Day 65: 12/13/17 - SNOW DAY

Happy Snow Day All!

Day 64:12/12/17 - D Day: Final Exam Bud, Not Buddy & Poetry Preview

Good Morning 6th Graders,
          Today is a 'D" day. Make sure you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
Do Now:

• Take out any notes and graphic organizers that you want to use on your final exam
• Make sure you have a sharp pencil

Homework: 

• No Homework

Period Class Begins Class Ends

Homeroom 10:40 10:51

Block 1 10:51 11:13

Lunch 11:15 11:45

Block 1 11:50 12:16

Block 2 12:18 1:03

Block 3 1:05 1:50

Block 4 1:52 2:37

Homeroom 2:40 2:50

Specials 2:50 3:15

2 Hour Delay Schedule

Class          Time Begin         Time End

Homeroom     10:40             10:50
Block 1           10:50             11:13

Lunch             11:15             11:45

Block 1(cont) 11:48             12:13

Block 2           12:15             1:04

Block 3           1:06               1:55
Block 4           1:57               2:48

Special Area   2:50               3:15

Dismissal        3:15               3:25

Activity #1

Final Exam for Bud, Not Buddy

Part 1: 

Multiple Choice - 3 points each = 21 points

Part 2:

Matching - 3 points each = 30 points

Part 3: (Pick 2)

Written Response - 10 points each = 20 points

I - 2 points

D - 2 points

E - 2 points

R - 2 points

Grammer - 2 points

Part 4:

True/False - 3 points each = 30 points

Total Score Possible = 101%

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When you hand in your test please bring me your copy of Bud, Not Buddy

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Activity #2

Preview Poetry

When you finish your test you may select one of the poetry books and you may read some of the poems independently. We will be starting the poetry portion of unit 2 on Thursday. 

RTI - D Day 12/12/17

Enrichment Projects:

Standards:

RI6.7 - Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue.

W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

W6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W6.8 - Gather relevant information from multiple print and digital sources; assessing the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for your sources

Part 1:

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

Part 2:
Create a visual presentation regarding the information you learned.

Some examples include:

• PowerPoint Presentation
• Poster
• Video
• Song
• Brochure
• Skit
• etc.

Day 63: 12/11/17 - C Day: Review Text Structure & Ch 17 - 19 Bud, Not Buddy &

Good Morning 6th Graders,
          Today is a 'C" day. Make sure you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
Do Now:

• Write down tonight's homework
• Take out your questions from ch 17
• Put Your HW from ch 18 & 19 on your desk

Homework: 

• Be prepared for the Final Exam (Tomorrow) of Bud, Not Buddy

Activity #1

Review of Text Structure

Standards

• RI6.5 - Analyze how a particular sentence, paragraph, or chapter fit into the overall structure of a text and how it contributes to the development of ideas. 

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Scores were based out of 30 points

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Activity #2

Review Chapters 17 - 19 
Using Depth of Knowledge stems 
& 
Responding to Text Graphic Organizer

Standard

RL6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Part 1

Essential Question for Chapter 17:

• What questions did you write using your D.O.K. Stems?

Directions

• Work in Small groups of 4.
• Take turns asking each other the questions you wrote for chapter 17.
• Discuss the answer using the 4 C's of 21st century learning. 
• As a group pick your two best questions you want to share with the whole class.

Part 2

Essential Questions for Chapter 18 & 19:

• How is Bud Related to Mr. Calloway?
• Why was Bud's mother loving alone with Bud?
• How is Bud going to remember his mother?
• How is Bud going to survive from here forward?

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If time permits we will preview videos for enrichment projects

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RTI - C Day 12/11/17

Enrichment Projects:

Standards:

RI6.7 - Integrate information presented in different media or formats to develop a coherent understanding of a topic or issue.

W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience

W6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W6.8 - Gather relevant information from multiple print and digital sources; assessing the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for your sources

Part 1:

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

Part 2:
Create a visual presentation regarding the information you learned.

