Day 49: 11/17/16 - D Day: Unit 2 - Main Idea of Informational Texts & Ch 1 of Bud, Not Buddy (Characterization)

Good day 6th Graders,      

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

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

                        Thank you

                       Mr. Trumble
Point to Ponder:  

Take out your homework and review your Cornell Notes with your elbow partners. Work together to discuss everything you learned about the Great Depression and the characters in the novel.

Activity #1
Finish Narrative First

• 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

Building Background Knowledge

What was life like during the Great Depression?

Title: Bud, Not Buddy
Author: Christopher Paul Curtis
Genre: Historical Fiction
Setting: During the Great Depression
Protagonist: Bud Caldwell

Building Background Knowledge:

• Read the Informational text to help build background knowledge about the key details pertaining to life during the Great Depression. 
• Write the gist of each section in the margin.

• How do you think the Great Depression affected children? 
• What would you do if you found yourself living as an orphan during that time period?
• Based on the illustrations and information in the article what inferences can you make about life during the great depression?

Activity #2

• 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

• Set up your 'Unit 2' Tab in your ELA notebook
• Give unit 2 a title page - Critical Analysis and Evaluation of Informational Texts
• Glue the article into your ELA notebook after the Unit 2 title page

Step 1 Color Code

Topic = Yellow

Topic Sentence = Pink

Main Idea = Blue

Supporting Details = Orange

Read the article: (We do)

(I do)

• 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

Activity #3

Chapter 1 of Bud, Not Buddy

Characterization

Essential Question: What do 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 details, both stated and inferred, about what has happened to Bud in the past. On the first web, list details about Bud's current(present) life. On the second wed, list details about Bud's past.

Homework:

Finish reading Chapter 1 and complete the characterization graphic organizer

RTI - D Day 11/17/16

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 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 48: 11/16/16 - C day: Author Celebration

Good day 6th Graders,      

         Today we will be celebrating all the hard work you put into your personal narratives. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda

                        Thank you

                       Mr. Trumble

Activity #1

Author Celebration

Authors

• Read your narrative like it's GOLD!
• Start by saying, "The title of my story is ________"
• Read loud and clear
• Read with emotion.
• DO NOT read too fast.
• Finish by saying, "Thank you"

Each author will get 2 - 3 comments or questions from the audience

Audience

• Listen carefully and be prepared to be amazed!
• Provide feedback in the form of specific compliments or questions

Activity #2

****Pass out Bud, Not Buddy Novels***

Homework: Read the "Afterward & complete a set of Cornell notes.
Essential Question - What did you learn about the novel Bud, Not Buddy & the characters within the story?

RTI - C Day 11/16/16

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 47: 11/15/16 - B Day: Movie Production Team Storyboard Presentations

Good day 6th Graders,      

         Today we will be presenting our Storyboards for Freak the Mighty. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Freak the Mighty Novel
• Colored Pencils

                        Thank you

                       Mr. Trumble

Project

Become a Hollywood Movie Production Team

• RL6.3 - Describe how a story's plot unfolds as it moves toward resolution
• W6.3 - Write narrative to describe imagined experiences using effective technique relevant descriptive details, and a well structured sequence of events.

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.

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

4 - Excedes Grade Level Standards

• 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 Grade Level Standards

• 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 - Progressing towards Grade Level Standards

• 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 - Does Not Meet Grade Level Standards

• 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*******

Part 1 - StoryBoard Presentations

• Each member of the group will be expected to present their portion of the storyboard. Remember, it is your job to be a storyteller and present the falling action and resolution to your audience so that they can visualize your ending, and see what the movie could have been like.
• Be prepared to answer questions from the audience.

Part 2 - Group Evaluations

• Fill out a piece of lined paper with a proper heading. (Assignment = Group Evaluation)

• Write the names of each of your group members. 
• Give each group member a score of 1 - 4

4 = exceded your expectations
3 = met your expectations
2 = partly met your expectations
1 = did not meet your expectations

• Provide a brief reason why you scored each person the way you did.

