Calendar

February 19 – 23 Quarter 3 Week 5

 

Monday, February 19

No School – Presidents’ Day

 

Tuesday, February 20

Place the apostrophes in the right spot:

The customers name was announced over the loud speaker.

Billys time was up.

The mens breakfast was a success.

The boys shoes were all over the gym.

 

https://www.youtube.com/watch?v=b4wHZcif18UShmoop 2:20

https://www.youtube.com/watch?v=Vc2aSz9FicwThe Apostrophe Song 3:49 (Shows ways the apostrophe is not used correctly

Begin apostrophe powerpoint and chart

 Apostrophe practice with chart.pptx

Wednesday, February 21

Scope Grammar Warm-up

Apostrophe power point. (Created and in file); finish chart

 Apostrophe practice with chart.pptx

Thursday, February 22

Preposition review

Preposition dance video
Preposition Dance video

Practice writing the two different types of thesis statements

1.            Do kids watch too much television?

2.            Should parents let their children play contact sports?

3.            Is it fair to ban preteenagers and teenagers from the mall without adult supervision?

 

Friday, February 23

Cliff Swallows ISAT question

Read the article “Why do Cliff Swallows Live in Colonies?” (class copy)
Why do Cliff Swallows Live Together-interim readinfo.docx

Stations: nine examples

  • Students read the example and discuss why it received its score

    Student examples

  • Give each student a “student example”
  • Students take their example and put it in the basket which corresponds to the correct score
  • Teacher pulls examples out, shows on doc cam, discuss as a class

 

 

 

February 12-16 Quarter 3 Week 4

Monday, February 12

Grade check: P. 16 position and precise claim (5 points). Points deducted for misspells or grammar issues or not clear which side the writer is taking, or lacking transition

Find 3 pieces of evidence for your argument. Write them in the boxes on page 17 of your performance book.

Add citations (3 of the 4 ways)

W.6.1 I can support my claim with relevant evidence

Tuesday, February 13

(Grade check on Monday worth 10 points)

Review the parts of an argumentative essay; zero in on counterclaim/rebuttal

Prompt: Write an argumentative essay to answer the question: Should people be allowed to keep pit bulls as pets?

  • create or finish outline
  • At this point, you already know your claim (written on page 16), so now you must plan your audience hook and connection for your intro.
  • You have already figured out your evidence to prove your claim (page 17), so now make sure you have a counterclaim and rebuttal.

W.6.1 I can plan and organize my writing to prove my claim. I also can communicate ideas from the opposition

Wednesday, February 14

Begin typing on chrome books

Grade:

  • 6 point summative for claims (highlight yellow)
  • 10 point formative for parts of an essay (hook, explanation, claim, reasons, warrants, wrap-ups, counterclaim, rebuttals, restate claim, insight, closing)

W.6.1 I can support a claim with clear reasons and relevant evidence

W.6.1 I can present my writing in a formal style

 

Thursday, February 15-Guest Teacher

Type on chrome books

Grade:

  • 6 point summative for claims (highlight yellow)
  • 10 point formative for parts of an essay (hook, explanation, claim, reasons, warrants, wrap-ups, counterclaim, rebuttals, restate claim, insight, closing)

W.6.1 I can support a claim with clear reasons and relevant evidence

W.6.1 I can present my writing in a formal style

 

Friday, February 16

Type on chrome books

Essay due at the end of the period

Grade:

  • 6 point summative for claims (highlight yellow)
  • 10 point formative for parts of an essay (hook, explanation, claim, reasons, warrants, wrap-ups, counterclaim, rebuttals, restate claim, insight, closing)

W.6.1 I can support a claim with clear reasons and relevant evidence

W.6.1 I can present my writing in a formal style

 

 

 

 

 

 

February 5-9 Quarter 3 Week 3

 

Monday, February 5

Open-note quiz (10 points):

 

  1. This explains why the counterclaim is flawed
  2. This is the “so what” of your argument
  3. This grabs the reader’s attention
  4. This is evidence that proves your claim
  5. This is an opposing claim or refutation
  6. This is the stand you are taking on a topic
  7. This is one sentence that makes it clear to the reader what stand you are taking
  8. Between the hook and the claim, what must you do?
  9. At the end of paragraphs 2, 3, and 4, what must you do?
  10. The claim goes at the end of paragraph one, and where else?

 

Write a claim in support of zoos, and another claim against zoos.

Talk about using “although” in a claim.

