Day 90: 1/31/20 - B Day: Evaluating Plot & Harry Potter Ch 5

Good day 6th Graders,      

       This week we will continue unit 3, Critical Analysis & Evaluation of Fictional Texts by reading chapters 4 - 6 of Harry Potter & the Chamber of Secrets. 

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Find your Hogwarts House Table and have a seat
2. Write your homework down in your agenda
3. Pick up a copy of the Plot Line
4. Pick up a green, orange & yellow highlighter
Homework:

• Finish reading Ch 5
• Complete the Written Response Questions
• ***This will be handed in for a Quiz grade. YOU MAY NOT USE YOUR HW PASS ON THIS ASSIGNMENT!*** We will be doing this type of assessment again on Ch. 9, 10, & 16
• This will give you 4 Total Quiz Grades for Harry Potter, along with the Mid book, & end of Book Test

Rumors are going around about people who are in Slytherin house trying to sabotage other houses so they lose points, specifically the Hufflepuffs. For your information - a lost book might lose you 10 - 20 points. If I catch anyone stealing books or having a complete lack of integrity to do something that would sabotage another house, the consequences will be severe. We are talking HUNDREDS of points!!!! SO I SAY TO YOU...HAVE SOME INTEGRITY AND STOP WITH THE PLOTS TO SABOTAGE ANOTHER HOUSE!

Agenda

• Evaluate Plot
1. Fill in the:
1. Exposition
2. Incident Incident
3. Point of View
• House Discussion - Ch 4 Entering the Unknown

Key Questions

1. What important events happen in Chapter 4?
2. What occurs in this chapter that shows Harry is "Entering the Unknown"?
3. What prediction did you make for Ch. 5 - The Whomping Willow

• Chapter 5 Read-a-loud 
• Complete the Written Response Questions
• Be sure to write in complete sentences, & answer all parts of the questions.

RTI

Guided Reading Book Clubs

Goal: To read fictional texts for enjoyment and discuss them with a group of our peers in order to improve our comprehension .

Standards:

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's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution

• Reading Strategies: 
• Inferencing & Questioning
• Literary Elements: 
• Characterization & Plot

Key Questions:

• What do you know about the main character? How? 
• What Predictions can you make?
• What Inferences did you make based on today's reading?
• What questions do you have? (Use D.O.K.)

Day 89: 1/30/20 - A Day: Analyzing the Main Character & Ch. 4 of Harry Potter

Good day 6th Graders,      

       Today we will continue unit 3, Critical Analysis & Evaluation of Fictional Texts. We will continue reading Harry Potter & the Chamber of Secrets. 

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Find your Hogwarts House Table and have a seat
2. Write your homework down in your agenda
3. Pick up a characterization graphic organizer
Homework:

• Finish reading from ch 4
• Complete the Entering the Unknown Graphic Organizer

Agenda

1. House Discussion about Ch 3
2. Lit Element: Characterization - Harry
3. Read Ch. 4 & Complete the Graphic Organizer for Entering the Unknown

Activity #1

Chapter 3 House Discussion

• What happened in the chapter?
• How are the 2 settings the same?
• How are the 2 settings different?
• How does Harry feel about the Dursley's? How do you know?
• How does Harry feel about the Weasley's? How do you know?

Activity #2

Characterization of Harry

(Literary Element)                          

• Each House will be assigned to a different Characterization Clue.
• You will go back into the text and locate a text example that goes along with that characterization clue.
• You will then write down your inference(What did you learn about Harry from that thoughts, words, feelings, choices, actions)
• You will be responsible for sharing your inference with the entire class.

Activity #3

Read-A-Loud Ch. 4

At Flourish and Blotts

For Chapter 4 you will Evaluate how Harry Potter fits Act 1: Stage 3 - Entering the Unknown of the Hero's Journey. 

