Day 43:11/5/19 - C Day: Identifying Main Idea & Details & Bud, Not Buddy Ch 2

Good day 6th Graders,      

         Today we will be continue unit 2 about Critical Analysis & Evaluation of Informational Texts. Please make sure you have all your materials.

                        Thank you

                       Mr. Trumble
Do Now

• Write Down your homework
• Pick up a copy of the Main Idea Graphic Organizer and an article from the brown table
• Get out a Yellow, Pink, Blue & Orange Highlighter

Homework:

Finish reading Chapter 2 and complete the Setting graphic organizer

Activity #1
Analyzing details to Determine 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

Step 1: Color Code

Topic = Yellow

Topic Sentence = Pink

Main Idea = Blue

Supporting Details = Orange

Step 2: 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 #2

Chapter 2 of Bud, Not Buddy

Analyzing Setting

Standards

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

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?

RTI

Main Idea & Details

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

RI6.2 - Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgements

Whole Group:

Read the article, "How Donald Duck and Peanuts Saved Trick-or-Treating"

*As we read I want you to think about these questions:

1. What is the Main (or central) Idea?

2. What evidence makes me think that?

Partner work:

Step 1 - Get together with a partner 

Step 2 - Reread through the article so you can figure out the main idea and the details. You may alternate paragraphs, or alternate sections as you read. Write small inferences and questions you have in the margin.

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, or MAIN IDEA based on all your smaller inferences you already wrote. 

Step 5 - Complete the Quiz that goes with your article & Complete the Main Idea Graphic organizer. (Always write in complete sentences)

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

1. What is the article about?

2. What is an inference you made?

3. What evidence led you to make that inference?

4. What is the main idea?

Day 42: 11/4/19 - B Day: Building Background Knowledge about The Great Depression & Bud, Not Buddy Ch 1

Good Day 6th Graders,

         Today is a 'C' Day. Make sure you use the bathroom & sharpen your pencils. Check to see that you have everything you need for your morning classes. 

                           Thank you

                           Mr. Trumble

ELA:

Do Now:

• Write tonight's homework down in your agenda
• Pick up a copy of the article about The Great Depression

Homework: 

• Read Chapter 1
• Complete the Characterization Graphic Organizer

Activity #1

Building Background Knowledge
to discover

what life was like during the Great Depression

• 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.

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

What inferences can you make about the Great Depression by looking at this image & reading the caption?


Know (What do you know?)                     Learn (What did you learn?)















Building Background Knowledge:

• With a Partner Read the Informational text to help build background knowledge about the key details pertaining to life during the Great Depression. 
• Write the gist, or an important piece of information of each section in the margin.
• Underline things you think are most important.

• 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?
• What was the main idea of this article?

Avtivity #2

Chapter 1 of

Bud, Not Buddy

Characterization

Standards

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

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.

RTI

Main Idea & Details

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

RI6.2 - Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgements

Whole Group:

Read the article, "How Donald Duck and Peanuts Saved Trick-or-Treating"

*As we read I want you to think about these questions:

1. What is the Main (or central) Idea?

2. What evidence makes me think that?

Partner work:

Step 1 - Get together with a partner 

Step 2 - Reread through the article so you can figure out the main idea and the details. You may alternate paragraphs, or alternate sections as you read. Write small inferences and questions you have in the margin.

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, or MAIN IDEA based on all your smaller inferences you already wrote. 

Step 5 - Complete the Quiz that goes with your article & Complete the Main Idea Graphic organizer. (Always write in complete sentences)

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

1. What is the article about?

2. What is an inference you made?

3. What evidence led you to make that inference?

4. What is the main idea?

Day 41: 10/31/19 - A Day: Author's Celebration

Good Morning 6th Graders,
         Happy Halloween! Today is a 'D' Day. Due to the half day dismissal we will not be going to blocks today. I want you to have fun, but make sure you are also well behaved. 
                           Thank you
                           Mr. Trumble
ELA:
Do Now:

• Place any treats that you brought on the back table
• Put on your Halloween costume

Homework:
Read the 'Afterward' of Bud Not buddy

Activity #1

Author Celebration

Vote on the Cover For the Anthology

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

Prepare for Unit 2

On Monday we will begin Unit 2:

***Clean out folder***

1. Make Tab & Title Page for Unit 2

Title = Critical Analysis & Evaluation of Informational Texts

RTI

Main Idea & Details

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

RI6.2 - Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgements

Whole Group:

Read the article, "How Donald Duck and Peanuts Saved Trick-or-Treating"

*As we read I want you to think about these questions:

1. What is the Main (or central) Idea?

2. What evidence makes me think that?

Partner work:

Step 1 - Get together with a partner 

Step 2 - Reread through the article so you can figure out the main idea and the details. You may alternate paragraphs, or alternate sections as you read. Write small inferences and questions you have in the margin.