 

Warm up: (Scope-its versus it’s) If time
SCOPE-040115-Grammar-ItsIt's.pdf

 

 

L. 6.1 I know the difference between the pronoun its and the contraction it’s

W.6.1 I can choose a side of the argument and identify reason that support my choice

 

Tuesday, February 6

Thesis / Claim practice for debatable issues (Do both simple and complex) PowerPoint (2 types of claims)

Two types of claims.pptx

W.6.1 I can evaluate argumentative writing for its organization, text evidence citations, and formal language

 

W.6.1 I can choose a side of the argument and identify reason that support my choice

 

Wednesday, February 7

As the guest teacher takes attendance, students copy the questions from the board in their notebook (leave space between each question so you can write the answer).

  1. Why is it important to use reliable sources?
  2. What is an example of a reliable source?
  3. What is an example of an unreliable source?

Shmoop video: “How to Know if a Source is Reliable”
  How to Know if a Source is Reliable-Schoop-5:47

PowerPoint: Reliable Sources
Reliable Sources.ppt

Scope Grammar warm-up (there, their, they’re) If time

 SCOPE-090117-Grammar-Their.pdf

W.6.1 I can determine the credibility of a source.

 

Thursday, February 8

Read pages 10-11 (Two newspaper articles); highlight and annotate (teacher will read the first one and guide students through)

Performance Book-pages 10-11-source 1 and 2.docx

Read pages 12-13 (a blog and a newspaper editorial); highlight and annotate
Performance Book-pages 12-13-source 3 and 4.docx

If time, do #1 and #2 on page 13; begin page 14 (by Thursday, students need to finish through page 16)

W.6.1 I can choose a side of the argument and identify reason that support my choice

 

Friday, February 9

Continue from yesterday’s goals.

Read pages 10-11 (Two newspaper articles); highlight and annotate (teacher will read the first one and guide students through)

Read pages 12-13 (a blog and a newspaper editorial); highlight and annotate

Finish pages 13-16 and move on to 17 and 18 if time

 

Grade check:

One point per page for highlighting and annotating – pages 10-13

W.6.I can support my argument with textual evidence

 

 


________________________________________
January 29 – February 2 Quarter 3 Week 2

 

Monday, January 29

Class poll: Should cell phones be allowed at school?

What would most parent/teachers/students say?  Does age matter?  (2-3 minute discussion)

In pairs – debate the topic, and change sides after a couple minutes

Class discussion – what is argumentative writing? What is its purpose? Discuss current debates in society.  What makes an argument more credible? (briefly discuss source credibility)

Students copy the outline and define unknown words (write definition next to outline)

  1. Intro
  1. Hook – Grab your reader’s (audience) attention. Use a quote, anecdote, shocking fact, etc.
  2. Explain the hook – Connect the hook with the claim.
  3. Claim – One sentence found in the first paragraph, as well as in the last paragraph.  It makes it clear to the reader what stand you are taking.

     

  1. Body paragraph
  1. Concrete Detail/reason #1 – Point you will use to prove your claim (include evidence).
  2. Commentary/warrant – The “so what” of your argument (why it matters)
  3. Concrete detail/reason #2 – Point you will use to prove your claim (include evidence).
  4. Commentary/warrant – The “so what” of your argument (why it matters)
  5. Concrete detail/reason #3 – Point you will use to prove your claim (include evidence).
  6. Commentary/warrant – The “so what” of your argument (why it matters)
  7. Wrap up

     

  1. Body paragraph
  1. Counterclaim – Opposing claim/refutation (know what the opposition will say)
  2. Rebuttal #1 – Explain why the counterclaim is flawed; defend your position.
  3. Rebuttal #2 – Explain why the counterclaim is flawed; defend your position.
  4. Wrap up

     

  1. Conclusion
  1. Restate claim in a fresh way
  2. Give an insight
  3. Wrap up

 

More vocabulary to write in notebook:

Research: Backing up your argument with facts, makes your argument, essay, or letter stronger and more convincing.

Argument: The stand you are taking on a specific topic. Be professional and strategic.

Pros/Cons: For/against, positive/negative

Transitions: These types of words help your paper to flow and to be connected

Audience: Whom are you trying to persuade?

CCSS W.6.1 I can identify a topic that causes or has caused a debate in society.

 

Tuesday, January 30

“Cell Phones in School Example” – dry erase sleeves (class copy)
cell phones in school example.docx

Read the essay as a class

Class activity - students identify and underline pieces of the argumentative outline and show the teacher for immediate feedback

 

CCSS W.6.1 I can choose a side of the argument and identify reasons that support my choice.

 

Wednesday, January 31

Fill out the template to write your own argumentative essay on cell phone usage in class
Template for 4 paragraph argument on cell phones in school.docx

Write a final draft (in your notebook)

CCSS W.6.1 I can present my argument in a formal style that includes all the parts of an essay.

