Day #37 - 10/30/15 - StoryBoard Gallery Walk & HALLOWEEN FUN

Good Morning Sixth Graders,

          Today is a B day, so we will go to Art. We will also be using our early dismissal schedule.

Specials	9:00	9:25
Block 1	9:30	10:45
Block 2	10:50	12:05
Lunch Freak the Mighty Dance Practice Dance Perf. Back to HR Dismissal	12:10 12:20 1:45 2:30 2:45 3:20	12:40 1:40 2:30 2:45 3:20

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Work on a Halloween themed Madlib

Activity #1

StoryBoard Walk

Choose 1 group member to act as your StoryBoard Director. They will be in charge of telling other Production teams about your adaptations. 

Your Storyboards and group work will be assessed based on a 4-point scale.

4 - Excedes Expectations

• All StoryBoard descriptions are written in complete sentences, and include specific details.
• Illustrations are neat, colored, labelled, and reflect the description of the event.
• All events are in chronological order.
• All of the conflicts and characters are included in your storyboard.
• All students cooperate and contribute to the final product.

3 - Meets Expectations

• All StoryBoard descriptions are written in complete sentences.
• Illustrations are neat and labelled.
• Events are in chronological order.
• Most of the conflicts and characters are included in your storyboard.
• All students participate evenly and contribute to the final product. 

2 - Making Progress towards Meeting Expectations

• Some StoryBoard descriptions are written in complete sentences, some may have run-ons or missed punctuation.
• Illustrations are included, but they may be missing labels or are not reflective of the event description.
• Events are not in a chronological order.
• Only some of the conflicts and characters are included in your storyboard.
• Few students participate and contribute to the final product. Some students may be off task or do little work.

1 - Below Expectations

• StoryBoard descriptions are not written in complete sentences. Storyboards have multiple run-on sentences or missed punctuation.
• Few illustrations are included, they may be missing labels or are not reflective of the event description. 
• Events are not in a chronological order.
• Only a few of the conflicts and characters are included in your storyboard.
• Only 1 or 2 students participate and contribute to the final product. Multiple students may be off task or do little work.

 *******Movie Production Teams*******

Homework: Have a safe and Happy Halloween

Day #36 - 10/29/15 - Unit 1: Stations - Finish Adapting the Falling Action and Resolution for Freak the Mighty, STAR Assessment

Good Morning Sixth Graders,

          Today is an A day, so we will go to Gym. We will also be going to a Fire Fighter Career Opportunity presentation.

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Write down a question you have about the Fire Fighting profession. 

Activity #1

STAR Assessment

Activity #2

Becoming a Hollywood Movie Production Team

Your task: 

Adapt the Falling Action and Resolution of Freak the Mighty for the movie version by creating your own Timeline (Storyboard) for the Falling Action  & Resolution.

First, think about the journey we have been on with Max so far, from the Exposition all the way to the Climax.

Directions: 

Step 1: With your group Review the 'Conflicts' and 'Characters' that need resolving events.

Step 2: Brainstorming Ideas - Collaborate with your group members and jot down your ideas about how to resolve the conflicts on a piece of lined paper. Remember, all ideas should be considered, but you should stay focused and remain on the task.

Step 3: Create a list of the chosen events. Write them in Chronological Order on lined paper. Include one or two details in your descriptions of each event. 

Step 4: Complete a StoryBoard Tile for each event. Be sure to write in complete sentences and include a brief illustration of the event to go with the description.

Step 5: On chart paper create a timeline where the events will be placed. Do not worry about having equal intervals. 

Step 6: Glue each event onto your timeline in chronological order.

Step 7: Be sure to give your Timeline/StoryBoard a Title

Your Storyboards and group work will be assessed based on a 4-point scale.

4 - Excedes Expectations

• All StoryBoard descriptions are written in complete sentences, and include specific details.
• Illustrations are neat, colored, labelled, and reflect the description of the event.
• All events are in chronological order.
• All of the conflicts and characters are included in your storyboard.
• All students cooperate and contribute to the final product.

3 - Meets Expectations

• All StoryBoard descriptions are written in complete sentences.
• Illustrations are neat and labelled.
• Events are in chronological order.
• Most of the conflicts and characters are included in your storyboard.
• All students participate evenly and contribute to the final product. 

