Day 54: 11/30/16 - D Day: Analyzing How Word Choice Affects Tone & Evaluating Point of View

Good day 6th Graders,      

         Today we will be Continue unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have:

• Red Folder & Agenda
• ELA Notebook
• Bud, Not Buddy
• Colored Highlighters

                        Thank you

                       Mr. Trumble

Activity #1
Review your Constructive Response Questions from chapter 4

• RL6.4 Determine the meaning of words and phrases as they are used in the text.

Essential Question:

What words from chapter 4 did you record on your word catchers?

Analyze Word Choice & How it affects Tone

Constructive Response Questions about chapter 4

 

Activity #2
Building Background Knowledge about the Great Depression & Identifying the Main Idea

• RI6.1 Cite textual evidence to support what the text says as well as inferences made from the text
• RI6.2 Determine the main idea of a text and how it is conveyed through particular details

Your task: Read to Identify the Main Idea
30 - 35 min (You do)

Step 1: Read the article titled, "The Great Depression"
Step 2: Use the highlighting strategy for informational articles we learned yesterday.

Topic = Yellow

Topic Sentence = Pink

Supporting Details = Orange
Main Idea = Blue (Remember - write the main idea after you have highlighted in a thought bubble at the top of your article next to the picture.)

• Highlight the Topic, Yellow. Think "What important word was repeated?" Every Time you see the 'topic' word, highlight it yellow.
• Highlight the topic Sentence Pink 
• Highlight the details orange. Number them.
• Write the main idea in a thought bubble at the top of your article.
• Complete the Main Idea Graphic Organizer

***You will be handing this in so I can assess you on standard RI6.1 & RI6.2.

Activity #3

Read - Aloud Chapter 5

Analyze how the author develops point of view

• RL6.4 Determine the meaning of words and phrases as they are used in the text.
• RL6.6 Explain how the author develops the point of view of the narrator

As we read record new, unfamiliar, or interesting words in your word catcher. Be sure to write down the page number!!!! We will be creating Frayer models for the words on our Word Catchers! 

Answer the following questions about point of view.

Use the information from unit 1 in your notebook to help you

Homework:

• Finish Reading Chapter 5.
• Complete the Point of View Worksheet
• Record at least 3 words from chapter 5 on your word catcher.

RTI - D Day 11/30/16

Step 1 - Pick up an article. 

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

Step 5 - Complete the Quiz

***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.

Day 53: 11/29/16 - C Day: STAR Assessment Day & Analyzing How Word Choice Affects Tone

Good day 6th Graders,      

         Today we will be Continue unit 2 about Critical Analysis & Evaluation of Informational Texts. We will also be going to the lab to take the STAR assessment. Please make sure you have:

• Red Folder & Agenda
• ELA Notebook
• Bud, Not Buddy

                        Thank you

                       Mr. Trumble

Activity #1
Review your analysis of the Problems and Solutions in chapter 3

• RL6.2 Determine a theme or central idea and how it os conveyed trough particular details.
• RL6.4 Determine the meaning of words and phrases as they are used in the text.

Essential Question:

What words from chapter 3 did you record on your word catchers?

Essential Questions:

• What was the first problem Bud encounters in chapter 3?
• What was his solution to that problem?
• What was the next problem Bud encounters?
• Hod did he solve that problem?
• Etc...

Activity #2

STAR Assessment

• Take your time, and do your best!!!
• Read carefully
• Reread if necessary
• Read all possible answers before choosing
• Use Process of Elimination 

*If you finish with the STAR Assessment, got to kidblog and try to answer the essential question below.

Essential Question
Is Todd a Bully?
How do you know?
Be sure to use the I, D, E, C format

Intro = A statement about bullies, What is a bully to you

Details = Your answer to the question stated directly 

Evidence = Information from the text to support your thinking

Conclusion = Reflection on your answer

Activity #3

Read - Aloud Chapter 4

Analyze Word Choice & How it affects Tone

• RL6.2 Determine a theme or central idea and how it os conveyed trough particular details.
• RL6.4 Determine the meaning of words and phrases as they are used in the text.

As we read record new, unfamiliar, or interesting words in your word catcher. Be sure to write down the page number!!!! We will be creating Frayer models for the words on our Word Catchers! 

Complete the Constructive Response Questions about chapter 4

 

Homework:

• Finish Reading Chapter 4.
• Complete the Constructive Response Questions. 
• Record at least 3 words from chapter 4 on your word catcher.

RTI - C Day 11/29/16

Step 1 - Pick up your article. 

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

Step 3 - Reread the article a 2nd time and write your inferences in the margin after each paragraph or two.

Step 4 - Underling the evidence from the text that supports your inference.