 

Thursday, February 1

Finish writing final draft

Highlight:

                Claim/thesis (in intro and conclusion) – yellow

                Reasons/concrete details and rebuttals – green

                Warrants – blue

                Wrap-ups – red

                Counterclaim - orange

                Transitions – your choice

If you do not finish your essay today in class, do it as homework.

                10 points – completion of essay (including highlighting)

CCSS W.6.1 I can present my argument in a formal style that includes all the parts of an essay.

 

Friday, February 2

The Pros and Cons of Zoos – 5:04 https://www.youtube.com/watch?v=RHBuAOp5upU

During the video, students should listen for the following:

                Transitions

                Citing evidence/sources

                What is the Association of Zoos and Aquariums?

Read, annotate, and highlight Zoos and Aquariums Have a Positive Impact on Visitors (p. 4)

and Do Zoos Shorten Elephant Life Spans?  (p.5)

 (For annotations, under Notes in the margin, list the pros of Zoos for the first article, and then the cons of zoos in the 2nd article) Number them for each article (your goal is to have 4 for each)

 Pair-share pros and cons                                                                

CCSS W.6.1 I can find relevant evidence to support an argument.

Vocabulary for board:

  1. Hook – Grab your reader’s (audience) attention. Use a quote, anecdote, shocking fact, etc.
  2. Connection-Explain the hook – Connect the hook with the claim.
  3. Claim – One sentence found in the first paragraph, as well as in the last paragraph.  It makes it clear to the reader what stand you are taking.
  4. Concrete Detail/reason– Point you will use to prove your claim (include evidence)
  5. Commentary/warrant – The “so what” of your argument (why it matters)
  6. Counterclaim – Opposing claim/refutation (know what the opposition will say)
  7. Rebuttal– Explain why the counterclaim is flawed; defend your position.
  8. Research: Backing up your argument with facts, makes your argument, essay, or letter stronger and more convincing.
  9. Argument: The stand you are taking on a specific topic. Be professional and strategic.
  10. Pros/Cons: For/against, positive/negative
  11. Transitions: These types of words help your paper to flow and to be connected
  12. Audience: Whom are you trying to persuade?
  13. Credible source-trustworthy, correct information

 

__________________________________________________________

January 22-26 Quarter 3 Week 1

Monday, January 22-No school/teacher work day

Tuesday, January 23

PowerPoint for SBAC test-taking strategies

Frequent mistakes students make when answering questions on the SBAC.pptx

Good examples of Scope short answers and summaries from last week

Dust bowl video – 4 minutes https://www.youtube.com/watch?v=n-rBhbkvtm0

CCSS W.6.2 I can evaluate informational writing samples.

 

Wednesday, January 24

ISAT practice test – read information texts

CCSS W.6.2 I can read an informational text and answer questions correctly.

 

Thursday, January 25

Guest Teacher

Shmoop video Then vs Than – 2 minutes Then versus Than (Shmoop)

Scope Grammar worksheet Then vs Than – teacher does on doc cam, students write answers in notebook

Write in notebook – choose one of the disasters and write a full paragraph about the safety precautions you would take:

  • If I were in a _________ (tornado, hurricane, tsunami, dust storm), I would panic at first, but then I would figure out how to stay safe.  To begin with, I would _______________ .

Finish the paragraph by thoroughly explaining what you would do to stay safe, and be sure to use transitions.

CCSS L.6 I can use then and than correctly.

CCSS W.6.10 I can write for a set amount of time.

 

Friday, January 26

Talk a Mile a Minute Vocabulary Game (review of informative writing and Quarter 2)
Quarter 2 2017-18 Talk a Mile a Minute.pptx

CCSS L.6.6 I can use grade-appropriate academic vocabulary 

____________________________________________________

January 16-19 Quarter 2 Week 9 (end of 2nd quarter)

 Monday, January 16 (no school)

Tuesday, January 16

Scope article and worksheets

6-1 “Black Sunday”

6-2 “Can the Desert Tortoise be Saved?”

CCSS W 6.2 I can summarize information text.

CCSS RI 6.2 I can analyze a text and articulate the central idea.

 

Wednesday, January 17

Finish questions from yesterday

Discuss answers from Scope worksheet

CCSS W 6.2 I can summarize information text.

CCSS RI 6.2 I can analyze a text and articulate the central idea.

 

Thursday, January 18

Scope article and worksheets

6-1 “Can the Desert Tortoise be Saved?”

6-2 “Black Sunday”

CCSS W 6.2 I can summarize information text.

CCSS RI 6.2 I can analyze a text and articulate the central idea.