• On the graphic organizer you need to write down all things that are new to Harry
• You also need to make a prediction for chapter 5

RTI

Guided Reading Book Clubs

Goal: To read fictional texts for enjoyment and discuss them with a group of our peers in order to improve our comprehension .

Standards:

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's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution

• Reading Strategies: 
• Predicting & Questioning
• Literary Elements: 
• Characterization & Setting

Key Questions:

• Where and when does the story take place? How does the setting influence the story?
• What do you know about the main character? How? 
• Based on what they do
• Based on what they say
• Based on their thoughts
• Based on what others say about the character
• What Predictions can you make?
• What questions do you have?

Day 88: 1/29/20 - D Day: The Hero's Journey & Harry Potter Chapter 3

Good day 6th Graders,      

       Today we will continue unit 3, Critical Analysis & Evaluation of Fictional Texts. We will continue reading Harry Potter & the Chamber of Secrets.

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Find your Hogwarts House Table and have a seat
2. Write your homework down in your agenda
3. Pick up a copy of the Hero's Journey Notes from the music stand
4. Pick up an orange, green, & yellow highlighter
Homework:

• Finish reading Ch 3 of HP & the C.O.S. 
• Complete the Venn Diagram Comparing & Contrasting the Dursley's House & the Weasley's House

8:40 – 9:00 - HR

9:00 – 9:23 – Block 1

9:25 – 9:50 - Specials

9:53 – 10:22 Block 1 continued

10:25 – 11:18 – Block 2

11:21 – 12:02 – Block 3

12:05 – 12:35 – Lunch

12:38 – 12:50 – Block 3 continued

12:53 – 1:45 – Block 4

1:45 Faulkner and Trumble Homeroom to Band Room

         Mullin and Holmes Homeroom to Music Room

         Stanton Homeroom stays in Stanton’s room with Mrs. Schreyer

Agenda

1. Hero's Journey
2. House Discussion Chapter 2
3. Harry Potter & the Chamber of Secrets - Ch 3

Activity #1

The Hero's Journey

• We will read through each stage of the Hero's Journey aloud to get a better understanding of what occurs during each of the stages. Throughout the entire story we will be analyzing Harry to see if he fits this pattern.
• As we read, we will be color coding to match the Hero's Journey diagram from yesterday.

Activity #2

Chapter 2 House Discussion

Questions:

• What happened in chapter 2?
• Which information was the most important?
• Which note taking strategy did you use?
• What did you like about that note taking strategy? What did you dislike about it?
• What stage(s) of the Hero's Journey do you think Harry is in?

Activity #3

Read-A-Loud Ch. 3

The Burrow

As we read today we will be comparing two different settings.

1. The Dursley's

2. The Weasley's

Questions to think about:

• What is similar about the two settings?
• What is different about the two settings?
• How are Harry's emotions, and feelings about the settings different/similar? 

RTI

Guided Reading Book Clubs

Goal: To read fictional texts for enjoyment and discuss them with a group of our peers in order to improve our comprehension .

Standards:

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's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution

• Reading Strategies: 
• Predicting & Questioning
• Literary Elements: 
• Characterization & Setting

Key Questions:

• Where and when does the story take place? How does the setting influence the story?
• What do you know about the main character? How? 
• Based on what they do
• Based on what they say
• Based on their thoughts
• Based on what others say about the character
• What Predictions can you make?
• What questions do you have?

Day 87: 1/28/20 - C Day: The Hero's Journey & Harry Potter Ch 2

Good day 6th Graders,      

       Today we will continue unit 3, Critical Analysis & Evaluation of Fictional Texts. We will continue reading Harry Potter & the Chamber of Secrets.

