Day 11: 9/20/17 - C Day: Point of View & Freak the Mighty Ch 10

Good Morning 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:

• Hand in your Homework from last night in the Red bin
• Glue in the Point of View worksheet into your Interactive Notebook (Leave room at the top of the page for a few notes)
• Write your homework down in your agenda

Homework: 

1. Finish reading and annotating Ch  10 
2. Complete the Point of View Activity 

Activity #1

How does an Author Develop Point of View?

Standards:

RL6.6 Explain how an author develops the point of view of the narrator in a text

Notes:

Point of View

• The perspective of the person telling the story
• Answers the question, "Who is the narrator?"

Activity #2

Freak the Mighty: Chapters 10
Applying the 4 C's of 21st Century Learning & Accountable Talk Stems to our Small Group Discussions

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.3 - Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

RL6.6 Explain how an author develops the point of view of the narrator in a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Figurative Language
2. Characterization
3. Setting
4. Plot
5. Themes
6. Conflicts

Before Reading: (Whole Group)

Review expectations for small group work

Directions for Reading: (Small group)

• Complete the point of View activities
• Read chapter  10 with the members of your small group
• Annotate the text as you read (6-7 annotations)

 

Key Questions:

1. Kevin tells Max he that the treasure, hidden in the storm drain, "has been confirmed by visual observation." What is visual observation? 
2. What does the way Kevin speaks tell you about his personality? Rewrite the sentence as Max would say it. How would you say it?
3. Can you summarize the events of the "Quest for Treasure" in this chapter?

Homework: 

• Finish reading and annotating Ch  10
• Complete the Point of View Activity 

RTI - 9/20/17 - C day
Small group Reading & Reading Closely
Determining the Point of View

Standards

RL6.6 Explain how an author develops the point of view of the narrator in a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading.

Day 10: 9/19/17 - B Day: The 4 C's of 21st Century Learning, Accountable Talk & Freak the Mighty Ch 8 & 9

Good Morning 6th Graders,
          Today is a 'B' Day. Make sure you use the bathroom & sharpen your pencils. Check to see that you have everything you need for your morning classes. We will be going to the book fair today.
                                Thank you
                                Mr. Trumble
ELA:
Do Now:

• Glue in the 4 C's, Discussion Sentence Starters, & Accountable talk printables on the next blank page in your Interactive Notebook
• Write your homework down in your agenda

Homework: 

• Finish reading and annotating Ch 8 & 9 (6-7 annotations)
• Complete the Comprehension questions for ch 8 & 9

Book Fair

Block 1 @ 9:00

Block 2 @ 10:00

Block 3 @ 11:00

Block 4 @ 12:30

Activity #1

How do we work together in small group?

Standards:

SL6.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, & issues, building on others' ideas and expressing my own ideas clearly

I-Chart for small group & Infependent work
What are the classroom expectations when you work independently, or in a small group.

Make I chart

Student
Start Right away
Sit Quietly
Stay in 1 spot
Remain on task
Work the whole time
Do not interrupt others
Build stamina

Teacher
Monitor students
Provide feedback
Hold student/teacher conferences
Meet with small groups
Work 1 on 1 w/a student

Activity #2

Freak the Mighty: Chapters 8 & 9
Applying the 4 C's of 21st Century Learning & Accountable Talk Stems to our Small Group Discussions

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.3 - Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Figurative Language
2. Characterization
3. Setting
4. Plot
5. Conflicts

Before Reading: (Whole Group)

Review expectations for small group work

Directions for Reading: (Small group)

• Read chapter 8 & 9 with the members of your small group
• Annotate the text as you read (6-7 annotations)
• Complete the comprehension questions for chapters 8 & 9

Key Questions:

Ch 8.

1. Why does Max think Kevin rescued him, rather than the other way around?

2. Who rescued who? Why do you think that way?

3. Analyze how Grim & Gram treat Max after the rescue on the 4th of July? What inferences can you make?

Ch 9

1. Pick 3 passages that help develop the motif of quests, knights, and the legends of King Arthur.

2. How does Kevin sharing information about the Medical research facility build the theme of trust and friendship?

3. How does Kevin react when Max says he is worried about the pain Kevin will go through getting a new body?

4. Foreshadowing is a clue or hint about what will happen in later in the story. What do you think is being foreshadowed in ch 9? Explain your thinking.