 

Friday, January 19

Finish questions from yesterday

Discuss answers from Scope worksheet

CCSS W 6.2 I can summarize information text.

CCSS RI 6.2 I can analyze a text and articulate the central idea.

 

_____________________________________________________

January 8-12 Quarter 2 Week 8

Monday, January 8

Finish your organizer from Friday

Make your outline or 8-sentence paragraph organizer

Begin choosing evidence

Rubric-informational text.docx

 

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

Tuesday, January 9

Choose evidence, how you plan to cite it, and find author name and page number

Begin writing commentary

 

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

Wednesday, January 10

Type informative essay

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

Thursday, January 11

Type informative essay

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

Friday, January 12

Type informative essay

Use whisper phone and checklist
CHECKLISTS for informative writing.docx
Rubric-informational text.docx 

Highlight:

  • Answer completely using key words (topic sentence or thesis statement)– highlight yellow
  • Cite textual evidence-citations only, please – highlight light green
  • Explain/expand your answer – highlight light blue
  • Closing/wrap up-highlight red
  • Transitions-you choose the color

____________________________________
January 3-5 Quarter 2 Week 7

Wednesday, January 3

Today we begin our writing summative for quarter 2 on informational text.

Prompt: You have read about rogue waves and tsunamis. Write an informative essay comparing and contrasting these two wave events. Cite text evidence. You may write an 8-sentence paragraph, or if you choose to do so, a full essay of 4 paragraphs.

Day One: Close read- source 1: What are Rogue Waves? (Performance Assessment: pages 58-60). Highlight and annotate.

Rogue Waves 1.pdf
Rogue Waves 2.pdf
Rogue Waves 3.pdf

CCSS W 6.7 I can analyze the information found in my source

CCSS L 6.4  I can infer the meaning of unknown words using context clues.

 

 

Thursday, January 4

Day Two: Close read- source 2: What Causes Tsunamis? (Performance Assessment: pages 61-62). Highlight and annotate

Tsunamis 1.pdf
Tsumanis 2.pdf
constructed response-rogue waves-tsunamis.pdf
multiple choice-rogue-tsunami.pdf

CCSS W 6.7 I can analyze the information found in my source

CCSS L 6.4  I can infer the meaning of unknown words using context clues.

 

 

Friday, January 5

Write a topic sentence if you are doing an 8-sentence paragraph or a thesis statement/claim if you are writing a full essay.

Begin filling out the chart below. Today's goal: write 2 similarities and 3 differences
chart rogue waves and tsunamis.docx 

CCSS W 6.2 I can write a topic sentence using key words, based on a prompt.

CCSS W 6.2 I can organize my information using an outline or a graphic organizer of my choice

 

 December 11-19 (includes the following week of the 18th and 19th) Quarter 2 Week 6 (This week we will be working on individual writing concepts to prepare for the summative final in January. No homework this week unless a student has a missing assignment.)

 

Monday, December 11

Show good and bad example of transitions in the Veterans Day paragraph

“Adding Transitions to a Paragraph” activity in dry erase pouches
Adding Transitions to a paragraph.doc

W 6.2 I can choose and use appropriate transitions for my writing

Tuesday, December 12

Show Global Seed Vault example paragraph with correct citation punctuation – students work with a partner to find the different types of citations

Global Seed Vault example paragraph.docx

Notes for Notebook:

  1. Paraphrase: Author’s information in your own words.
    • ·name at beginning
    • ·no page #
  2. Paraphrase: Author’s information in your own words.
    • ·name at end
    • ·no page number
  3. Quote: The author’s exact words
    • use “quotation marks”
    • cite with last name at beginning and the page # at the end of the sentence
  4. Quote: The author’s exact words
  • use “quotation marks”
  • cite with last name and page # at the end of the sentence

 

Citation punctuation practice in dry erase pouches


citation practice.docx

Article for citation practice Benefits of Eating Boogers.doc

Cite this both ways as a direct quote:

Adee Braun wrote an article about circus elephants. “Once the 13 Asian elephants currently performing with Ringling Bros. retire, they will go to an elephant conservation center in Florida.”

W 6.2 I can cite evidence 4 different ways


Wednesday, December 13

Topic sentence practice – give prompts for students to answer completely using key words

Write in notebook individually

Get up and share according to teacher’s instructions (blue eyes, birthday in December, etc)

  1. How does music play a role in American culture?
  2. How has the invention of technology changed life in America?
  3. What skills are needed to get a good job?
  4. What are the most important effects automobiles have had on society?
  5. Explain how social media has affected children and teens.

