December 3

Week of December 3-7

Standards Focus

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.*
W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).

Assignments, assessments, etc.

Monday — 1.  Finished typing and submitting expository essay.  2.  Worked on “Thankful” essay for contest:  In 200 words or less, explain what you are most thankful for.  3.  Language review sheet for November was turned in today.  4.  New Language Review sheet given out.

Tuesday – Friday — We will be working on sentence structure — simple and compound sentences.  Notes and practice.

Friday — DGP quiz.

Announcements and Reminders

The deadline for color battle donations has been extended to December 10th.  If you want to participate, you must collect a minimum of $30.

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November 30

Expository Essay

1. As promised, here are the instructions for submitting your final draft.  Please make sure you go all the way to step 17!

Revision Assistant – TurnitIn Student Directions-24jjerx

For those who cannot submit at home, you will have a few minutes to submit the final in class on Monday.  It is due Monday!!

2. Your Language Review homework was due today; however, since we were not in the classroom today, I decided to wait until Monday to take that up so please have it completed and ready to turn in on Monday.

 

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November 27

Week of November 26-30

Standards focus:  

W.6.2a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.6.2c: Use appropriate transitions to clarify the relationships among ideas and concepts.
W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Assignments, assessments, etc. 

Monday — Peer review of rough draft of explanatory essay.  Prompt:  Write a multi-paragraph explanatory essay explaining how people can improve their lives by observing and interacting with animals.  You must have 5 paragraphs and you must cite evidence from at least two written sources and from your own experience.

Tuesday – Friday — Students type final copy of explanatory essay and submit to Revision Assistant.

Friday — DGP quiz as always.

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November 12

Week of November 12-16

Standards focus:

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.*
W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks
RL6.10 and RL6.10

Assignments, assessments, etc. 

Monday — 1.  Read “My Story” on page 159 of the textbook.  2.  Work on/finish RACES paragraph – topic:  “How is the relationship between humans and animals beneficial to both?”  This is due NO LATER than tomorrow (Tuesday, November 13).  Late papers will NOT be accepted.

Tuesday — 1.  Mini-lesson — What is the difference between a thesis and a topic sentence?   2. Pre-writing graphic organizer for embedded assessment #2.

Wednesday — 1.  Mini-lesson — Introductions and conclusions.    2.  Finish pre-writing organizer and begin rough draft.

Thursday — 1.  “Animal experience.”  Bring in permission slip if you haven’t already.  2.  Continue rough draft.

Friday — Complete rough draft and peer edit.  We will begin typing the final copy when we return from the Thanksgiving break.

 

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November 7

Week of November 5-9

Standards Focus:

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

Also:  W.6.7;  RI.6.2;  RI.6.6;   RI.6.8;  W.6.10

Assignments, assessments, etc.

Monday –– Finish writing and turn in your brief constructed response (BCR) using the RACES strategy on the topic:  “Why Do We Have Pets?”  You must also turn in your pre-writing organizer:  RACE graphic organizer-131tlzb

Tuesday — NO SCHOOL!!

Wednesday — Practice with citing evidence — Read “Dogs Make Us Human” on pp. 153-154 in text.  Answer questions 1-3.

Thursday — Simple and compound sentence notes:  Notes_Sentence_Structure_Overview[1]-2ezijy5

Friday — DGP Quiz (as usual).  Practice with simple sentences.  Possible formative assessment over simple sentences.

Reminders:  

  1.  Language review sheet (given out in class on Monday) is due November 30th.
  2. Literary Elements bookmark due December 12.  Accountability Bookmark-21g3m6t
  3. NO TUTORING THIS THURSDAY, 11/8.  
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October 29

Week of October 29-November 2

Standards focus:

RI.6.1,   W.6.9,   L.6.3a,   W.6.10,   RL.6.10

Assignments, assessments, etc.

Monday — Learning styles inventory with the counselor.

Tuesday — Finish explanatory paragraph about a change in your life and read, “Saying Farewell to a Faithful Pup.” pp. 149-151.

Wednesday — Respond to prompt about “Faithful Pup” story using the RACES strategy.

Thursday — Review and practice with writing effective “hooks.”

Friday — DGP quiz #12.  Continue practice with hooks.

 

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October 22

Week of October 22-26

Standards focus:

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

W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. 

W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “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”). 

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

W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks 

RL6.10 and RL6.10

Assignments, assessments, etc. 

Monday — 1) DGP quiz #10.   2) Spelling Bee  3) Unpack embedded assessment #2.

Tuesday – Wednesday — 1) Sentence Structure Pre-test.  2)  RACES strategy introduction, notes and practice.  3) Use RACES strategy to write a brief constructed response.

Thursday – Friday –– Hooks and Introductions — Practice identifying and writing different types of hooks.  There will also be a DGP quiz on Friday.

I will be tutoring this Thursday morning at 8:20 in my room.

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