February 13, 2018

Students can study the Vocabulary Workshop Unit 5 with the Quizlet link here: https://quizlet.com/Vocab workshop Unit 5

This Week

Assessments:  Friday, February 16th- Formative Daily Reading Skills Practice

Standards of Focus:

ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ELAGSE6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

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).

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

February 8, 2018

Students need to study for the Vocabulary Practice checkpoint tomorrow!  Use the Quizlet posted on Wednesdays blog.

Today we read the article titled “Should College Athletes Be Paid?” (access the article here: Should-College-Athletes-Be-Paid-Article-2awpzjf)

The classwork assignment is to complete the graphic organizer (G.O.) What’s your Opinion? (access the G.O. here: Junior-Scholastic-Whats-your-Opinion-College-Athlete-debate-sheet-2lij35e (1)-1uazpkh )

Students can use the video watched in class (I apologize that 1st and 2nd did not get to watch it due to technical issues) for supporting EVIDENCE.  Students can utilize information from the video to  complete the graphic organizer for the class Debate tomorrow.

Should College Athletes get Paid Video Debate

 

 

 

February 7, 2018

Students will have a Vocabulary Check on Friday!  Click the following link to access Vocabulary Workshop Practice on Quizlet:

Vocabulary Workshop-Practice Unit-4-flash-cards/

 

Standards of Focus:

ELAGSE6RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ELAGSE6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

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).

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

Assessments:

Summative: Figurative Language- Tuesday, February 6th

Formative: Vocabulary Practice- Friday, February 9th

February 2, 2017

If you did not complete the Princess Penelope Figurative Language Activity in class it is homework this weekend.  Please see the agenda from today so that you can glue in notes for your Reading Journals if you did not have your RJ in class.

There will be a SUMMATIVE ASSESSMENT on Figurative Language on Tuesday, February 6th.  Review the Quizlet  link on yesterday’s blog post.

Have a great weekend!

February 1, 2018

This Week:

Assessments: No Assessments this week.  There will be a Summative Assessment on Figurative Language next Tuesday, February 6, 2018.  Here is a link to practice Quizlet for the Vocabulary on the test:

Figurative Language Vocabulary Quizlet

 

Standards of Focus:

ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

ELAGSE6RI8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

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.

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.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

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.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELAGSE6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context.

 

January 26, 2018

Students took a reading comprehension quick check over the autobiography “The Story of My Life” by Helen Keller and the biography “Matthew Henson, Top of the World” by Jim Haskins today in class.  The non-fiction texts we read in class are attached below for students who may have been absent or who need to complete the constructed response question if unfinished in class.   The brief constructed response prompt is below:

Reading Response from “Matthew Henson” and “The Story of My Life”

Write a brief constructed response (1 STRONG paragraph).  Think carefully about your response and include details from each non-fiction writing sample (evidence from the text) to support your thinking. Highlight or underline your answer and text evidence.

Think about the challenges faced by Matthew Henson and Helen Keller. Explain why you think the person you chose had the greatest challenges using evidence from the both texts.

matthew_henson_story–2fe1143

The-Story-of-My-Life-Helen-Keller-182ilxz

Students don’t forget that Vocabulary Practice is due MONDAY, January 29th!

January 23, 2018

Please see the Updated Due Dates from our agenda posted on Monday, January 22nd:

 

Weekly Assessment/s:

Formative (40%) on Wednesday, January, 24th on Chapters 23-28 of TSB

Summative (60%) -TSB Spirit Squares Performance Task due date extended due to the Snow days!  Due Date is Friday, January, 26th.

 

Standards of Focus:

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

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

 

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

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).

January 16, 2018

This Week:

Assessment:

  1. Summative (60%) Spirit Squares are due on FRIDAY, JANUARY 19th.  SEE RUBRIC AND DIRECTIONS BELOW!
  2. Formative (40%) TSB Checkpoint Chapters 23-28 Friday, January 19th

Standards of Focus:

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.

 

Spirit_Squares_16 with rubric-1dtd6n7

January 9, 2018

This Week: January 9th-12th 

HAWK TIME- Has been postponed to Friday, January 26th

Assessments: Friday-Formative Checkpoint on TSB Chapters 16-22 on Friday, January 12th.

Standards of Focus:

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.

Study Guides page 19 (Ch. 16-18) page 21 (Ch. 19-21) and page 23 (only number 1 & 2)  are due at the beginning of class Thursday, January 11th. 

December 19, 2017

Good news!!

the results of the Mock Trial for Cole Matthews are… all classes voted to send Cole back to the island for a chance to redeem himself!!! Student must believe Cole can change 🙂

Great Job to all students for  participating in their roles for the trial.