W 6.2 I can write a topic sentence from a prompt, using the A in ACE method

 

Thursday, December 14

Formal/informal stations
One of our stations: 

matching game-formal/informal

L 6.1 I can recognize the difference between formal and informal language and use it appropriately in my writing

Friday, December 15

Journal writing on chrome books (choose one, and write the entire class period)

  1. What if you woke up and were living in a different time period? What time period would it be? How is life different in that time period?
  2. What if you had your own kingdom? What rules would you make? What would your kingdom be like?
  3. What if you could be one of the characters from your favorite book? Which character would you choose? Would you change the outcome of the story?

 

W 6.10 I can write about a specific topic in a specified amount of time 

Monday, December 18

Revise and edit journal entry from Friday. Add transitions. Check spelling. Make sure your answered all parts of the prompt. The last 15 minutes: Volunteers will share their writing with the class.

Tuesday, December 19

Talent show, activities, movie

W.6.2 I can revise and edit my writing so it can be shared with others

____________________________________________________________

December 4-8 (Week 5 of Quarter 2) This week, students will be working independently on an 8-sentence paragraph, based on a prompt from an article.

 

Monday, December 4

Highlight and annotate the article “Seed Vault..” (NEWSELA)
Seed Vault Article.docx

Do it on your own – 15 minutes

  • Circle words that you don’t know

    Compare with a partner

  • Infer definitions of circled words

Begin preparing an outline, using the strips of paper. Write your comments for the comment strips. Put in the best order for your paragraph.

 

CCSS W 6.7 I can analyze the information found in my source

CCSS L 6.4  I can infer the meaning of unknown words using context clues.

 

Tuesday, December 5

Finish highlighting and annotating the article and preparing your outline. Write your comments for the comment strips. Put in the best order for your paragraph and glue the strips on to a sheet of computer paper. You will use this outline to write your paragraph.

Prompt: Using the article by Damian Carrington on the seed vault, write an 8-sentence paragraph, using the ACE Method, to answer these questions: What is the Global Seed Vault, and what is its purpose? Explain how the weather has affected it.

  1. Write prompt in notebook and highlight the parts you must discuss in your paragraph.
  2. Write your topic sentence/claim
  3. Plan what you will use as textual evidence

CCSS W 6.2 I can write a topic sentence using key words, based on a prompt.

 

Wednesday, December 6

Begin writing your paragraph

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

 

Thursday, December 7

Continue writing your paragraph

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

Friday, December 8

Finish your paragraph. Read it aloud and carefully revise and edit to ensure an excellent product.

  • Answer completely using key words – highlight yellow
  • Cite textual evidence – highlight green
  • Explain/expand your answer – highlight light blue

 

Graded on ACE, spelling, and two forms of textual evidence

Scoring Guide: 25 point

1…….16.5 (66%)

1.5…...17.5 (70%)

2……..19 (76%)

2.5……20 (80%)

3………21.5 (86%)

3.5……22.5 (90%)

4……..24-24.8 (96%)

 

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

CCSS W 6.2 I can use textual evidence (relevant facts) to support my topic.

 

 

 

 

______________________________________________

November 27-31 Quarter 2 Week 4 (This week we will be working on ACE and writing an 8-sentence paragraph based on an article. The paragraph is due Friday. See grading details for this week or you may go to the assignment tab.)

 

Monday, November 27

Highlight and annotate the article “Why Did Veterans Day Start?” (NEWSELA)

Veteran's Day Article.docx

Do it on your own – 15 minutes

  • Circle words that you don’t know

    Compare with a partner

  • Infer definitions of circled words

    CCSS W 6.7 I can analyze the information found in my source

    CCSS L 6.4  I can infer the meaning of unknown words using context clues.

     

    Tuesday, November 28

    Warm-up student sentences in dry erase / subject verb agreement

    Review “A” of ACE – answer completely using key words

    Prompt: Using the article from the Department of Veterans Affairs, explain why Americans celebrate Veterans Day and how it originated. Write an 8-sentence paragraph, using the ACE Method.

    Write prompt in notebook and highlight the two things you need to explain, using different colors.

    Underline key words

    Examples of topic sentences:

  • Since World War 1, Americans have celebrated Veterans Day to honor the military.
  • Americans celebrate Veterans Day to honor those who have served in the military in the past or currently.
  • Veterans Day, which began after World War 1, is celebrated by Americans to honor the military.
  • Clearly, Veterans Day is an important holiday to give thanks to veterans.

Using underlined key words, write your own topic sentence.

CCSS W 6.2 I can write a topic sentence using key words, based on a prompt.

 

Wednesday, November 29

ACE song – review “C” and “E”

Go back to text evidence notes – how many different types of citations are in your notes, and what are they?  Discuss with a partner.