****Collect FTM Novels***

Building Background Knowledge about the Great Depression

While you watch Complete a set of Cornell Notes.
Essential Question - What was life like during the Great Depression?

Homework: Practice Reading your Personal Narrative like it is GOLD!!!

RTI - B Day 11/15/16

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 46: 11/10/16 - A Day: Movie Prodcuction Team Story Board Gallery Walk

Good day 6th Graders,      

         Today we will finish working on our final group project for Freak the Mighty. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Freak the Mighty Novel
• Colored Pencils

                        Thank you

                       Mr. Trumble

Project

Become a Hollywood Movie Production Team

• RL6.3 - Describe how a story's plot unfolds as it moves toward resolution
• W6.3 - Write narrative to describe imagined experiences using effective technique relevant descriptive details, and a well structured sequence of events.

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. Go to the plot line so we can fill in the climax, falling action, and resolution.

Now answer these questions: 

What conflicts need to be resolved?

What characters need to have a resolution written to end their stories?

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. (See examples of Story Boards from last years students)

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 Grade Level Standards

• 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 Grade Level Standards

• 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 - Progressing towards Grade Level Standards

• 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 - Does Not Meet Grade Level Standards

• 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?

**What do you expect from your movie production teammates while working on this project?

Day 3 Expectation - Complete steps 5, 6, & 7. You should be able to finish the final display for your story board. When you are done, think about who you want to be as the story teller for your story board.

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

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. 

RTI - A Day 11/10/16

Step 1 - Get together with your partner & pick up your article. Pick up a Fluency Checklist.

Step 2 - It's been several days since you read your article the first time. Reread through your article to get a basic understanding of what the article is about. Take turns reading. You may alternate paragraphs, or alternate sections. As your partner reads evaluate their reading using the fluency checklist. Share your evaluation after you are done.

Step 3 - Reread the article a 2nd time and write your inferences in the margin after each paragraph or two. You may write the same inference, or you can write different inferences. 

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

*** I will come around to each group during the last 10 minutes and ask:

1. What is your article about?

2. What is an inferences you made?

3. What evidence led you to make that inference?

Day 45: 11/9/16 - E day: Movie Production Story Board Project

Good day 6th Graders,      

         Today we will continue working on our final group project for Freak the Mighty. You will be working in Movie Production teams to write a new ending. Please make sure you have:

• ELA Folder & Notebook
• Red Folder & Agenda
• Freak the Mighty Novel
• Colored Pencils

                        Thank you

                       Mr. Trumble

Project

Become a Hollywood Movie Production Team

• RL6.3 - Describe how a story's plot unfolds as it moves toward resolution
• W6.3 - Write narrative to describe imagined experiences using effective technique relevant descriptive details, and a well structured sequence of events.

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. Go to the plot line so we can fill in the climax, falling action, and resolution.

Now answer these questions: 

What conflicts need to be resolved?

What characters need to have a resolution written to end their stories?

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. (See examples of Story Boards from last years students)

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 Grade Level Standards

• 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 Grade Level Standards

• 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 - Progressing towards Grade Level Standards

• 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 - Does Not Meet Grade Level Standards

• 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?

**What do you expect from your movie production teammates while working on this project?

Day 2 Expectation - Complete steps 4. You should be able to finish your story board tiles for your story board. If you are really productive you might be ready to begin working on your final display.

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

Homework - Finish your storyboard tiles so you can assemble your project tomorrow

RTI/AIS - E Day 11/9/16

Step 1 - Get together with your partner & pick up your article.

Step 2 - Read through your article and finish writing your inferences in the margin after each paragraph or two. You may write the same inference as your partner, or you can write different inferences. 

Step 3 - Underline the evidence from the text that supports your inference.

Step 4 - Look at the inferences you wrote about each section. At the end of your article write a global inference based on all your smaller inferences you already wrote. Please label it: "Global Inference:"

Step 5 - Complete the Quiz that goes with your article

*** I will come around to each group during the last 10 minutes and ask:

1. What is your article about?

2. What is your Global Inference? 

3. What is the evidence you used to make this global inference?