2 - Making Progress towards Meeting Expectations

• Some StoryBoard descriptions are written in complete sentences, some may have run-ons or missed punctuation.
• Illustrations are included, but they may be missing labels or are not reflective of the event description.
• Events are not in a chronological order.
• Only some of the conflicts and characters are included in your storyboard.
• Few students participate and contribute to the final product. Some students may be off task or do little work.

1 - Below Expectations

• StoryBoard descriptions are not written in complete sentences. Storyboards have multiple run-on sentences or missed punctuation.
• Few illustrations are included, they may be missing labels or are not reflective of the event description. 
• Events are not in a chronological order.
• Only a few of the conflicts and characters are included in your storyboard.
• Only 1 or 2 students participate and contribute to the final product. Multiple students may be off task or do little work.

 As you work, keep these questions in mind.

1. How did the author bring the conflicts and character's stories to a close?
2. What should happen to each of the characters?
3. What are the conflicts that need to be resolved?
4. How is the setting/environment changed/different?
5. How is the mood/tone different?
6. How has Max changed?

*******Movie Production Teams*******

Activity #3
StoryBoard Walk

Choose 1 group member to act as your StoryBoard Director. They will be in charge of telling other Production teams about your adaptations. 

Activity #4
Read Aloud - Chapter 25: What Loretta Said
(We Do)

  

Key Questions:

What happened to the Fair Gwen?

What does Max mean that he feels like a ballon?

How has Kevin's death affected Max?

What was going back to school like for Max?
What would you recommend Max do without Kevin?

Describe Max's encounter with Tony D.

Are you disappointed in Loretta?

What do you think of what Loretta said to Max?

What was the first thing that Max wrote?

How does the books falling action and resolutions compare to the ones you wrote?

Homework: Reading Log Due Friday 10/23!! Read for 20 minutes and log it on the table.

Day #35 - 10/28/15 - Unit 1: Creating your own Timeline (Storyboard) for the Falling Action and Resolution of Freak the Mighty

Good Morning Sixth Graders,

          Today is an E day. We will go to Music.

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Word Work Wednesday. Use your Timeline vocabulary to quiz a friend at your table. Give them the definition and have them tell you the word. Or you can give them the word and have them give you the definition.

Activity #1
Writing with Mrs. Isham
Writing a Good Hook


Activity #2 (You Do)
Become a Hollywood Movie Production Team

Your task: 

Adapt the Falling Action and Resolution of Freak the Mighty for the movie version by creating your own Timeline (Storyboard) for the Falling Action  & Resolution.

First, think about the journey we have been on with Max so far, from the Exposition all the way to the Climax.

Directions: 

Step 1: With your group Review the 'Conflicts' and 'Characters' that need resolving events.

Step 2: Brainstorming Ideas - Collaborate with your group members and jot down your ideas about how to resolve the conflicts on a piece of lined paper. Remember, all ideas should be considered, but you should stay focused and remain on the task.

Step 3: Create a list of the chosen events. Write them in Chronological Order on lined paper. Include one or two details in your descriptions of each event. 

Step 4: Complete a StoryBoard Tile for each event. Be sure to write in complete sentences and include a brief illustration of the event to go with the description.

Step 5: On chart paper create a timeline where the events will be placed. Do not worry about having equal intervals. 

Step 6: Glue each event onto your timeline in chronological order.

Step 7: Be sure to give your Timeline/StoryBoard a Title

Your Storyboards and group work will be assessed based on a 4-point scale.

4 - Excedes Expectations

• All StoryBoard descriptions are written in complete sentences, and include specific details.
• Illustrations are neat, colored, labelled, and reflect the description of the event.
• All events are in chronological order.
• All of the conflicts and characters are included in your storyboard.
• All students cooperate and contribute to the final product.

3 - Meets Expectations

• All StoryBoard descriptions are written in complete sentences.
• Illustrations are neat and labelled.
• Events are in chronological order.
• Most of the conflicts and characters are included in your storyboard.
• All students participate evenly and contribute to the final product. 

2 - Making Progress towards Meeting Expectations

• Some StoryBoard descriptions are written in complete sentences, some may have run-ons or missed punctuation.
• Illustrations are included, but they may be missing labels or are not reflective of the event description.
• Events are not in a chronological order.
• Only some of the conflicts and characters are included in your storyboard.
• Few students participate and contribute to the final product. Some students may be off task or do little work.