Stations – Veterans Day article (NEWSELA) placed at each station with certain pieces highlighted.  Students should carry their notebooks with them. 2 min/station

“Parking Lot” set up in classroom – when students have questions, they can write the question on a sticky note to be answered at the end of class (if there is time) or tomorrow. (Get poster board from media center)

  • include instructions for paraphrasing and citing evidence – 4 ways
  • include the answer underneath the instructions – students can check their answer when they finish (immediate feedback)

 

  1. paraphrase the evidence – author’s name at beginning
  2. paraphrase the evidence – author’s name in parenthetical citation
  3. direct quote – author’s name at beginning and page number in parenthetical citation
  4. direct quote – author’s name and page number in parenthetical citation
  • DOUBLE THE STATIONS FOR A TOTAL OF 8 –
  1. Discuss the difference between an article and an essay.  Look at the title and the size of the paragraphs.

CCSS W 6.1 I can cite textual evidence four different ways.

 

Thursday, November 30

Finish answering any “Parking Lot” questions

Begin writing 8-sentence paragraph - Prompt: Using the article from the Department of Veterans Affairs, explain why Americans celebrate Veterans Day and how it originated. Write an 8-sentence paragraph, using the ACE Method.

Use chrome books

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

 

Friday, December 1

Finish 8-sentence paragraph and highlight

  • Answer completely using key words – yellow
  • Cite textual evidence – green
  • Explain/expand your answer – light blue

If you do not finish by the end of class, it is homework.

Graded on ACE and spelling

Scoring Guide: 25 point

1…….16.5 (66%)

1.5…...17.5 (70%)

2……..19 (76%)

2.5……20 (80%)

3………21.5 (86%)

3.5……22.5 (90%)

4……..24-24.8 (96%)

 

CCSS W 6.2 I can develop an 8-sentence paragraph using the ACE method.

 

 

November 13-17 Quarter 2, Week 3

 

Monday, November 13

Pronoun Summative (20 points) – Grade in class

Teach ACE song (if there is time)
The ACE Method Song (1).docx

  • L. 6.1 I can perform well on my pronoun summative
  • W.6.2 I can use the ACE method to answer a test-based question


 

Tuesday, November 14

Warm up-subject verb agreement
Warm-up Subject-verb agreement.pptx

notes for 14 November.docx (ACE Method)
changing a prompt into a topic sentence-A for ACE.docx

ACE Song

Cornell notes on ACE method

ACE method: A method to used to answer text dependent questions (short answer questions). A-answer the question completely using key words; C-cite textual evidence; E-Explain/expand your answer

Cite: Prove your claim by referring to information in the text

Practice writing topic sentences (A is for answer completely using key words)

Pull up student example (cross team) and look for parts of ACE

 

Wednesday, November 15

ACE song together with 6-1 and 6-2

Practice answering a question completely, using key words (emphasize informational text – “focus,” claim, thesis statement, main idea) Red=possible answers

  1. What are the similarities and differences between Facebook and Instagram? Clearly, Facebook and Instagram have both similarities and differences.
  2. Should people be allowed to keep pit bulls as pets? Without a doubt, people should be allowed to keep pit bulls as pets.
  3. What are the ingredients needed to make a pizza? Surely, fresh ingredients are needed to make a delicious pizza.
  4. Explain the differences between reptiles and mammals. â€‹Indeed, reptiles and mammals have their differences.
  5. Why should people be encouraged to train seeing- eye dogs? â€‹Undeniably, people should be encouraged to train seeing-eye dogs.

 

Thursday, November 16

Look at example paragraphs – ACE method, 8 sentences

 

Friday, November 17, 2017

  1. Rags to Riches-Simple, CD, and Complex sentences
  2. https://www.quia.com/quiz/2922118.html?AP_rand=2019920726 (kinds of sentences)
  3. Grammar Blast (#1)
  4. https://www.eduplace.com/kids/hme/6_8/grammar/gr6/launcher.html?qid=0602 (Grammar Blast #2)
  5. Grammar Blast #3
  6. Grammar Blast 05
  7. https://www.eduplace.com/kids/hme/6_8/grammar/gr6/launcher.html?qid=0608

ELA grammar links-Click on Grade 6, Language Arts and choose a link (There are 163 choices)

Personal pronouns

 

 

 November 6-10 Quarter 2, Week 2

 

Monday, November 6

Formal vs Informal PowerPoint
Formal vs. Informal.pptx

Pronoun pretest

Score in class

Standards:
L.6.1 I can use pronouns correctly, especially I vs Me and He/She vs Him/Her when I am speaking and writing

W.6.2 I can support my information in a formal style.

