Friday 6/1/18
In Class:
- We read "The Hitchhiker" by Lucille Fletcher.
- None!
Thursday 5/31/18
In Class (Core 2 + 3):
- We took notes on the mystery and suspense genre.
- Students worked together to solve "The Case of the Missing Ring."
- None!
Wednesday 5/30/18
In Class (Core 1):
- We took notes on the mystery and suspense genre.
- Students worked together to solve "The Case of the Missing Ring."
- None!
Tuesday 5/29/18
In Class:
- Students completed an EOG review packet.
- None!
Friday 5/25/18
In Class:
- We went over last night's homework.
- We did a Text Structure Scavenger Hunt.
- Have a great Memorial Day weekend!
Thursday 5/24/18
In Class:
- We took notes on text structure.
- Students worked on identifying text structure.
- Read for 20 minutes.
- Finish "Identifying Text Structure."
Wednesday 5/23/18
In Class:
- We read "Life Doesn't Frighten Me" and "A Dream Within a Dream."
- Students answered questions about the two poems.
- Read for 20 minutes.
- "Article of the Week" -- read, annotate, and answer the ?s.
Tuesday 5/22/18
In Class:
- Students took the plot elements from the "The Dinner Party" and turned the story into a narrative poem.
- Read for 20 minutes.
- Finish "The Dinner Party" Poem -- due tomorrow!
- "The Dinner Party" Story + Poem Assignment
Monday 5/21/18
In Class:
- We read "The Dinner Party" and completed a plot diagram for the story.
- Read for 20 minutes.
Friday 5/18/18
In Class:
- Students finished and turned in the foldable project.
- Have a great weekend!
Thursday 5/17/18
In Class:
- Students worked on the foldable project.
- Read for 20 minutes.
- Work on foldable* (if needed).
- *Due tomorrow at the end of class!
Tuesday 5/15/18
In Class:
- Students finished reading and annotating a nonfiction article for the "Imagine That!" Foldable Project.
- Students worked on the foldable assignment.
- None! :-)
Monday 5/14/18
In Class:
- We finished up our "Follow the Water" reading passage and questions from Friday.
- We reviewed main idea and key details.
- Students began reading and annotating a nonfiction article for the "Imagine That!" Foldable Project.
- Read for 20 minutes.
- Finish "Main Idea with Robots" handout.
- Main Idea with Robots
- "Imagine That!" Foldable Assignment
- Foldable Reading Passages
Friday 5/11/18
In Class:
- We read a paired text called "Follow the Water."
- Students compared the fictional story to the nonfiction text.
- Have a great weekend!
Thursday 5/10/18
In Class:
- Students answered questions about the short story "Lob's Girl."
- Students completed a story cube for "Lob's Girl."
- Read for 20 minutes.
Wednesday 5/9/18
In Class:
- Students turned in their One Pagers.
- We did a pre-reading activity for a short story titled "Lob's Girl."
- We read and discussed "Lob's Girl."
- Read for 20 minutes.
Tuesday 5/8/18
In Class:
- Students turned in yesterday's homework.
- We went over last week's poetry quiz.
- Students answered questions about the short story "Dragon, Dragon."
- Students began working on a One Pager for "Dragon, Dragon."
- Read for 20 minutes.
- Finish One Pager
- "Dragon, Dragon" story
- "Dragon, Dragon" handout
- "Dragon, Dragon" One Pager
Monday 5/7/18
In Class:
- We took notes on elements of fiction.
- We read the short story "Dragon, Dragon" and answered EOG-style questions.
- Read for 20 minutes.
- "How the Butterflies Came to Be" handout.
Friday 5/4/18
In Class:
- Students took a poetry quiz.
- Students finished "Poetry Guide" and "Spring" Poem and Question Set from yesterday's lesson.
- Have a GREAT weekend! :-)
Thursday 5/3/18
In Class:
- We finished answered questions about the poem "Annabel Lee" by Edgar Allan Poe.
- Students did an activity comparing art and poetry.
- Students read several short poems and answered questions about them.
- Read for 20 minutes.
- Study Poetry Terms.
- Poetry Quiz tomorrow -- matching/multiple choice and poem with questions.
Wednesday 5/2/18
In Class:
- We read the poem "Annabel Lee" by Edgar Allan Poe.
- Students did an activity comparing art and poetry.
- Read for 20 minutes.
- Study Poetry Terms -- QUIZ FRIDAY!
Tuesday 5/1/18
In Class:
- Students took notes on poetry terms.
- We finished answering questions about "The Walrus and the Carpenter."
- We read and annotated a biography of Edgar Allan Poe.
- Read for 20 minutes.
- "Lesson 6: Figurative Language" handout.
- ***Poetry Quiz Friday!***
Monday 4/30/18
In Class:
- Students took notes on poetry terms.
- We read "The Walrus and the Carpenter" and answered questions about the poem.