Homework: 

• Finish reading and annotating Ch 8 & 9
• Complete the Comprehension Questions

RTI - 9/19/17 - B day
Presentations of Anchor Charts for Rules
then...
Small group Reading & Reading Closely to answer Comprehension Questions using Complete Sentences

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.2 - Determine how a theme is conveyed through details, and provide a summary of a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading.

   

Day 9: 9/18/17 - A Day: Analyzing Setting & Freak the Mighty Ch 6 & 7

Good Morning 6th Graders,
          Today is an 'A' 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:

• Glue in the 'Setting Graphic Organizer' on to the next page in your Interactive Notebook
• Write your homework down in your agenda

Homework: 

• Finish reading and annotating Ch 6&7 (6-7 annotations)
• Complete the Reading Guide & Setting Graphic Organizer

Activity #1

Quick Comprehension Check
AKA: a Quiz

Standards:

RL6.3 Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

Directions:
Multiple Choice Questions 1 - 6: Be sure to write the letter of your answer choice on the line provided ( 1 point each)

Short Answer Questions 7 - 11:  Select any 3 questions. Answer in complete sentences. Be sure to answer all parts of the question (2 points each)

Activity #2

Freak the Mighty: Chapters 6 & 7
analyzing Setting

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.3 - Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Figurative Language
2. Characterization
3. Setting
4. Plot
5. Themes
6. Conflicts

Before Reading: (Whole Group)

Review Characterization Graphic Organizer

Directions for Reading: (Small group)

• Read chapter 6 & 7 with the members of your small group
• Annotate the text as you read (6-7 annotations)
• Complete One Reading Guide for chapters 6 & 7
• Fill in the Setting Graphic Organizer

Key Questions:

Ch 6

1. Why do you think Max is allowed to go to the fireworks this year without his grandparents for the first time?

2. What type of person is Tony D? How do you know?

3. How does Max carrying Kevin begin? Explain.

Ch 7

1. Why do you think Tony D. and his gang wont let up on Max & Kevin?

2. What might have happened to Max and Kevin in the mill pond if the cops hadn't driven by?

3. What effect does it have when the author gives only hints about Max's mom and dad? Why does he do this instead of giving all the information up front?

4. Where does the name "Freak the Mighty" come from? How does this new name effect Max & Kevin?

Homework: 

• Finish reading and annotating Ch 6&7
• Complete the Reading Guide

RTI - 9/18/17 - A day
Presentations of Anchor Charts for Rules
then...
Small group Reading & Reading Closely

Literary Element: Characterization

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.2 - Determine how a theme is conveyed through details, and provide a summary of a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading.

Day 8: 9/15/17 - D Day: Characterization & Freak the Mighty Ch 5

Good Morning 6th Graders,
          Today is a 'D' Day. Please use the bathroom & sharpen your pencils. Make sure you have everything you need for your morning classes. We will be going to a brief presentation at 9:00 about the code of conduct.
                                Thank you
                                Mr. Trumble
ELA:
Do Now:

• Glue in the List of Descriptive Words for Characters

Morning Schedule

Block 1 9:20 – 10:06

Block 2 10:08 – 10:49

Block 3 10:51 – 11:43

Activity #1

Interactive Notebook Notes
Topic: Characterization

Standards:

RL6.3 Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

There are many ways an author develops characters.

