Day 73: 1/4/17 - B Day: Text Structure - Compare & Contrast and Ch 17 of Bud, Not Buddy

Good day 6th Graders,      

         Welcome ladies and gentlemen. This week we will be continue unit 2 about Critical Analysis & Evaluation of Informational Texts by exploring some of the various text structures . Please make sure you have:

• Red Folder & Agenda
• ELA Notebook
• Bud, Not Buddy
• Colored Pencils
• Glue Sticks

                        Thank you

                       Mr. Trumble
P2P: Make sure you have a blue, yellow, & green colored pencil.

Activity #1

Go over Chapter 17

• RL6.3 - Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution

Directions for small group discussions:

• Use your Depth of Knowledge Stems to write 3 questions for your small group discussion. Please write a level 1, 2, & 3 question.
• Share your answers to the multiple choice questions. If there are different answers collaborate about which one is correct. Go back in the text to find evidence to support your answer. 
• Share your DOK Questions and discuss your answers.
• Answer my essential questions:

Mr. Trumble's Essential Questions:

• What responsibility does Bud have with the band?
• How do Miss Thomas and the band feel about Bud's cleaning? How do you know? (Evidence)
• What words would you use to describe how Bud feels about his first real encounter with the band and their crew playing music?

Activity #2

Text Structure: Compare & Contrast

• RI6.5 - Analyze how a particular sentence, paragraph, or chapter fit into the overall structure of a text and how it contributes to the development of ideas. 

Step 1: Review the 5 different forms of text structure.

Step 2: Review the Definition for Compare/Contrast structure - The author discusses similarities & differences between people, things, concepts, or ideas.

Step 3: Read the compare/contrast article about Chihuahuas and Collies.

Step 4: Reread the article and underline the details pertaining to each

Step 5: Complete the graphic organizer

Step 6: Cut, & Glue in the graphic organizer into your ELA Interactive Notebook

Activity #3

Read-Aloud Chapter 18

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
Add at least 3 new words to your word catcher.

Homework Packet:

Homework:

• Read Chapter 18
• Add 3 new words to your Word Catcher
• Answer Questions # 169 - 174 in the packet (Due tomorrow
• Complete the Graphic Organizer analyzing setting, and complete the constructive response questions ( Due Friday 1/6)

RTI - B Day 1/4/17

Step 1 - Pick up an article. We will be choosing an article to do together as a whole group.

Step 2 - Read through your article to get a basic understanding of what the article is about.

Step 3 - Reread the article a 2nd time and use the Highlighting Strategy to identify the:

• Topic
• Topic Sentence
• Supporting Details
• Main Idea

Step 4 - Complete the Main Idea Graphic Organizer

***When you are done you will bring your work to me and we will conference about your article. I will be asking:

1. What is the topic of your article?

2. What is the topic sentence?

3. What is the Main Idea?

4. What supporting details led you to think that?

Enrichment Group:

Select an aspect of the Great depression to research. 

Some examples include:

• Bank Runs
• Unemployment
• Discrimination
• Breadlines & Soup Kitchens
• Stock Market Crash
• The Dust Bowl
• The Drought
• Hoovervilles
• Hobos
• Orphans
• Herbert Hoover
• The New Deal
• How the Depression effected the rich
• How the Depression effected the poor

Create a visual presentation regarding the information you learned.

Some examples include:

• PowerPoint Presentation
• Poster
• Video
• Song
• Brochure
• Skit
• etc.