 

Tuesday, November 7

Warm-up – give students a few informal sentences; students re-write to make them formal (stuff)

Make pronoun chart in notebook

Watch video and complete chart

Making a Pronoun Chart – 9:53

Class Notes-pronoun chart.docx

Circle tricky pronouns – it’s vs its, hisself vs himself, theirselves vs themselves

Standards:
L.6.1 I can use pronouns correctly, especially I vs Me and He/She vs Him/Her when I am speaking and writing

W.6.2 I can support my information in a formal style.

 

 

Wednesday, November 8

Warm up: Correct the following sentences (PowerPoint)
Warm-up re-write-using correct pronouns.pptx

School House Rock Pronoun Song

Shmoop Intro to Pronouns

Ariana Grande's tweet-I vs Me

Standards:
L.6.1 I can use pronouns correctly, especially I vs Me and He/She vs Him/Her when I am speaking and writing

 

Thursday, November 9

Warm-up: Clear pronoun antecedent powerpoint
Warm up-clear pronoun-antecedent -SBAC.pptx

Shmoop -Subject vs Object Pronouns

Shmoop-I vs Me

Shmoop-She vs Her

Standards:
L.6.1 I can use pronouns correctly, especially I vs Me and He/She vs Him/Her when I am speaking and writing

 Extra pronoun practice click here to practice what was done in intervention class Thursday, November 9.

Friday, November 10

Formative – do individually

  1. The sun umbrella beside Randy and (I, me) has blown over.
  2. Royce and (I, me) want to learn to fly helicopters.
  3. Mom and (she, her) shop with their children.
  4. Mr. Clark sent Darius and (he, him) to Nevada.
  5. The matter is between Jansen and (they, them).
  6. Uncle Alonzo will eat dinner with Vicki and (I, me).
  7. Levi’s dad sent Stephi and (we, us) tickets to the game.
  8. The mayor handed Mrs. Beagle and (she, her) a trophy.
  9. The company director wrote the managers and (they, them) a letter.
  10. Decca and (she, her) like to do crossword puzzles.
  11. The dog followed Tate and (he, him) to the corner.
  12. The handyman and (she, her) repaired the leak.
  13. The delivery person ran past my friend and (I, me).
  14. Have Harold and (him, he) walked home.
  15. A boy sat by (himself, hisself).

Correct or Incorrect:

  1. Billy and me would like to play in the snow.
  2. Sandra and her walked home from school yesterday.
  3. Joseph drove Cameron and me home from the basketball game.
  4. Keep this secret between you and me.
  5. Jenny baked cookies for he and I.

 

Grade in class (1 point per problem – formative)

Teach ACE song and start on sentences (finish Monday)
The ACE Method Song (1).docx

Practice writing topic sentences (A is for answer completely using key words)

What are the similarities and differences between Facebook and Instagram?

Should people be allowed to keep pit bulls as pets?

What are the ingredients needed to make a pizza?

Explain the differences between reptiles and mammals.

 

Standards:
L.6.1 I can use pronouns correctly, especially I vs Me and He/She vs Him/Her when I am speaking and writing

W.6.1 , W.6.2  I can write a claim from a prompt question

 

 

 


 

October 30 – November 1 Quarter 2 Week 1 (This is a short week because of student-led conferences. No school on Thursday and Friday, but we hope to see all students with their parents at the conferences. Thanks!)

Monday, October 30

Portfolio day

Fill out reflection paper with students on the doc cam (this will be used for student-led conferences)
Reflection-Composition Notebook-fall 2017.doc

Extra time? Decorate first page

I can reflect on my Quarter 1 performance.

 

Tuesday, October 31

Chrome books – go to teacher’s website and follow links for games

 http://www.quia.com/rr/335442.html?AP_rand=7261446    - quotation marks

http://www.quia.com/rr/143009.html - parts of speech

http://www.chompchomp.com/irregular01/irregular01.01.htm - irregular verbs

 http://www.chompchomp.com/frag01/frag01.htm  - fragments

L 6.1 I can demonstrate command of conventions

 

Wednesday, November 1

Talk a mile a minute vocabulary game

(powerpoint slides)

Quarter 1 2017 Talk a Mile a Minute Vocabulary.pptx

L 6.6 I can use 6th grade academic vocabulary words.