1. the character's thoughts
2. the character's words
3. the character's feelings
4. the character's choices
5. the character's actions

In addition, we learn about characters by:

• What others say about the character
• Physical description of the character

Title: _____________________________

Main Character: _____________________

Activity #2

Freak the Mighty: Chapters 5

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.3 - Describe how a story, or plot, unfolds in a series of events, including how the characters respond or change

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Characterization
2. Setting
3. Plot
4. Themes
5. Conflicts
6. Figurative Language

Directions:

• Read chapter 5 with the members of your small group
• Annotate the text as you read
• Complete the Characterization graphic organizer for Max using any of the information from ch 1 - 5

Key Questions:

1. Why does Max pretend he doesn't remember day care with Kevin? Justify your answer with evidence from the text.

2. Why do you think Gwen calls to apologize

3. Why do you think Max feels so uncomfortable about having dinner with Kevin and Gwen

4. What does Freak mean when he says, "What she means is, you're a spitting image of your old man"?

5. Why does Max begin to cry when he lies down on his bed that night?

6. There are many reasons why a person might talk fast, like Gwen does when Max first comes over. Why do you think Gwen speaks so fast when Max first arrives?

Homework: 

• Finish reading and annotating Ch 5
• Complete the Characterization Graphic Organizer

RTI - 9/15/17 - D day
Small group Reading & Reading Closely

Literary Element: Characterization

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.2 - Determine how a theme is conveyed through details, and provide a summary of a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Characterization
2. Setting
3. Plot
4. Themes
5. Conflicts
6. Figurative Language

Key Questions:

1. Why does Max pretend he doesn't remember day care with Kevin? Justify your answer with evidence from the text.

2. Why do you think Gwen calls to apologize

3. Why do you think Max feels so uncomfortable about having dinner with Kevin and Gwen

4. What does Freak mean when he says, "What she means is, you're a spitting image of your old man"?

5. Why does Max begin to cry when he lies down on his bed that night?

6. There are many reasons why a person might talk fast, like Gwen does when Max first comes over. Why do you think Gwen speaks so fast when Max first arrives?

Day 7: 9/14/17 - C Day: STAR & The Legend of King Arthur

Good Morning 6th Graders,
          Today is a 'C' Day. Please use the bathroom & sharpen your pencils. Make sure you have everything you need for your morning classes, and hand in any important forms that you have. 
                                Thank you
                                Mr. Trumble

ELA:
Do Now:

• Hand in your Figurative Language Homework into the red bin
• Pick up your Computer Log-in & Password from the brown table and write it on the inside of your agenda (If you did not already do this yesterday with Mrs. Mullin)

Activity #1

STAR Reading Assessment

Login Ex:

Username: rtrumble 

Password: 06101974RT

                               (Month, day, birth year, initials)

Tips to do your best

• Read carefully
• Take your time
• Read ALL answers before choosing one
• Use process of elimination

**You will be tracking your STAR score all year to see how much growth you are making. I will give you your score tomorrow.

Activity #2

The Legend of King Arthur

Standard

RI6.1 Making inferences about an Informational text and supporting it with relevant evidence

Directions:

Read the Legend of King Arthur, which will be referenced throughout the novel Freak the Mighty, and answer the comprehension questions.

Key Questions:

1. What significance do you think the legend of King Arthur had for medieval England?

2. How is Merlin responsible for making Arthur King?

3. Infer: How does seating the knights at a round table promote equality within their groups?

4. Explain the relationship between King Arthur, Guinevere, and Sir Lancelot.

Homework:

Finish reading The Legend of King Arthur & answer comprehension questions 1 - 4 in complete sentences

RTI - 9/14/17 - C day

Creating Anchor Charts to establish Classroom Rules
Standard SL6.1 - Engage Effectively in a range of collaborative discussions with diverse partners on grade 6 topics, building on each others' ideas and expressing your own ideas clearly.
Be Respectful


Be Responsible


Show Integrity


Key questions to consider:
1. What is (respect, responsibility, integrity)
2. What does (respect, responsibility, integrity) look like at school, with your homework, with your teachers, with your self with each other?
3. What does (respect, responsibility, integrity) sound like at school, with your homework, with your teachers, with your self, and with others?
4. How can you show (respect, responsibility, integrity) with your work, teachers, yourself and others?


Directions:


• Work with your group members to discuss the assigned rule/character trait.
• Then create a poster or display of what your group discussed regarding how this rule applies to our classroom.
• You could include a list of details, images, charts, etc. 
• Your poster should have large print and detailed pictures.
• Choose a spokesperson to share the information.