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, or MAIN IDEA based on all your smaller inferences you already wrote. 

Step 5 - Complete the Quiz that goes with your article & Complete the Main Idea Graphic organizer. (Always write in complete sentences)

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

1. What is the article about?

2. What is an inference you made?

3. What evidence led you to make that inference?

4. What is the main idea?

Day 40: 10/30/19 - D Day: Field Trip to Howe Caverns

Good day 6th Graders,      

       Today we will be going on our field trip to Howes Caverns. Remember we are going out in public and you are representing your community and your school. Make sure you are on your best behavior. Be respectful and responsible at all times. We will be leaving right at 9:00. 

Before we leave please:
1. Use the bathroom
2. Make sure you have any snacks and/or lunch items with you

                        Thank you ,
                        Mr. Trumble

Homework: Take the night off

Day 39: 10/29/19 - C Day: Writer's Workshop Session #11 - Publication Day 3

Good Morning 6th Graders,
          Today is a 'C' Day. Make sure you use the bathroom & sharpen your pencils. 
                           Thank you
                           Mr. Trumble
ELA:
Do Now:

• Write tonight's homework down in your agenda
• Bring me your Grade Report
• Hand in Anthology Covers (if you designed one)

Homework: 

• Work on your Illustration 
• Use Card Stock & Design the Cover to our Anthology (Optional- only get a piece of Card Stock if you are serious about designing a cover)
• Bring in lunch, camera, and water bottle for the field trip tomorrow
• Wear comfortable clothes, (No open toed shoes) Dress in layers


(Cover should say)
Anthology of 
Personal Narratives
2019 - 2020

Writers Workshop Session #11

Standards:

• W6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and a well structured sequence of events
• W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• W6.5 -With guidance and support from peers & adults develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.

Publication Day:
1. You must show me your handwritten copy of your narrative. Then...

• Open a Microsoft word document
• Begin by changing the font size to 14
• Type your heading
  
• Assignment = Personal Narrative
• Skip a line after your heading and give your story a title. DO NOT center your title by using the space bar. I will show you all how to center the title later.
• Skip a line after your title and begin typing the beginning of your story. Be sure to indent. To indent - Hit the 'tab' key
• The only time you should use the 'return' key or the 'enter' key is at the end of a paragraph. If you are not at the end of a paragraph, just keep typing. They computer will automatically drop down to the next line when you run out of room.
• It is expected that you will type with both hands, and you should try to use more than just your two index fingers. Typing is an essential skill that you need to develop. If you type with one hand or just your two index fingers you will never be able to become a fast typer.
• Do not worry about spelling errors or typos. It will slow you down if you stop at each error. You can go back and fix those later.
• Be sure to indent each new paragraph.
• Use quotation marks whenever you use dialogue
• Continue working until your entire narrative is typed. When you are done proofread your writing and fix any typos and spelling errors.

1. If you finish you will print one copy of you narrative writing. 

2. You will then have one last opportunity to evaluate your writing and get feedback before final publication.

3. You will use the narrative writing checklist and the checklist in your ELA journal to make final improvements.

4. Once it is ready for publication I want you to copy and paste your narrative to kidblog. Title your entry "My Personal Narrative"

5. Last, work on your full color, detailed illustration

 

Day 38: 10/28/19 - B Day: Writer's Workshop Session #10 - Publication Day 2

Good Morning 6th Graders,
          Today is a 'C' Day. Make sure you use the bathroom & sharpen your pencils. 
                           Thank you
                           Mr. Trumble
ELA:
Do Now:

• Write tonight's homework down in your agenda
• Bring me your Grade Report
• Hand in Anthology Covers (if you designed one)

Homework: 

• Work on your Illustration 
• Use Card Stock & Design the Cover to our Anthology (Optional- only get a piece of Card Stock if you are serious about designing a cover)
• Bring in lunch, camera, and water bottle for the field trip tomorrow
• Wear comfortable clothes, (No open toed shoes) Dress in layers


(Cover should say)
Anthology of 
Personal Narratives
2019 - 2020

Writers Workshop Session #10

Standards:

• W6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and a well structured sequence of events
• W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• W6.5 -With guidance and support from peers & adults develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.

Publication Day:
1. You must show me your handwritten copy of your narrative. Then...