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Find your Hogwarts House Table and have a seat
2. Write your homework down in your agenda
3. Pick up a Copy of the Hero's Journey Diagram
4. Take out an Orange, Yellow, and Green Colored Pencil
Homework:

• Finish reading Ch 2 of HP & the C.O.S. 
• Choose a new note taking strategy & use it to take notes on Ch 2

Agenda

1. Think, Pair, Share - Note Taking Strategies Ch. 1
2. Intro Hero's Journey Diagram
3. Differences between a "Hero" & a Literary Hero
4. Harry Potter & the Chamber of Secrets - Ch 2

Activity #1

Chapter 1: Think-Pair-Share

1. Find someone who used the same note taking strategy as you

• Discuss what happened in chapter 1 - What notes did you write down
• Discuss your note taking strategy - What did you like about it? What did you dislike about it?

2. Find someone who used a different note taking strategy.

• Discuss what happened in chapter 1 - What notes did you write down
• Discuss your note taking strategy - What did you like about it? What did you dislike about it?

Activity #2

Notes: The Hero's Journey

• What is a hero?
• What is the difference between a "hero" and a literary hero?

 

Activity #3

Read A-Loud

Ch. 2 - Dobby's Warning

• Select a new note taking strategy (This must be a different strategy from the one you tried for chapter 1)
• You will use this strategy to take notes about anything you believe to be important from chapter 2.

RTI

Guided Reading Book Clubs

Goal: To read fictional texts for enjoyment and discuss them with a group of our peers in order to improve our comprehension .

Standards:

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's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution

• Reading Strategies: 
• Predicting & Questioning
• Literary Elements: 
• Characterization & Setting

Key Questions:

• Where and when does the story take place? How does the setting influence the story?
• What do you know about the main character? How? 
• Based on what they do
• Based on what they say
• Based on their thoughts
• Based on what others say about the character
• What Predictions can you make?
• What questions do you have?

Day 86: 1/27/20 -B Day: Note Taking Strategies & Harry Potter Ch 1

Good day 6th Graders,      

       Today we will begin unit 3, Critical Analysis & Evaluation of Fictional Texts. We will be reading Harry Potter & the Chamber of Secrets.

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Find your Hogwarts House Table and have a seat
2. Write your homework down in your agenda
3. Pick up a copy of Harry Potter
Homework:

• Finish reading ch 1 of HP & the C.O.S. 
• Choose 1 note taking strategy & use it to take notes on ch 1

Agenda

1. Note Taking Strategies
2. Video & Discussion about Harry Potter & the Sorcerer's Stone
3. Harry Potter & the Chamber of Secrets - Ch 1

Activity #1

Note Taking Strategies

What are some of the different ways people take notes?

Activity #2

Harry Potter & the Sorcerer's Stone

What do you know about the first book?

Activity #3 

Read A-Loud Chapter 1

The Worst Birthday

• Select one of the note taking strategies we just learned about.
• You will use this strategy to take notes about anything you believe to be important from chapter 1.

RTI

Guided Reading Book Clubs

Goal: To read fictional texts for enjoyment and discuss them with a group of our peers in order to improve our comprehension .

Standards:

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's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution

• Reading Strategies: 
• Predicting & Questioning
• Literary Elements: 
• Characterization & Setting

Key Questions:

• Where and when does the story take place? How does the setting influence the story?
• What do you know about the main character? How? 
• Based on what they do
• Based on what they say
• Based on their thoughts
• Based on what others say about the character
• What Predictions can you make?
• What questions do you have?

Day 85: 1/24/20 - A Day: Sharing Persuasive Speeches in Debate Circles

Good day 6th Graders,      

       Today we will be presenting our persuasive speeches to a small group of our peers. For this one day only you may sit where ever you would like. On Monday you will be sitting at your Hogwarts tables

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Fill out your Agenda with tonight's Homework

Homework:

No HW

Activity #1
Debate Circles

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.

W6.1 Write arguments to support claims with clear and relevant evidence.

SL6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Start by introducing your speech. Begin by saying:
Today I want to speak to you about _______________________ . The title of my speech is ____________________ .

Then give your speech to the small group. 

