APW Elementary

APW Elementary
Rebel Pride Starts Inside

Friday, December 1, 2017

Day 57: 12/1/17 - A Day: Compare/Contrast Text Structure & Ch 13 Comparing Characters

Good Morning 6th Graders,
          Today is an 'A" day. Check to see that you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
ELA:
Do Now:
  • Write down tonight's homework
  • Pick up a copy of the compare/contrast text structure graphic organizer
Homework: 
  • Read Chapter 13 & Complete the comparing characters Graphic Organizer

Activity #1
Text Structure: Compare & Contrast

Standards
  • 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. 
Directions:

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 #2
Read-a-loud Ch. 13 - Comparing Characters
Standards:
RL6.2 'Provide a summary of a text distinct from personal opinions'
RL6.3 'Describe how characters respond and change as the plot moves forward'

Part 1
Essential Questions from Chapter 12:
What course of action would you have taken if you were Bud?


Part 2
Essential Questions for Chapter 13:
  • How does Herman E. Calloway react to Bud?
  • How does Steady Eddie react to Bud?
  • How does Jimmy react to Bud?
  • How does Doug the Thug react to Bud?


RTI - A Day 12/1/17
FACT VS OPINION
Standards
RI6.8 - 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.

Step 1 - Pick up a copy of the article titled, "Opinion: When teaching history, you must include the bad with the good"
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 to identify facts that are supported by evidence and opinions that are not supported by evidence.

Opinion = Green
Facts = Pink 
Supporting Evidence = Orange

Step 4 - Create a T-Chart separating the details in the article in two categories.

1. Details supported by evidence
2. Details that are opinions


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.

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