1 - Below Expectations

• StoryBoard descriptions are not written in complete sentences. Storyboards have multiple run-on sentences or missed punctuation.
• Few illustrations are included, they may be missing labels or are not reflective of the event description. 
• Events are not in a chronological order.
• Only a few of the conflicts and characters are included in your storyboard.
• Only 1 or 2 students participate and contribute to the final product. Multiple students may be off task or do little work.

 As you work, keep these questions in mind.

1. How did the author bring the conflicts and character's stories to a close?
2. What should happen to each of the characters?
3. What are the conflicts that need to be resolved?
4. How is the setting/environment changed/different?
5. How is the mood/tone different?
6. How has Max changed?

*******Movie Production Teams*******

Activity #3
StoryBoard Walk

Choose 1 group member to act as your StoryBoard Director. They will be in charge of telling other Production teams about your adaptations. 

Activity #4
Read Aloud - Chapter 25: What Loretta Said
(We Do)

  

Key Questions:

What happened to the Fair Gwen?

What does Max mean that he feels like a ballon?

How has Kevin's death affected Max?

What was going back to school like for Max?
What would you recommend Max do without Kevin?

Describe Max's encounter with Tony D.

Are you disappointed in Loretta?

What do you think of what Loretta said to Max?

What was the first thing that Max wrote?

How does the books falling action and resolutions compare to the ones you wrote?

Homework: Reading Log Due Friday 10/23!! Read for 20 minutes and log it on the table.

Day #34 - 10/27/15 - Unit 1: Learning Stations - Summarizing, Following Plot Structure, and Main Idea

Good Morning Sixth Graders,

          Today is a D day. We will go to Library.

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Trivia Tuesday - Pick up a trivia card from the music stand. Take turns asking and ansering questions with people at your table

Learning Stations

#1 Guided Reading (We do)

Reading Strategy: Summarizing & Following Plot Structure

#2 Independent Reading (You do)

• Finish reading the assigned pages for your guided reading group.
• Add words from your Guided Reading book to your list of vocabulary words
• Add to your Plot line

#3 Word Work (You do)

• Use the dictionary to create Frayer Models of words on your Word List
• Each person in the group should do a different word
• The best words will be made into posters to be hung up in the Word Hall.

#4 Work on Writing (You do)
Directions to Create Your Own Timeline

1. Use a ruler to draw every line!
2. Be sure you number your timeline with equal intervals between dates.
3. Accurately place your events in the appropriate spot. 
4. Label each event. Include a small illustration to go with each event.
5. Write as clearly as you can.
6. Your timeline MUST have a title, and at least 10 events. 
***When you finish, complete your timeline vocabulary Review Sheet***

#5 Computer (You do)

• Go to the link to watch the Brainpop video about Time Zones 

www.brainpop.com/socialstudies/geography/timezones/

• Complete the Main Idea Graphic Organizer
• Take the Quiz

Homework: Reading Log due on Friday October 30. 

Finish Timelines

Day #33 - 10/26/15 - Unit 1: Writing (Intro/Hook) Read Aloud Ch 23 & 24, Summarizing & Analyzing How Plot Unfolds toward a Resolution

Good Morning Sixth Graders,

          Today is a C day. We will go to Phys. Ed.

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Madlib Monday. Pick up a Halloween themed Madlib. Fill in  the word list first. Then insert the words into the story. 

Activity #1
Writing
Introductions: How to write a good Hook

Activity #2

Read Aloud 
(We Do)

  

Strategies: Summarizing the Falling Action & Resolution

1. What questions do you have about the story that are still unanswered?

2. What are the conflicts we need to resolve:
(Make Anchor Chart)
Man versus man: ____________________________________________________________________________

Man versus self: ____________________________________________________________________________

3. Who are the characters we need to have a resolution for?
_____________
_____________
_____________
_____________
_____________

Ch 23: The Empty Book
Key Questions

1. What does being in the ICU reveal about Kevin's Health? 

2. On the bottom of page 149 Kevin tells Max that he is not coming home in his present manifestation. What does this mean? Make a prediction.