Step 5 - Write a Global Inference pertaining to your article. 

Step 6 - Complete the Quiz

***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 your article about?

2. What is an inferences you made?

3. What evidence led you to make that inference?

4. What is your Global Inference?

Day 52: 11/28/16 - B Day: Identifying the Main Idea & Details, & Analyzing the Importance of Setting

Good day 6th Graders,      

         Welcome back from your Thanksgiving Break. Today we will be Continue unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Colored Highlighters
• Bud, Not Buddy Book

Now please work on the Point to Ponder.

                        Thank you,
                          Mr. Trumble

Point to Ponder:  Pick up a word catcher from the brown table and glue it into your ELA Notebook. Then take out your homework analyzing setting and review your answers.

Activity #1

Analyzing Setting in chapter 2 of Bud, Not Buddy
(10 min)

• RL6.1 Cite textual evidence to support what the text says, as well as inferences made from the text
• RL6.3 Describe how a story's plot unfolds in a series of episodes as well as how the characters respond to changes

Essential Questions: 

• Where does this part of the story take place?
• Why is the setting important to this part of the story?
• How does the setting affect the mood?

Directions for part 1: You do - (5 min)

Turn & Talk with your elbow partners. Discuss your responses on the Setting graphic organizer. You may add to your response or change your response.

• If you did not finish your homework you will need to write down a response for each section on your graphic organizer before you can turn and talk.

Part 2: 5 Min - (We do)

We will share a few responses as a whole group.

Activity #2

The Great Depression & the Main Idea

• RI6.1 Cite textual evidence to support what the text says as well as inferences made from the text
• RI6.2 Determine the main idea of a text and how it is conveyed through particular details

Your task: Read to Identify the Main Idea
30 - 35 min (You do)

Step 1: With your team, Read the article titled, "The Great Depression"

Step 2: Use the highlighting strategy for informational articles we learned yesterday.

Topic = Yellow

Topic Sentence = Pink

Supporting Details = Orange
Main Idea = Blue (Remember - write the main idea after you have highlighted in a thought bubble at the top of your article next to the picture.)

• Highlight the Topic, Yellow. Think "What important word was repeated?" Every Time you see the 'topic' word, highlight it yellow.
• Draw a box around the introduction. 
• Highlight the topic Sentence Pink 
• Highlight the details orange. Number them.
• Write the main idea in a "Thought Bubble" on the top of your article. Remember...the MAIN IDEA might be explicitly stated in the article, or it might not be, and you will have to make an inference based on all the evidence you gathered.

Step 3: Complete multiple choice questions # 1 & 2

Step 4: Pick just 1 of the extended response questions. Answer the extended response question using the I, D, E, C format.
I = _____________________
D = ____________________
E = ____________________
C = ____________________

****Each group will receive 2 lifelines, in the form of a chip. If you get stuck your group may use one of your life lines. Simply raise your hand and redeem one of your chips to get a clue, or a hint from the teacher. 

***You will be handing this in so I can assess you on standard RI6.1 & RI6.2.

What do you expect from your group members while working?

 

 

Activity #3

Read - Aloud Chapter 3

Analyze Problem and Solution

• RL6.2 Determine a theme or central idea and how it os conveyed trough particular details.
• RL6.4 Determine the meaning of words and phrases as they are used in the text.

First... Glue in your word catcher. 

• As we read record new, unfamiliar, or interesting words in your word catcher. Be sure to write down the page number!!!! We will be creating Frayer models for the words on our Word Catchers! 

Complete the Graphic Organizer mapping out the problems Bud encounters in chapter 3 and his solutions.

Homework:

• Finish Reading Chapter 3.
• Complete the Problem and Solution Chain. 
• Record at least 3 words from chapter 3 on your word catcher.

RTI - B Day 11/28/16

Step 1 - Pick up your article. 

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

Step 3 - Reread the article a 2nd time and write your inferences in the margin after each paragraph or two.

Step 4 - Underling the evidence from the text that supports your inference.

Step 5 - Write a Global Inference pertaining to your article. 

Step 6 - Complete the Quiz

***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 your article about?

2. What is an inferences you made?

3. What evidence led you to make that inference?

4. What is your Global Inference?

Day 51: 11/22/16 - A Day: What are you thankful for?

Good day 6th Graders,      

         Today we will be Continue unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Colored Pencils

Now please work on the Point to Ponder.

