  Afterwards, they will read “The History of the Juvenile Justice System” to acquire more background knowledge for our novel study.

THURSDAY – Students will discuss the topics listed on the Anticipation Guide.  I will choose several topics and each student must take a stand and be prepared to defend their position.

FRIDAY – Students will take a pretest on the vocabulary from the novel.  If time permits, we will begin reading chapters 1 and 2 and students will receive their “Novel Contracts” and study packet.

October 30 – November 3, 2017

Q2 Summative Assessment retake grades have been entered into Synergy.

Here is what we are working on this week:

ELAGSE6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics

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.

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

ELAGSE6W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

MONDAY – Students watched a BrainPop video over Genres of Fiction.  They received notes over the 4 genres we will be studying: realistic, historical and science fiction, and fantasy.   Students read a realistic and historical fiction piece and completed a graphic organizer that corresponded with the readings.

TUESDAY – Surprise Lesson!!!

WEDNESDAY – Guidance lesson with Mrs. Bower.

THURSDAY – Students will read a short science fiction piece and will then discuss and identify the characteristics using a graphic organizer.  For homework, students will read a short fantasy piece and complete a graphic organizer identifying the characteristics of the piece.

FRIDAY – Students will review the different genres of fiction and their characteristics. They will take a formative assessment over the different genres of fiction.

HOMEWORK:  Study your notes each day to help prepare for the assessment this Friday.

FORMATIVE ASSESSMENT FRIDAY OVER GENRES OF FICTION

REMINDER

Please bring your independent reading book to class on Friday (10/27). You will need it for a class assignment.

Remediation and Retake

Q2 Summative #1 Retake opportunity will be Monday (10/30) at 8:00AM and again after school 4:30 -5:30PM.

October 23 – October 27, 2017

Here is what we are working on this week.

ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

 ELAGSE6L5: b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

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.

ELAGSE6RI2: Determine a 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.

MONDAY – Guest Speaker in Theatre.  Students will listen to a presentation by author Kim Hardy.

TUESDAY – Cause and Effect:  Students will examine the cause and effect of the Liebeck vs. McDonalds court case and answer questions related to the case.  Students will also review for their formative assessment on cause and effect.]

WEDNESDAY – Text Structure Rotation Stations: Students will work in collaborative groups to complete a performance task.  They will read several different passages and identify the text structure.  The information will then be placed into a graphic organizer.

THURSDAY – Students will take their text structure summative assessment.

FRIDAY – Students will be introduced to new ways of thinking about a piece of literature and new ways to dig into it.  Students will be provided with a menu where they will choose from a diverse group of suggestions that will stimulate their interest in exploring new directions and in responding with greater depth to the books they read. PLEASE BRING YOUR INDEPENDENT READING BOOK TO CLASS TODAY. You will need it to complete today’s task.

HOMEWORK: Study for cause and effect formative assessment on Tuesday, and text structure summative assessment on Thursday.

October 16 – October 20, 2017

Here is what we are working on this week:

ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

ELAGSE6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

ELAGSE6RL9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in  terms of their approaches to similar themes and topics.

ELAGSE6RI9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

  ELAGSE6L5: b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

MONDAY – Order and Sequence: students read a paragraph and identified the elements that made it order and sequence text structure.  Each sequential event was placed on a foldable.

TUESDAY – Problem and Solution: students will read a paragraph and identify the elements that make it problem and solution text structure.  They will practice this strategy using nonfiction paragraphs with a problem and solution structure.

WEDNESDAY – Cause and Effect: Students will view a brief presentation and receive a study sheet handout.  They will then read a paragraph and identify the elements that make it cause and effect text structure.

THURSDAY – Continuing with cause and effect, students will examine the cause and effect of the Liebeck vs. McDonalds court case.  They will answer comprehension questions related to the article.

FRIDAY – Students will complete a performance task today over text structures.