Day 71: 12/23/16 - E day: Review Ch 15 & 16, & Twas the Day Before Christmas Vacation

Good day 6th Graders,      

Twas the day before Christmas vacation
and all through the school,
the children were behaving,
because it is cool.

We will have lots of fun
but respectably because,
your responsibility doesn't end,
even though the year does.

You will need

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

                        Thank you

                       Mr. Trumble

HR 8:40 - 9:00

1st Class 9:00 - 9:28

2nd Class 9:30 - 9:58

3rd Class 10:00 - 10:28

4th Class 10:30 - 10:58

Lunch/Christmas Activity/Treats: Name that Christmas Carol 11:00 - 11:45

Christmas Movie/Treats = Arthur Christmas (97 minutes) 11:45 - 1:30

Special Area 1:50 - 2:30 

The Polar Express 2:30 - 3:00

Pack up/Take down Christmas Decorations 3:00 - 3:15

Activity #1

Review Ch 15 & 16 Graphic Organizer

Use the Mix & Mingle protocol

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Essential Questions:

• What 3 new words did you add to your word catcher.
•  How do the band members make Bud feel like he belongs?

Homework:

• Have a very Merry Christmas and a Happy New Year!!!

Day 70: 12/22/16 - D day - Review Figurative language, Author's Purpose Quick Comprehension Check, & Read Ch 15 & 16

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

                        Thank you

                       Mr. Trumble

Activity #1

Review Ch 14 Graphic Organizer

Use the switch and swap protocol

Activity #2

Author's Purpose Quick Comprehension Check

Directions:

Read the passage, then answer each of the multiple choice questions by circling your answer. Then answer #4 using a complete sentence. 

Activity #3

Read-Aloud Chapter 15 & 16

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
Add at least 3 new words to your word catcher.

Essential Question:

 How do the band members make Bud feel like he belongs?

Homework:

• Read Chapter 15 & 16
• Add 3 new words to your Word Catcher
• Complete the Graphic organizer analyzing figurative language.

RTI - D Day 12/22/16

Step 1 - Pick up an article. We will be choosing an article to do together as a whole group.

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

***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 69: 12/21/16 - C day: Comparing Characters, review of Figurative Language, & Text Structure

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

                        Thank you

                       Mr. Trumble

Activity #1

Review Ch 13 Graphic Organizer Comparing Characters (Whole Group discussion)

Activity #2

Text Structure

It is important that you can identify the author's purpose for writing a text, but it is just as important that you can identify the way the author structures their text. There are several different structures authors use to write texts. Today we will be learning about the 5 most common structures used in nonfiction writing. 

Activity #3

Read-Aloud Chapter 14

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
Add at least 3 new words to your word catcher.

Essential Questions:

• What are some of the forms of figurative language we have learned about earlier this year? (Refer to your notebook)
• What form of figurative language is used in each passage?
• What is the meaning of each passage?

Homework:

• Read Chapter 14
• Add 3 new words to your Word Catcher
• Complete the Graphic organizer analyzing figurative language.

RTI - C Day 12/21/16

Step 1 - Pick up an article. We will be choosing an article to do together as a whole group.

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

***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 68: 12/20/16 B Day: Review Ch 12 & Frayer Model Presentations

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

                        Thank you

                       Mr. Trumble

Activity #1

Review Homework from Ch 12

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the tex

Directions for part 1: You do - (5 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

Activity #2

Frayer Model Presentations

Vocabulary Development - Frayer Models

• RL6.4 Determine the meaning of words as they are used in context 
• SL6.4 Present findings using pertinent descriptions, using appropriate eye contact, adequate volume, and clear pronunciation 

Expectation:

You will stand up in front of the class and TEACH your vocabulary word to the rest of the students. You will be evaluated in the Standard RL6.4 & SL6.4 on a scale from 1-4.
1 - Does not meet grade level standards
2 - Progressing toward meeting grade level standards
3 - Meets grade level standards
4 - Excels at grade level standards

You must include:

1. the vocabulary word
2. the sentence from the text
3. the definition (including the part of speech)
4. synonyms & examples
5. antonyms & opposites
6. an explanation of your illustration
7. Finish by getting 2 students in the audience to use the vocabulary word correctly in an original sentence.