• Open a Microsoft word document
• Begin by changing the font size to 14
• Type your heading
  
• Assignment = Personal Narrative
• Skip a line after your heading and give your story a title. DO NOT center your title by using the space bar. I will show you all how to center the title later.
• Skip a line after your title and begin typing the beginning of your story. Be sure to indent. To indent - Hit the 'tab' key
• The only time you should use the 'return' key or the 'enter' key is at the end of a paragraph. If you are not at the end of a paragraph, just keep typing. They computer will automatically drop down to the next line when you run out of room.
• It is expected that you will type with both hands, and you should try to use more than just your two index fingers. Typing is an essential skill that you need to develop. If you type with one hand or just your two index fingers you will never be able to become a fast typer.
• Do not worry about spelling errors or typos. It will slow you down if you stop at each error. You can go back and fix those later.
• Be sure to indent each new paragraph.
• Use quotation marks whenever you use dialogue
• Continue working until your entire narrative is typed. When you are done proofread your writing and fix any typos and spelling errors.

1. If you finish you will print one copy of you narrative writing. 

2. You will then have one last opportunity to evaluate your writing and get feedback before final publication.

3. You will use the narrative writing checklist and the checklist in your ELA journal to make final improvements.

4. Once it is ready for publication I want you to copy and paste your narrative to kidblog. Title your entry "My Personal Narrative"

5. Last, work on your full color, detailed illustration

 

RTI - B Day

Main Idea & Details

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

RI6.2 - Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgements

Whole Group:

Read the article, "How Donald Duck and Peanuts Saved Trick-or-Treating"

*As we read I want you to think about these questions:

1. What is the Main (or central) Idea?

2. What evidence makes me think that?

Partner work:

Step 1 - Get together with a partner 

Step 2 - Reread through the article so you can figure out the main idea and the details. You may alternate paragraphs, or alternate sections as you read. Write small inferences and questions you have in the margin.

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, or MAIN IDEA based on all your smaller inferences you already wrote. 

Step 5 - Complete the Quiz that goes with your article & Complete the Main Idea Graphic organizer. (Always write in complete sentences)

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

1. What is the article about?

2. What is an inference you made?

3. What evidence led you to make that inference?

4. What is the main idea?

Day 37: 10/25/19 - A Day: Writer's Workshop Session # 9 - Publication Day 1

Good Morning 6th Graders,
          Today is an 'A' Day. Make sure you use the bathroom & sharpen your pencils. 
                           Thank you
                           Mr. Trumble
ELA:
Do Now:

• Write tonight's homework down in your agenda

Homework: 

• Work on your Illustration (Due Wednesday)
• Use Card Stock & Design the Cover to our Anthology (Optional- only get a piece of Card Stock if you are serious about designing a cover)
• Get Grade Report signed and return

Anthology of 

Personal Narratives 

2019

Writers Workshop Session #9

Standards:

• W6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and a well structured sequence of events
• W6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
• W6.5 -With guidance and support from peers & adults develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.

Publication Day:
1. You must show me your handwritten copy of your narrative. Then...

• Open a Microsoft word document
• Begin by changing the font size to 14
• Type your heading
  
• Assignment = Personal Narrative
• Skip a line after your heading and give your story a title. DO NOT center your title by using the space bar. I will show you all how to center the title later.
• Skip a line after your title and begin typing the beginning of your story. Be sure to indent. To indent - Hit the 'tab' key
• The only time you should use the 'return' key or the 'enter' key is at the end of a paragraph. If you are not at the end of a paragraph, just keep typing. They computer will automatically drop down to the next line when you run out of room.
• It is expected that you will type with both hands, and you should try to use more than just your two index fingers. Typing is an essential skill that you need to develop. If you type with one hand or just your two index fingers you will never be able to become a fast typer.
• Do not worry about spelling errors or typos. It will slow you down if you stop at each error. You can go back and fix those later.
• Be sure to indent each new paragraph.
• Use quotation marks whenever you use dialogue
• Continue working until your entire narrative is typed. When you are done proofread your writing and fix any typos and spelling errors.

1. If you finish you will print one copy of you narrative writing. 

2. You will then have one last opportunity to evaluate your writing and get feedback before final publication.

3. You will use the narrative writing checklist and the checklist in your ELA journal to make final improvements.

4. Once it is ready for publication I want you to copy and paste your narrative to kidblog. Title your entry "My Personal Narrative"

5. Last, work on your full color, detailed illustration

 

RTI - A Day

Main Idea & Details

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

RI6.2 - Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgements

Whole Group:

Read the article, "How Donald Duck and Peanuts Saved Trick-or-Treating"

*As we read I want you to think about these questions:

1. What is the Main (or central) Idea?

2. What evidence makes me think that?

Partner work:

Step 1 - Get together with a partner 

Step 2 - Reread through the article so you can figure out the main idea and the details. You may alternate paragraphs, or alternate sections as you read. Write small inferences and questions you have in the margin.

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, or MAIN IDEA based on all your smaller inferences you already wrote. 

Step 5 - Complete the Quiz that goes with your article & Complete the Main Idea Graphic organizer. (Always write in complete sentences)

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

1. What is the article about?

2. What is an inference you made?

3. What evidence led you to make that inference?

4. What is the main idea?