WEEK 16: December 13- December 17
INDEPENDENT STUDY:
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Meeting ID: 967 3072 6388
Passcode: dc8cHQ |
Independent Station
MONDAY 12/13 - TUESDAY 12/14
LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
As it relates to writing goals for 6th grade:
Wednesday, December 15 (Writing Wednesday) LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
Thursday December 16, 2021 (Quiz Day) LEARNING TASK (VERB IN BLOOM'S TAXONOMY): You will:
LEARNING OUTCOME: WHAT THE STUDENT WILL PRODUCE TO DEMONSTRATE LEARNING YOU WILL... Students will be able to more close understand the various elements, themes, and characters of a literary novel by completing and producing a mini journal; the mini journal allows students to process the information in each chapter through their designs, descriptions and discussions. Students will produce an Informational essay by utilizing their understanding of accessing multiple resources, summarizing ideas into their own words and imbedding information into a structured 5 paragraph essay. LEARNING MATERIAL:
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SUPPORTS (WHAT ASSISTANCE THE STUDENT WILLRECEIVE):
Check Three Then Me model:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT:
Vocabulary Words (Top Spot and Under the Persimmon Tree)
Homework:
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Collaborative
You will:
LEARNING MATERIAL:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- Pair-Share-Compare their responses to Citing Evidence that support their two detailed responses
- Students who have read the passages:
- Discuss with partner why they chose their selections
- Determine if their selections were the same or different
- if the same explain, if not the same review notes and determine which should be the best selection based on notes and description of each main type
- Students who have read the passages:
- Informative Essay (Animal Intelligence)
- Students read each others Body paragraphs and Conclusion paragraphs
- Provide feedback and/or suggestions Or compliments and/or No corrections
- Vocabulary Words (This weeks reading passages)
- Review and study key Vocabulary words and definitions
- Students work with a partner to practice with each other on the meaning of each word to prepare for the quiz
LEARNING MATERIAL:
- Notebook
- Pencil
- Mini Journals
- Google Classroom Docs.
- Index cards
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
- Collaborative/Peer
- Teacher
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- In class
Direct Instruction
MONDAY December 6 -Tuesday December 7
I will inform students
Wednesday December 8, 2021
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
Thursday December 9, 2021
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
Quiz Day!
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
I will inform students
- Log onto Google Classroom for IAB Assessment Practice:
- Provide direct instruction: Identifying Two Details from a text and Citing Evidence from a text to support their response
- Explain and review with students the R.A.C.E. strategy for responding to a text or article
- Students are provided with mini direct instruction on the R.A.C.E. strategy for responding to a text or article
- R: Restate the Question
- A: Answer the Question
- C: Cite the Source
- E: Explain
- Model with students how to use this strategy while reading 'Top Spot' as a group
- Model with students the process for finding two details from an article or text and How to Cite Evidence to support their response
- Refer to the passage, model the process for annotating the text to identify and extract the information
- Model answering the question set as a class
- Provide direct instruction: Identifying Two Details from a text and Citing Evidence from a text to support their response
Wednesday December 8, 2021
- Provide direct instruction: Identifying Two Details from a text and Citing Evidence from a text to support their response
- Explain and review with students the R.A.C.E. strategy for responding to a text or article
- Students are provided with mini direct instruction on the R.A.C.E. strategy for responding to a text or article
- R: Restate the Question
- A: Answer the Question
- C: Cite the Source
- E: Explain
- Model with students how to use this strategy while reading ''Under the Persimmon Tree' as a group
- Model with students the process for finding two details from an article or text and How to Cite Evidence to support their response
- Refer to the passage, model the process for annotating the text to identify and extract the information
- Model answering the question set as a class
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
- Students are provided with a mini lesson on the elements of each part of their essay
- Provide a mini lesson on 'paraphrasing a text'
- Explain to students the following:
- Start your first sentence at a different point from that of the original source.
- Use synonyms (words that mean the same thing)
- Change the sentence structure (e.g. from active to passive voice)
- Break the information into separate sentences.
- Students will apply this information to continue to develop and complete their Animal Intelligence essays
- Informative Essay (Animal Intelligence)
- Students will complete their entire essay on one complete complete
- Students will include a complete Introduction, Body, Conclusion and Bibliography page
- Students practice proof reading and editing
- Students design Cover page to include a title, illustration, name and period number
Thursday December 9, 2021
LEARNING TASK (VERB IN BLOOM'S TAXONOMY):
Quiz Day!