At the end the people in your group should respond with questions, and/or comments. This is a debate. A debate is an argument. Remember you are arguing for what you want, think, or believe. Audience, it is your job to argue against the speaker, or support the speaker. It is not your job to say things like, "Good Speech." You should be talking, debating, and yes, arguing, about the 2 sides of the issue. This is a persuasive argument. It does not include shouting, or getting angry. It involves people making a claim, presenting their reasons, while their audience presents the other side. 

Activity #2

Make a Cover for Unit 3

 See my example

Title =

Critical Analysis
 & 
Evaluation of 
Literary Texts

RTI 

Debate Circles Continued

Day 84: 1/23/20 - D Day: Final Publication Persuasive Speeches

Good day 6th Graders,      

       Today we will be editing and revising our persuasive speeches. 

                        Thank you,
                        Mr. Trumble

Do Now: 

1. Fill out your Agenda with tonight's Homework

Homework:

• Finish Editing & Revising your persuasive essay

Steps you should be working through:

1. Finish Finding your two articles

2. Read & annotate your articles

3. Complete the Gathering Info Graphic Organizers

4. Write your Thesis Statement - in your notebook

5. Complete the Outline

6. Drafting - Paragraphs 1, 2, & 3

7. Drafting - Paragraphs 4,5, & 6

8. Editing & Revising - Phase 1

• Independent - Use the checklist in your notebook
• Make sure that you have all required parts
• Make sure you have enough sentences in each part
• Make sure you have included your sources
• Partner - Use the checklist in your notebook & repeat the process with a writing partner
• Repeat the process again with another writing partner
• Partners job is to help make the paper better

9. Editing & Revising - Phase 2

• Independent - Repeat phase 1 with the next checklist
• Partner - Remember your job is to help make the writing better

10. Editing & Revising - Phase 3

Activity#1

Editing & Revising Your Persuasive Essay

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.

W6.1 Write arguments to support claims with clear and relevant evidence.

a. Introduce a claim & organize the reasons and evidence clearly.

b. Support your claim using credible sources and demonstrate understanding of the topic.

c. Use words, phrases, and clauses to clarify the relationships among claims and reasons.

d. establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented.

Your Task: Edit and Revise:
1. the Introduction & the Conclusion
2. Body Paragraphs that support your thinking
3. Body paragraph that addresses the people who think differently

Use the checklist to evaluate your own writing.

Part 1 - Edit & Revise your essay by yourself. 
Part 2 - Edit & Revise your essay with a writing partner
Part 3 - Edit & Revise your essay with a 2nd writing partner

General areas to Edit & Revise:

• Check spelling
• Check Grammar
• Did you vary your sentence structure? (Short, medium, long)
• Did you use conjunctions to make compound sentences? (And, but, or)
• Elaboration - Have you elaborated on all your ideas to be specific about your ideas?

Intro:

• Does your introduction have a hook, background info, and a strong specific thesis statement with 2 parts?
• What transition words did you use?
• Where can you add transition words?
• Did you clarify vocabulary words?

Body Paragraph 1 - 3:

• Do your body paragraphs clearly state your reasons?
• Do they have Evidence?
• Have you elaborated and explained your evidence in detail?
• Have you included your sources? 
• Is there a link connecting your evidence to your reason?
• What transition words did you use?
• Where can you add transition words?
• Did you clarify vocabulary words?

Body Paragraph 4:

• Did you present the opposing side of the issue?
• Did you use language like: I know, I understand, I am aware...
• Have you elaborated and explained the opposing side of the issue in detail?
• Did you refute or Rebut? 
• Did you explain in detail why the opposing side of the issue should think like you?
• What transition words did you use?
• Where can you add transition words?
• Did you clarify vocabulary words?

Conclusion:

• Does your conclusion include a reflection, Connection, and recommendations?
• What transition words did you use?
• Where can you add transition words?
• Who did you make recommendations too?
• What did you recommend?
• Did you include a "bow" on top, or finish with a strong statement?

RTI

Working on Persuasive Essays