Day 5: 9/12/17 - A Day: The Literary Elements & Freak the Mighty Ch 2 & 3

Good Morning 6th Graders,
          Today is an 'A' Day. Please use the bathroom & sharpen your pencils. Make sure you have everything you need for your morning classes, and hand in any important forms that you have. 
                                Thank you
                                Mr. Trumble

ELA:
Do Now:

• Put your HW on your desk so I can check to see that you got it done

• Make a title page for Unit 1. See the example

Activity #1

Interactive Notebook Notes
Topic: The literary Elements

Activity #2

Freak the Mighty: Chapters 2 & 3
Before we read...review Ch 1 Reading guide

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.2 - Determine how a theme is conveyed through details, and provide a summary of a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Characters
2. Setting
3. Plot
4. Themes
5. Conflicts
6. symbolism
7. etc.

Key Questions:

• Who are the 2 main characters?
• What inferences can you make about the characters?
• How do you know? (What is your evidence?)
• Describe Max's bedroom.
• How does Max describe himself in this chapter?
• Why is Max convinced he does not have a brain? Evidence!
• List 3 inferences you can make about Kevin. What in your evidence?

Homework: 

• Finish reading and annotating Ch 2 & 3
• Complete the Reading Guide for Ch 2 & 3

RTI - 9/12/17 - A day

Creating Anchor Charts to establish Classroom Rules
Standard SL6.1 - Engage Effectively in a range of collaborative discussions with diverse partners on grade 6 topics, building on each others' ideas and expressing your own ideas clearly.
Be Respectful


Be Responsible


Show Integrity


Key questions to consider:
1. What is (respect, responsibility, integrity)
2. What does (respect, responsibility, integrity) look like at school, with your homework, with your teachers, with your self with each other?
3. What does (respect, responsibility, integrity) sound like at school, with your homework, with your teachers, with your self, and with others?
4. How can you show (respect, responsibility, integrity) with your work, teachers, yourself and others?


Directions:


• Work with your group members to discuss the assigned rule/character trait.
• Then create a poster or display of what your group discussed regarding how this rule applies to our classroom.
• You could include a list of details, images, charts, etc. 
• Your poster should have large print and detailed pictures.
• Choose a spokesperson to share the information.