- Provide direct instruction: Identifying Two Details from a text and Citing Evidence from a text to support their response
- Explain and review with students the R.A.C.E. strategy for responding to a text or article
- Students are provided with mini direct instruction on the R.A.C.E. strategy for responding to a text or article
- R: Restate the Question
- A: Answer the Question
- C: Cite the Source
- E: Explain
- Model with students how to use this strategy while reading 'Minuk: Ashes in the Pathway'' as a group
- Model with students the process for finding two details from an article or text and How to Cite Evidence to support their response
- Refer to the passage, model the process for annotating the text to identify and extract the information
- Model answering the question set as a class
- Informative Essay (Animal Intelligence)
- Students will complete their entire essay on one complete complete
- Students will include a complete Introduction, Body, Conclusion and Bibliography page
- Students practice proof reading and editing
- Students design Cover page to include a title, illustration, name and period number
SUPPORTS (WHAT ASSISTANCE THE STUDENT WILL RECEIVE):
In the Direct Instruction Station, I will support you directly by:
- providing guiding questions;
- giving immediate feedback;
- Stop, checking and processing
- Explaining material
- Clarifying assignments
- Assignment due dates and the process for completing those tasks
SOCIAL INTERACTION: THE TYPE OF SOCIAL INTERACTION IS EXPECTED/ALLOWED
- Independent
- Teacher
LEARNING ENVIRONMENT: WHERE THE STUDENT WILL COMPLETE THE WORK
- In the class
- In the home
- Digitally via Google Classroom/Schoology
Monday, October 11th
Login to HMH Reading: Novel 'Holes' A digital copy of 'Holes' can be accessed via Ms. Owens Weebly Resource page *Spelling Classroom Activities
Exit Ticket: Give one example of how Camp Green Lake was 'Then' and compare it to a similar element at Camp Green Lake 'Now' . Share how this is important to the overall theme of the story so far. Grammar: In place of Grammar this week we will focus on Key features of
'Continue to Build Bold Body Paragraphs' 'Review Colorful Conclusions' Objectives: Students will continue to build their Body paragraphs for the Animal Intelligence essay
Bold Body Paragraphs 1-3 Drafts due Friday, October 15 |
Vocabulary Words (from the novel reading 'Holes')
*Remember you will have a quiz on all 10 words and definitions on Thursday, Oct. 28th
Homework:
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Tuesday, October 12th
Homework:
Homework:
- Spelling Choice Board #1 (Now posted on Google Classroom): Select any item from the Spelling Choice Board to practice your Vocabulary words; Select a different item each day
- Reading Log: Read any Novel, News Article or Magazine 15-20 minutes per day
- Building Bold Body Paragraphs Identify the main topic of each of your Body Paragraphs for your Animal Intelligence Informative Essay; Complete Body Paragraph #1-3; Begin Conclusion paragraphs
- Holes Mini Journal: Complete the 'Camp Green Lake 'Then' and 'Now' journal page; remember to include a picture and descriptions related to chapters 20-22
Wednesday, October 13th (Ms. Owens has a substitute today)
*Spelling Classroom Activities
Read Literature Text 'Holes': Review Chapters 25-26
**Early finishers of the above tasks may also practice and review this weeks vocabulary words and definitions and/or complete any previous weeks 'Holes' journal entries
Wednesday Writing Focus
Exit Ticket:
Body paragraphs #1-3
Homework:
*Spelling Classroom Activities
Read Literature Text 'Holes': Review Chapters 25-26
- Review chapter 26
- Literary Element: 'Conflict with Society' - Struggling with written or unwritten rules, laws or customs
- Complete Holes mini journal: 'Conflict with Society'
- Select a new page in your 'Holes' mini journal book
- Write the title at the top 'Conflict with Society'; write today's date 10-13-2021
- Draw the last scene in chapter 26
- Write a short description under your picture
- On the back of the journal entry page, answer the following questions:
- Who broke the law?
- What social custom did Kate break?
- Why is Camp Green Lake dry now? (What happened right before it stopped raining?)
- Who broke the law?
**Early finishers of the above tasks may also practice and review this weeks vocabulary words and definitions and/or complete any previous weeks 'Holes' journal entries
Wednesday Writing Focus
- Writing: Informative Writing (Animal Intelligence)
- Building Bold Body Paragraphs
- Students will now use each of their Body paragraph topics to begin to write each of their Body paragraphs.
- Remind students of the key elements and features of writing Body Paragraphs
- Students are reminded that strong Thesis Statements set the stage for their Body Paragraphs
- Allow for students to revisit their Thesis statements to ensure that it synthesizes with their Body paragraph topics
- Review how to use Informative essay graphic organizer for students to utilize as a tool to document evidence and the standard structure for a 5 paragraph essay.
- Students continue to research information for their selected animal
- Bold Body Paragraphs 1-3 Drafts due Friday, October 15th
Exit Ticket:
Body paragraphs #1-3
Homework:
- Spelling Choice Board #1 (Now posted on Google Classroom): Select any item from the Spelling Choice Board to practice your Vocabulary words; Select a different item each day
- Reading Log: Read any Novel, News Article or Magazine 15-20 minutes per day
- Bold Body Paragraphs Identify the main topic of each of your Body Paragraphs for your Animal Intelligence Informative Essay; Complete Body Paragraph #1-3
- Holes Mini Journal: Complete the 'Conflict with Society' journal pages; remember to include a picture and descriptions
Thursday, October 14th
*Spelling Classroom Activities
Completed 'Character Conflict' journal entry |
Assignment Due Dates
Body Paragraphs #1-3 Drafts:Thursday, October 15 'Conflict with Society and Character Conflict 'Holes' mini journal entries Thursday, October 15th |