Day #49 - 11/13/14 - Unit 2: Lesson 7 Part II

Good Morning 6th Graders,

        Today is a ‘D’ day so we will go to Gym. Make sure that you have all your materials for Block 1, including your gym clothes and deodorant. Then pick up an Ipad for your table group and work on the Point to Ponder. Let’s make today another amazing day.

                           Thank you,

                         Mrs. Sargent & Mr. T.

P2P: 

Pick up a Mad Lib from the music stand and complete it with your table group. Choose 1 person to be the recorder and the rest of you will provide the nouns, adjectives, verbs, and adverbs. You will need to work cooperatively. 

For Unit 2: Lesson 7 Part II

• I can describe the structure of an analytical mini-essay.
• I can describe the details the author used to make a claim about the theme, and the elements of a myth.
• I can explain why an author chose particular details to support a claim.

Activity #1

Analyzing a Model Mini-Essay

Why do you need to be able to describe the structure of an analytical essay?

In our Learning Targets for today, what does the word “Claim” mean?

• A claim is a statement the author is making about the text. 
• When writing a literary response, or analytical essay, it is useful to describe the structure of a good model in order to recreate that model using your own content.
• The “Elements of Mythology and Theme in Cronus" is a model of an analytical Min-Essay.

Whole Group Read Aloud:

Elements of Mythology and Theme in Cronus

Lesson 7: Page 11

• What is the text about?
• What is the author trying to tell us?

Look at the first sentence. 

What is the author is trying to tell us in that first paragraph? 

Look at the structure of the essay.

First, look at the _____ paragraphs.

How would you label them?

Then, look at body paragraph #2. 

How does the author put their ideas together?

What does the first body paragraph include?

Complete: 

Analytical Mini-Essay Anchor Chart

(Reading Strategies Section)

Think back to our Learning Targets.

Use Fist of Five to respond.

• Can you describe the structure of an extended literary response?
• Can you identify the qualities of a strong extended literary response?
• How does being able to do this help you write your own essay?

Activity #2

• Think about the mini-essay. 
• How did the author plan out their thinking?

Homework: Read chapter 16. 

Set a timer and read for 20 minutes and record the page numbers that you were able to read in that time. Complete book notes about the Gist.

Learning Stations

Block 1                             Block 2

Rotation 1

10:40 - 11:00                     1:20 - 1:40

Rotation 2

11:05 - 11:25                     1:40 - 2:00

Station 1  Read Aloud/Guided Reading

• Tangerine Pages 224 - 236

Station 2  Computers NewsELA.com (Non-Fiction/Expository)

• Select an article and choose the level that is just the Right Level for you!
• Complete the 5 W’s Graphic Organizer
• Be Prepared to share what you read “IN THE NEWS"

Station 3  Independent Reading (Fiction/Narrative)

• Remember to fill in your “Book Notes” at the end of each reading session. (Notebook checks)
• See the Criteria for your letter below

Criteria for Independent Reading Letter

Block 1 - Due: ___________________
Block 2 - Due: ___________________

Paragraph 1

1. Tell me the title and author 

2. Write the Gist

3. Write a brief summary

Paragraph 2

4. Describe the main character (What type of person is the main character?)

5. Make an Inference about the main character. Use evidence from the text to support your inference. 

Paragraph 3

6. Write a prediction about what you think might happen in the book.

7. Finish with a question or something that you wonder.