Some examples include:

• PowerPoint Presentation
• Poster
• Video
• Song
• Brochure
• Skit
• etc.

Day 75: 1/8/18 - C Day: Preparing to Write Persuasive Speeches & Barrack Obama's 2009 Back to School Speech

Good day 6th Graders,      

       As we continue unit 2 about Critical Analysis & Evaluation of Informational Texts we will be reading closely a speech given by former president Barrack Obama. Please make sure you have:

• Red Folder
• Agenda
• ELA Notebook
• Independent Reading book

                        Thank you ,
                        Mr. Trumble

Do Now: 

1. Fill out your Agenda with tonight's Homework
2. Pick up a copy of the speech by Barrack Obama

Homework:

• Finish text dependent questions #1 - 3 that go with Obama's 2009 Back to School Speech

Activity #1
Barrack Obama's 2009 Back to School Speech

Standards:

RI6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Part 1 - Reading (20 Minutes)

Directions for small group:  (You Do - 10 Minutes: groups of 3)

• With your groups read the excerpt from the Back to school speech
• Annotate in the margins. You can write questions you have & Inferences you make.
• Underline important information, and record any connections that you make.

 

Part 2 - Group Discussion (We do - 10 minutes)

Essential Questions:

• What inferences did you make?
• What connections did you make?
• What questions do you have?
• Why do you think he includes the example in paragraph 1 about not being a varsity athlete the first time you play a sport, or that you don't hit every note the first time you sing a song?
• In paragraph 4, President Obama repeats the phrase "Students who sat where you sit..." Why does he include this phrase? How does it add to the excerpt from the text?
• What do you notice about the structure of paragraph 5? How does it add to the meaning of this excerpt?

Part 3 - Independent Assessment

Standards:

RI6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Directions for Independent Work: 
(You Do - 10 Minutes)

• Think about the information from our group discussion and use your annotations to answer the 3 text dependent questions.
• Be sure to answer in complete sentences.
• Be sure to include evidence from the text!!!
• VERY IMPORTANT - BE SURE TO INCLUDE EVIDENCE FROM THE TEXT!!!!

RTI

Day 62: 12/8/17 - B Day: Analyzing Text Structure Assessment & Ch 18-19 Responding to Text

Good Morning 6th Graders,
          Today is a 'B" day. Make sure you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
Do Now:

• Write down tonight's homework
• Pick up a 'Responding to Text' graphic organizer
• Put last night's HW on your desk

Homework: 

• Read Chapter 18 & 19 & complete the Responding to Text Graphic organizer

Activity #1

Review of Text Structure Assessment

Standards

• RI6.5 - Analyze how a particular sentence, paragraph, or chapter fit into the overall structure of a text and how it contributes to the development of ideas. 

Directions:

1. Read each passage
2. Use your notebook to determine what text structure was used to craft each.
3. Record your answer on the line.
4. Answer all of the questions that go with each passage. 
5. Be sure to work neatly. If I can not tell what your answer is it will be marked as incorrect.

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When you are done, you may hand in your quiz and begin reading ch 18 & 19. We will share our questions from ch 17 when everyone is done with the quiz.

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Activity #2

Read-a-loud Ch. 18 & 19 - Responding to Text Graphic Organizer

Standard

RL6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Part 1

Essential Question for Chapter 17:

• What questions did you write using your D.O.K. Stems?

Part 2

Essential Questions for Chapter 18 & 19:

• How is Bud Related to Mr. Calloway?
• Why was Bud's mother loving alone with Bud?
• How is Bud going to remember his mother?
• How is Bud going to survive from here forward?

RTI - B Day 12/8/17

FACT VS OPINION

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.

Step 1 - Pick up a copy of the article titled, "Opinion: When teaching history, you must include the bad with the good"

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 to identify facts that are supported by evidence and opinions that are not supported by evidence.

