Day 48: 11/15/17 - D Day: Writing a Summary of an Informational Text & Bud, Not Buddy Ch 6

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 "How to Write a Summary for a Nonfiction Passage

Homework:

Finish reading Chapter 6 and complete the Graphic Organizer Comparing Characters

Activity #1
Writing a Summary for an Informational Article with Multiple categories of Ideas

• 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. Provide a summary of the text distinct from personal opinions.

Your task: Complete the graphic organizer about the Hurricane Katrina Article. Then Write a summary about the main Idea, and the most important information.
30 - 35 min (You do)

Now that you have the graphic organizer filled out, you are ready to select the most important information to include in a summary of the article.

Activity #2

Read - Aloud Chapter 6

Analyzing Characters in a Narrative

• RL6.4 Determine the meaning of words and phrases as they are used in the text.
• RL6.3 Describe how a story's plot unfolds in a series of episodes, as well as how the characters respond, or change as the plot moves toward resolution

Bud Experiences two completely different types of people in chapter 6 as he goes to get breakfast. 

Can you describe each of them?

RTI - D Day 11/15/17

NEW Article

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

*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 47: 11/14/17 - C Day: Organizing & Outlining Information in an Informational Text & Bud, Not Buddy Ch 5

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

• Hand in your Homework from Ch 4
• Write Down your homework for tonight
• Pick up a worksheet for organizing and outlining an informational article & glue it into your notebook

Homework:

Finish reading Chapter 5 and complete the Point of View Graphic Organizer

Activity #1
Preparing to Write a Summary for an Informational Article with Multiple categories of Ideas

• 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. Provide a summary of the text distinct from personal opinions.

Your task: Complete the graphic organizer about the Hurricane Katrina Article. Then Write a summary about the main Idea, and the most important information.
30 - 35 min (You do)

Activity #2

Chapter 5 of Bud, Not Buddy

Point of View

Answer the following questions about point of view.

Use the information from unit 1 in your notebook to help you

Standards

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

RTI - C Day 11/14/17

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 46: 11/9/17 - B Day: Analyzing Main Idea & Details of an Article with Multiple Ideas & Bud, Not Buddy Ch 4

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 article about Hurricane Katrina from the brown table

Homework:

Finish reading Chapter 4 and complete the constructed response questions

Activity #1
Analyzing Main Idea & Details,  & Identifying Transitional Sentences of an Article with Multiple Ideas

• RI6.1 Cite textual evidence to support what the text says as well as inferences made from the text
• RI6.2 Determine a central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from your personal opinions

Your task: Read to Identify the Main Idea
30 - 35 min (You do)
First: Glue in the Article & the Transitional Sentence Tab

Transitional Sentences move the reader from one idea to another

Step 1: Read the article titled, "Hurricane Katrina"
Step 2: Use the highlighting strategy for informational articles we learned the other day.

Topic = Yellow

Topic Sentence = Pink

Supporting Details = Orange
Main Idea = Blue (Remember - write the main idea after you have highlighted in a thought bubble at the top of your article next to the picture.)
Highlight the transitional sentences Green.

Activity #2

Chapter 4 of Bud, Not Buddy

Standards

• RL6.4 Analyze how an authors's word choice affects tone and meaning in a literary text
  
  
  
  

RTI - B Day 11/9/17

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 45: 11/8/17 - A Day: Evaluating Details & Bud, Not Buddy Ch 3

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 Great Depression Quiz 

Homework:

Finish reading Chapter 3 and complete the Problem/Solution graphic organizer

Activity #1
Analyzing details Quick Comprehension Check

• Standard
• RI6.1 Cite textual evidence to support what the text says as well as inferences made from the text

Step 1: Read the article.

Step 2: Answer the following questions based on the reading passage. (On this particular quiz you do NOT need to respond in complete sentences) 

Activity #2

Chapter 3 of Bud, Not Buddy

Analyzing Problem & Solution

Standards

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

Essential Questions: 

How do the plot events progress through chapter 3?

Complete the Graphic Organizer mapping out the problems Bud encounters in chapter 3 and his solutions.

RTI - A Day 11/8/17

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 44: 11/7/17 - D 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 & Green 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 - D Day 11/7/17

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 43: 11/6/17 - C Day: Building Background Knowledge about The Great Depression & Bud, Not Buddy Ch 1

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:

• 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.oo

• 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?

(If you want to learn more about the great depression here is a video you can watch)

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 - C Day 11/6/17

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?