 

Words:


 

Simple Sentence

Compound sentence

Independent clause

Dependent clause

Coordinating conjunctions

Complex sentences

Subordinating conjunctions

FANBOYS

AAAWWUBBIS

Openers

Closers

Interrupters

MLA format

Narrative

Informative

Compare

Contrast

Exposition

Rising Action

Climax

Falling Action

Resolution

Hook

Topic Sentence

Concrete detail

Textual evidence

Cite

Similarities

Differences

Cornell notes

Transitions

Dialogue

Indent

Paragraph

Edit

Google docs

Subject

Verb

Comma

Semicolon

Quotation marks

_________________________________
October 23-27 Quarter 1 Week 10
-(Quarter ends Thursday) Informative essay on Hurricanes and Tornadoes-Informational text #1 due by this Thursday, but encouraging students to finish early because of a lack of availability of computers.

Monday, October 23

Continue writing compare/contrast essay in google docs.

W.6.2   I can develop a topic from a prompt with relevant facts

 

Tuesday, October 24

Continue writing compare/contrast essay in google docs

W.6.2   I can develop a topic from a prompt with relevant facts

 

Wednesday, October 25

For essay: Highlight:

pink=CX; green=transitions; yellow=textual evidence; blue=opener/closer/interrupter

1 topic sentence

3 textual evidence-at least one direct quote and one paraphrase in correct format

1 complex sentence

1 opener, closer, interrupter

4 transitions

_____

10 points – formative “Informational Paragraph 1-guided”

W 6.1 I can support my claim with textual evidence.

L 6.2 I can use a variety of transitions and sentence structure.

 

Thursday, October 26 – End of Quarter 1

 For essay: Highlight:

pink=CX; green=transitions; yellow=textual evidence; blue=opener/closer/interrupter

1 topic sentence

3 textual evidence- at least one direct quote and one paraphrase in correct format

1 complex sentence

1 opener, closer, interrupter

4 transitions

_____

10 points – formative “Informational Paragraph 1”

W 6.1 I can support my claim with textual evidence.

L 6.2 I can use a variety of transitions and sentence structure.

Extra time? Free write in your journal

 

 

Friday, October 27

No School

 

 

October 16-20 – Quarter 1 Week 9 (This week we are continuing to learn how to write an informational essay. We start the actual writing this Friday on google docs. The essay is due Wednesday, October 25. See the assignment tab for all information and resources.)

Monday, October 16 (Day one)
Warm-up: Fix this sentence: When she got to their room they weren't there. So they decided to go to the living room, no on was there.

Correction: When she got to their room, they weren't there, so they decided to go to the living room. Oddly, no one was there. (Transition added for flow.)



Students will draw a graphic organizer of an 8-sentence paragraph
Notes from October 16.docx

Discuss: topic sentence; concrete details (CD); commentary (C); sentence variety; transitions (students will write down a list of transitions in their notebook); textual evidence (briefly point out the different ways to indicate evidence-in preparation for Thursday’s lesson)

Examine two different 8-sentence paragraphs informational essays to model procedures

If time: Talk with a partner to find as many different sentences as possible

Tornadoes-Hurricanes sample essays.docx

 

I can explain the components of informational text

 

Tuesday, October 17 (Day two)

Notes from October 17.docx

Review 8-sentence informational essays to model procedures

Analyze a full informational essay and compare to the 8-sentence paragraphs

Tornadoes-Hurricanes sample essays.docx

Discuss: topic sentence; concrete details (CD); commentary (C); sentence variety; transitions (students will write down a list of transitions in their notebook); textual evidence (teach the different ways to indicate evidence)

I can explain the components of informational text

 

Wednesday, October

Make a graphic organizer for an 8-sentence paragraph.

8 sentences:

  • Topic sentence
  • 3-4 concrete details – at least one direct quotation and one paraphrase
  • 1-2 commentary
  • Closing sentence

 

Discuss key points tied into textual evidence.

Discuss how begin with an effective topic sentence

W.6.2 I can organize my information in the form of an 8-sentence paragraph
W.6.2 I can analyze information to determine if it belongs in my essay

Thursday, October 19

Textual evidence
Notes 9-19-2016.docx 

W. 6.1 I can support my claim with textual evidence

Friday, October 20

Start writing compare/contrast essay in google docs.

W.6.2   I can develop a topic from a prompt with relevant facts

___________________________________________________

October 9-13 Quarter 1 Week 8

Monday, October 9

Warm-up – Examples of an opener, closer, and interrupter for comma placement
Warm Up sentence identification and journal entry-hurricanes.pptx 
#1-student sentence=opener
#2-student sentence=interrupter and closer

correct student sentences/discuss changes (page 1) Use dry erasers; work with partners. 
Student sentences for dry erase.docx

journal writing: Write about the recent hurricanes in Texas, Florida, and Puerto Rico. Did you know, for example, that the whole island of Puerto Rico lost electricity, and it will be out for months? What are they doin