3. Who should be more scared of the "Operation" Max or Kevin? Explain your thinking.

4. What kind of pain is Gwen in?

Ch 24: The Return of Kicker
Key Questions:

1. What happened to Kevin? How do you know?

2. How does Max react? What are the specific details?

3. Do you think what happened to Kevin is fair? Explain your thinking.

4. What's going to happen to Freak the Mighty?

5. How is setting/environment changed or different?
How is the mood/tone changed or different?

6. How has Max changed?

Synthesis: Have a Debate: What should the author have done with Kevin's character in the story?

Activity #3

Written Response
(You Do)

Written Response (Small group work - On Chart Paper)

• Write an Obituary for Kevin.
• obituary |ōˈbi ch oōˌerē|
  noun ( pl. -aries)
  a notice of a death, esp. in a newspaper, typically including a brief biography of the deceased person : the obituary of a friend |
  DERIVATIVES
  obituarist |-ərist| noun
  
  
  ORIGIN early 18th cent.: from medieval Latin obituarius, from Latin obitus ‘death,’ from obit- ‘perished,’ from the verb obire.

Homework: Reading Log Due Friday 10/23!! Read for 20 minutes and log it on the table.

Day #32 - 10/23/16 - Unit 1: Stations - Summarizing, Main Idea, & Characterization

Good Morning Sixth Graders,

          Today is an B day. We will go to Art.

Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Finish your Frayer Model Posters!!!!

Activity #1

#1 Guided Reading (We do)

Reading Strategy: Summarizing

#2 Independent Reading (You do)

• Finish reading the assigned pages for your guided reading group.
• Add words from your Guided Reading book to your list of vocabulary words
• Add to your Character Graphic Organizer

#3 Word Work (You do)

• Use the dictionary to create Frayer Models of words on your Word List
• Each person in the group should do a different word
• The best words will be made into posters to be hung up in the Word Hall.

#4 Work on Writing (You do)

• Put the events in Chronological Order
• Place the events in the appropriate location on the Timeline. 
• Staple the two sheets together
• Hand them in before you rotate to the next station

***Use your neatest writing!***

#5 Computer (You do)

• Go to the link to watch the video titled: How and Why We Read: Crash Course English Literature
• Complete the Main Idea graphic Organizer

www.youtube.com/watch?v=MSYw502dJNY&list=PL8dPuuaLjXtOeEc9ME62zTfqc0h6Pe8vb

***Share Frayer Posters for the Word Hall***

Homework: Read, Read, Read!!!

Day #31 - 10/22/15 - Unit 1: Writing & Read-aloud Ch 21 & 22 Comparing an audio presentation to a teacher read-aloud

Good Morning Sixth Graders,
          Today is an A day. 
Please...

• Sharpen your pencils
• Order your lunch
• Check your mailbox
• Eat your breakfast

                                     Thank you

                                     Mr. Trumble

Point to Ponder: Take out your elapsed time homework and discuss your responses with the people at your table. Make corrections if needed. 

Activity #1

Writing

Activity #2

Read-a-Loud

 

Yesterday I read to you the climax. Today you will be listening to the audible version of the climax, as well as Chapter 21 & 22. You will be comparing the similarities and differences between listening to an audio presentation and hearing it as a read aloud.

Name ___________________________________________            Date __________________

Ch 21 & 22 Reading Response questions                                                                        Mr. Trumble

1. “Do not judge a book by its cover.” What does this phrase mean? 

2. One theme we see in this chapter is appearances versus reality, the idea that things are not always what they seem to be at first glance. We see this in people, places and events.

Did Max and Kevin judge Lorretta and Iggy Lee wrong? How so?

3. In what ways are Max and Kevin a team?

4. Do you think Max will end up like his father? Why or Why not

5. Analyze the statement: You don't need a time machine if you know how to remember. (What does Kevin mean?)

6. What do you think it means to be Freak the Mighty?

7. Based on the authors description of the technology how can you tell that this book is published in 1993 and not 2015?

8. Compare listening to the audio version to having it read aloud by the teacher. How are they different? How are they the same?

Activity #3

Finish Frayer Posters & Vocabulary Presentations

Homework: Reading Log Due Friday 10/23!! For Thursday - Answer the 4 comprehension questions & bring them to be turned in tomorrow