Day 6: 9/13/17 - B Day: Figurative Language & Freak the Mighty Ch 4

Good Morning 6th Graders,
          Today is a 'B' Day. Please use the bathroom & sharpen your pencils. Make sure you have everything you need for your morning classes, and hand in any important forms that you have. 
                                Thank you
                                Mr. Trumble

ELA:
Do Now:

• Take out your Reading guide from Ch 2 & 3 and put it on your desk.
• Pick up & Cut out your shield(scissors are on the back table)
• select a piece of card stock
• Glue your shield to the card stock

Activity #1

Interactive Notebook Notes
Topic: Figurative Language

• Figurative Language is when words go beyond their literal meaning

• Simile
• uses the words 'like' or 'as' to compare one thing with another. 
• Ex: She was as busy as a bee. He played like a beast during the basketball game.
• Metaphor
• makes a direct comparison between one thing and another. 
• Ex: He was a beast during the basketball game.
• Personification
• when human characteristics are given to an animal or nonliving object.
• Ex: my teddy bear gave me a hug. The lightening danced across the sky. The wind howled.
• Hyperbole
• An exaggeration that is so dramatic that no one would believe the statement is true. Often used to make a point. 
• Ex: He's got a million video games. 
• Redbull - It gives you wings!
• Alliteration
• The repetition of the initial sound in closely connected words
• Ex: Go and gather the green garbage in the gutter
• She sells sea shells down by the sea shore
• Onomatopoeia
• Sound Words
• Ex: The car went boom!
• Ex: Splash, buzz, zip, zoom, etc.
• Idiom
• an expression that cannot be understood by the words alone
• Ex: It's raining cats and dogs
• Ex: Hold your horses
• Ex: I have a frog in my throat
• Allusion:
• A reference made to something that is not directly mentioned
• Kevin calls his mom the "Fair Gwen" - a reference to the Fair Guinevere from the Legend of King Arthur

Activity #2

Freak the Mighty: Chapters 4
Before we read...review Ch 2 & 3 Reading guide

Standards

RL6.1 - Making Inferences and using evidence to support your thinking

RL6.2 - Determine how a theme is conveyed through details, and provide a summary of a text

Reading Strategy - Annotating a Text

While you read it is important to annotate what you are reading. This will allow you to comprehend what you are reading and make more accurate inferences about the reading.

• Use sticky notes to record important information or questions you have while reading. Notes could be about:

1. Characters
2. Setting
3. Plot
4. Themes
5. Conflicts
6. Figurative Language

Key Questions:

• Why does Kevin refer to his mom as "the Fair Gwen of Air"?
• Describe the similarities between King Arthur's men and robots.
• Explain what Kevin means when he says, "Books are like truth serum-if you don't read you can't figure out what is real."
• List all the ways Kevin and Max are opposites.
• What other inferences can you make?
• How do you know? (What is your evidence?)

Homework: 

• Finish reading and annotating Ch 4
• Complete the Figurative language Activity

RTI - 9/13/17 - B day

Creating Anchor Charts to establish Classroom Rules
Standard SL6.1 - Engage Effectively in a range of collaborative discussions with diverse partners on grade 6 topics, building on each others' ideas and expressing your own ideas clearly.
Be Respectful


Be Responsible


Show Integrity


Key questions to consider:
1. What is (respect, responsibility, integrity)
2. What does (respect, responsibility, integrity) look like at school, with your homework, with your teachers, with your self with each other?
3. What does (respect, responsibility, integrity) sound like at school, with your homework, with your teachers, with your self, and with others?
4. How can you show (respect, responsibility, integrity) with your work, teachers, yourself and others?


Directions:


• Work with your group members to discuss the assigned rule/character trait.
• Then create a poster or display of what your group discussed regarding how this rule applies to our classroom.
• You could include a list of details, images, charts, etc. 
• Your poster should have large print and detailed pictures.
• Choose a spokesperson to share the information.