                        Thank you

                       Mr. Trumble
Point to Ponder:  (15 min)

What are you thankful for? Make a sign using the following sentence starter: 

I am thankful for___________

Class	Time Begin	Time End
Homeroom	9:40	9:46
Core Block 1	9:46	10:06
Core Block 2	10:08	10:28
Core Block 3	10:30	10:50
Core Block 4	10:52	11:12
Get Stuff to Go Home	11:12	11:20
Specials	11:20	11:45
Lunch	11:45	12:15
AIS/Enrichment	12:15ish	12:45

Homework: No Homework

Day 50: 11/18/16 - E Day: Ch 1 Bud, Not Buddy & Getting the Main Idea & Details of Informational Articles

Good day 6th Graders,      

         Today we will be Continue unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Bud, Not Buddy
• colored highlighters

Now please work on the Point to Ponder in your ELA Notebook.

                        Thank you

                       Mr. Trumble
Point to Ponder:  (5 min)

1. Would you rather live with one older brother, or with three younger sisters? Why?
2. What 5 items would you carry in your suitcase?

Activity #1
Characterization of Bud
(15 min)

• RL6.1 Cite textual evidence to support what the text says, as well as inferences made from the text
• RL6.3 Describe how a story's plot unfolds in a series of episodes as well as how the characters respond to changes

Essential Question: What did you learn about Bud in chapter 1? 

Chapter 1 gives the reader a lot of information about Bud. The chapter is divided between things that are happening in Bud's life at the current moment, and about what has happened to Bud in the past. On the first web, list details about Bud's current(present) life. On the second web, list details about Bud's past.

Directions for part 1: You do - (8 min)

Mix & Mingle (Also Know as Give One to Get One)

• Get up out of your seat and find a partner to share your homework responses with.
• Give your partner 1 of the answers on your graphic organizer.
• Get one answer from your partner. 
• You may fill in empty boxes, change answers, or add to the answers you already have.
• When the whistle blows find a new partner
• Repeat the process of Giving one response, and getting one response. 
• Bring your book with you to support your thinking. You must be able to support your your thinking with evidence from the text!!!

• If you did not finish your homework you will need to fill in at least 4 of the boxes on your graphic organizer before you can begin to give one to get one.

Part 2: 5 Min - (We do)

We will share a few responses as a whole group.

• I will be collecting your graphic organizers and taking them as a classwork/homework grade using our 4 point scale.

Activity #2
The Great Depression

Bud, Not Buddy takes place during the Great Depression. To understand Bud's story we have to understand how the Great Depression affected the people of that time period.

So first...the Story about Grandpa Borello (I do)
What was the main idea of my story?

• RI6.1 Cite textual evidence to support what the text says as well as inferences made from the text
• RI6.2 Determine the main idea of a text and how it is conveyed through particular details

Now it's your turn...

Your task: Read to Identify the Main Idea
30 - 35 min (You do)

Step 1: With your team, Read the article titled, "The Great Depression"

Step 2: Use the highlighting strategy for informational articles we learned yesterday.

Topic = Yellow

Topic Sentence = Pink

Supporting Details = Orange
Main Idea = Blue (Remember - write the main idea after you have highlighted in a thought bubble at the top of your article next to the picture.)

• Highlight the Topic, Yellow. Think "What important word was repeated?" Every Time you see the 'topic' word, highlight it yellow.
• Draw a box around the introduction. 
• Highlight the topic Sentence Pink 
• Highlight the details orange. Number them.
• Write the main idea in a "Thought Bubble" on the top of your article. Remember...the MAIN IDEA might be explicitly stated in the article, or it might not be, and you will have to make an inference based on all the evidence you gathered.

Step 3: Complete multiple choice questions # 1 & 2

Step 4: Pick just 1 of the extended response questions. Answer the extended response question using the I, D, E, C format.
I = _____________________
D = ____________________
E = ____________________
C = ____________________

****Each group will receive 2 lifelines, in the form of a chip. If you get stuck your group may use one of your life lines. Simply raise your hand and redeem one of your chips to get a clue, or a hint from the teacher. 

***You will be handing this in so I can assess you on standard RI6.1 & RI6.2.
***We will go over it as a whole group tomorrow! (We do)

What do you expect from your group members while working?

 

 

Homework

• RL6.1 Cite textual evidence to support what the text says as well as inferences made from the text

Chapter 2 of Bud, Not Buddy

Analyzing Setting

Essential Questions: 

• Where does this part of the story take place
• Why is the setting important to this part of the story?
• How does the setting affect the mood?

Homework:

Finish reading Chapter 2 and complete the Setting graphic organizer

RTI - E Day 11/18/16

Step 1 - Pick up your article. 

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 write your inferences in the margin after each paragraph or two.

Step 4 - Underling the evidence from the text that supports your inference.

Step 5 - Write a Global Inference pertaining to your article. 

Step 6 - Complete the Quiz

***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 your article about?

2. What is an inferences you made?

3. What evidence led you to make that inference?

4. What is your Global Inference?