Activity #3

Read-Aloud Chapter 13

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
• RL6.3 Describe how a particular story plot unfolds in a series of episodes as well as how characters respond or change as the plot moves toward resolution

Directions:
Add at least 3 new words to your word catcher.

Essential Questions:

• 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?

Homework:

• Read Chapter 13
• Add 3 new words to your Word Catcher
• Complete the Comparing Characters Graphic organizer

RTI - B Day 12/20/16

Step 1 - Pick up an article. We will be choosing an article to do together as a whole group.

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

***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 67: 12/19/16 - A Day: Practice Analyzing Author's Purpose & Character Analysis in ch 11 & 12

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

                        Thank you

                       Mr. Trumble

Activity #1

Author's Purpose

Author's have a variety of reasons, or purposes, for writing a text. As a reader it is your job to determine what that purpose is!

Your Task:

First: Independently read each passage and determine what the author's purpose is for writing each passage. Circle your answer. Use your notes to help you! You will hand in your responses and I will take your score as a quiz grade. 

Then, in groups of 3, reread each passage and discuss each with your group members. Determine what the author's purpose is for writing each passage. Circle your answer. Be sure to discuss the reasons for your answers. Use your notes to help you! We will go over the correct answers as a whole group.

Activity #2

Read-Aloud Chapter 12

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
Add at least 3 new words to your word catcher.

Essential Questions:

• What were Bud's actions when Lefty took Bud to meet his Dad?
• What would your actions be?

Homework:

• Read Chapter 12
• Add 3 new words to your Word Catcher
• Complete the Course of Action Graphic organizer

RTI - A Day 12/19/16

Step 1 - Pick up an article. We will be choosing an article to do together as a whole group.

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

***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 65: 12/16/16 - E Day: Reviewing Ch 12 & Frayer Model Friday

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

                        Thank you

                       Mr. Trumble

Activity #1

Review Character Comparisons from Ch 11

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the tex

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

Activity #2

Developing Vocabulary

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

Your task: Create a Frayer Model for one of the words on your word catcher. (You do)

Use the Frayer Model to create a visual display of the vocabulary word on a piece of plain white paper.

Corner 1: Definition - Including the part of speech
Corner 2: Characteristics = The sentence from the text
Corner 3: Examples = Synonyms & examples
Corner 4: Non Examples = Antonyms & Opposites
***Include an illustration at the bottom of your Frayer Model

When you finish please place your Frayer Model into the Red bin for your block. 

Homework:

• Finish Your Frayer Model

RTI - E Day 12/16/16

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

***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.

SNOW DAY - NO SCHOOL: Day 65: 12/15/16 - E day: Practice Analyzing Author's Purpose & Character Analysis in ch 11 & 12

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

                        Thank you

                       Mr. Trumble

Activity #1

Review Character Comparisons from Ch 11

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
What 3 new word did you add to your word catcher?

Essential Questions:

How are these characters alike?

How are they different?

Activity #2

Author's Purpose

Author's have a variety of reasons, or purposes, for writing a text. As a reader it is your job to determine what that purpose is! It will help you to analyze their writing, and will allow you to make more informed inferences and conclusions about what you have read.

Your Task:

In groups of 3, read each passage and determine what the author's purpose is for writing each passage. Circle your answer. Be sure you can discuss the reasons for your answers. Use your notes to help you!

Activity #3

Read-Aloud Chapter 12

• RL6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Directions:
Add at least 3 new words to your word catcher.

Essential Questions:

• What were Bud's actions when Lefty took Bud to meet his Dad?
• What would your actions be?

Homework:

• Read Chapter 12
• Add 3 new words to your Word Catcher
• Complete the Course of Action Graphic organizer

RTI - E Day 12/15/16

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.