Opinion = Green

Facts = Pink 

Supporting Evidence = Orange

Step 4 - Create a T-Chart separating the details in the article in two categories.

1. Details supported by evidence

2. Details that are opinions

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 61: 12/7/17 - A Day: Analyzing Text Structure Practice & Ch 17 Questioning

Good Morning 6th Graders,
          Today is an 'A" day. Make sure you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
Do Now:

• Write down tonight's homework
• Pick up a copy of the Text Structure practice

Homework: 

• Read Chapter 17 & write 6 questions using your D.O.K. Stems to write 2 level 1, 2 level 2, & 2 level 3 questions.

Activity #1

Review of Text Structure

&

Practice Identifying the Text Structure of a Variety of Passages

Standards

• RI6.5 - Analyze how a particular sentence, paragraph, or chapter fit into the overall structure of a text and how it contributes to the development of ideas. 

Directions:

1. Read each passage
2. Use your notebook to determine what text structure was used to craft each.
3. Record your answer on the line.
4. You may underline or annotate your article to show your thinking.

We will do the first 2 together.

Activity #2

Read-a-loud Ch. 17 - Use the Reading Strategy of Questioning to Achieve a Deeper Level of Comprehension

Standards:

RL6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Part 1

Essential Question for Chapter 16:

• What do the members of the band do to make Bud feel like he belongs?

Part 2

Essential Question for Chapter 17:

• Can you use your D.O.K. Stems to write 2 questions for each level 1 - 3?

RTI - A Day 12/7/17

FACT VS OPINION

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.

Step 1 - Pick up a copy of the article titled, "Opinion: When teaching history, you must include the bad with the good"

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 to identify facts that are supported by evidence and opinions that are not supported by evidence.

Opinion = Green

Facts = Pink 

Supporting Evidence = Orange

Step 4 - Create a T-Chart separating the details in the article in two categories.

1. Details supported by evidence

2. Details that are opinions

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 60: 12/6/17 - D Day: Cause & Effect Text Structure & Ch 16 Analyzing Characters' Actions

Good Morning 6th Graders,
          Today is a 'D" day. Make sure you have everything you need for your morning classes. 
                         Thank you,
                          Mr. Trumble
Do Now:

• Write down tonight's homework
• Pick up a copy of the Cause & Effect graphic organizer
• Get 3 different colors of colored pencil or crayon

Homework: 

• Read Chapter 16 & Complete the Characters' Actions Graphic Organizer

Activity #1

Text Structure: Cause & Effect

Standards

• RI6.5 - Analyze how a particular sentence, paragraph, or chapter fit into the overall structure of a text and how it contributes to the development of ideas. 

Directions:

Step 1: Review the 5 different forms of text structure.

Step 2: Review the definition for Cause & Effect Text Structure

Step 3: Read the paragraph about unwanted dogs

Step 4: Reread the article and underline the details

Step 5: Complete the graphic organizer

Step 6: Cut, & Glue in the graphic organizer into your ELA Interactive Notebook

Activity #2

Read-a-loud Ch. 16 - Analyzing Characters' Actions

Standards:

RL6.3 Describe how a particular story's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution

Part 1

Essential Questions for Chapter 15:

• Where does this part of the story take place?
• What time does this part of the story take place?
• How and why is the setting important to the story?
• What is the mood, and atmosphere created?

Part 2

Essential Question for Chapter 16:

• What do the members of the band do to make Bud feel like he belongs?

RTI - D Day 12/6/17

FACT VS OPINION

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.

Step 1 - Pick up a copy of the article titled, "Opinion: When teaching history, you must include the bad with the good"

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 to identify facts that are supported by evidence and opinions that are not supported by evidence.

Opinion = Green

Facts = Pink 

Supporting Evidence = Orange

Step 4 - Create a T-Chart separating the details in the article in two categories.

1. Details supported by evidence

2. Details that are opinions

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.