- Read for 20 minutes.
- "Lesson 8: Theme" handout.
- ***Poetry Quiz Friday!***
Friday 4/27/18
In Class:
- Students read a nonfiction article titled “Hunted for Fun, Left to Die.”
- Students answered questions about the text and made connections to our study of environmental/wildlife protection.
- Have a great weekend!
Thursday 4/26/18
In Class:
- We read a nonfiction article about wildlife protection and answered questions about the text.
- Bring food for the Food Drive (optional).
Wednesday 4/25/18
In Class:
- Carolina Tiger Rescue Field Trip!
- Bring food for the Food Drive (optional).
Tuesday 4/24/18
In Class:
- We discussed field trip expectations.
- We read about exotic pets and answered questions about the text.
- Read for 20 minutes.
- Bring canned food for the food drive* -- the Leopards are in the lead for most food donations in the sixth grade. Yeah!
- *This is optional!
- Exotic Pets Article
- Exotic Pets Handout
Monday 4/23/18
In Class:
- Students finished working on the Adobe Spark Consumer Guide Project.
- Students completed a WebQuest on the Carolina Tiger Rescue website.
- Finish CTR WebQuest.*
- *Come at CAT tomorrow if you need to use a computer!
- Bring canned food for the food drive (this is optional!).
Friday 4/20/18
In Class:
- Students worked on the Adobe Spark Consumer Guide Project.
- Work on Adobe Spark (at home or in CAT on Monday) if needed.
- Hint: You will have approximately half of the class period on Monday to finish your Adobe Spark Consumer Guide Project.
- Bring canned food for the AMS Food Drive!
Thursday 4/19/18
In Class;
- Students started creating their consumer guides on Adobe Spark.
- Work on your Adobe Spark consumer guide (at home or in CAT on Friday) if needed.
Tuesday 4/17/18
In Class:
- Students selected the most relevant and compelling information from the Lesson 2, 3, and 4 graphic organizers to include in their consumer guides.
- Students filled out "quote sandwich" graphic organizers to plan for their consumer guides.
- Read WWF Chapter 10.
- Answer the following question in your journal:
- According to Kurlansky, what is global warming doing to fish?
- Student Workbook (pages 87-89)
- World Without Fish by Mark Kurlansky
Monday 4/16/18
In Class:
- Students finished research for the Informative Consumer Guide Project. The research they did today was turned in for an assessment grade.
- Students began selecting the most relevant and compelling information from the Lesson 2 and 3 graphic organizers to include in their consumer guides.
- Read WWF page 128-134.
- Answer the following question in your journal:
- According to Kurlansky, what is pollution doing to fish?
- Student Workbook (pages 83-85)
- World Without Fish by Mark Kurlansky
- Good Fish Guide
- Video
Friday 4/13/18
In Class:
- Students did research to prepare for our Informative Consumer Guide Project.
- Read WWF page 117-127.
- Answer the following question in your journal:
- According to Kurlansky, what is pollution doing to fish?
- Student Workbook (pages 83-85)
- World Without Fish by Mark Kurlansky
- Good Fish Guide
- Video
Thursday 4/12/18
In Class:
- Students did "jigsaw" research to prepare for our Informative Consumer Guide Project.
- Read WWF Chapter 11 from page 143-153.
- Answer the following question in your journal:
- According to Kurlansky, what are some things we can do to solve the problem of fish depletion?
- Student Workbook (pages 74-81)
- World Without Fish by Mark Kurlansky
Wednesday 4/11/18
In Class:
- Students did "jigsaw" research to prepare for our Informative Consumer Guide Project.
- Read WWF Chapter 8.
- Answer the following question in your journal:
- What are the sustainable fishing methods Kurlansky suggests? What makes them sustainable?
- Student Workbook (pages 69-72).
- World Without Fish by Mark Kurlansky
Tuesday 4/10/18
In Class:
- Students did "jigsaw" research to prepare for our Informative Consumer Guide Project.
- Read WWF pages 98-105.
- Answer the following question in your journal:
- According to Mark Kurlansky, what are some solutions to fish depletion? According to Kurlansky, why won't they work?
- Student Workbook (pages 57-67).
- World Without Fish by Mark Kurlansky
Monday 4/9/18
In Class:
- Students reflected on their performance during Quarter 3.
- Students were introduced to their next performance task -- creating an informative consumer guide focused on how to buy fish caught using sustainable fishing methods.
- We looked at the rubric for the consumer guide, and we read a model informative consumer guide.
- Read WWF pages 87-97.
- Answer the following question (workbook page 56 or journal):
- According to Mark Kurlansky, what are some solutions to fish depletion? According to Kurlansky, why won't they work?
- Student workbook (pages 51-56)
- World Without Fish by Mark Kurlansky
Thursday 3/29/18
In Class:
- Students completed the PSA Mini-Project.
- Upon completion, students read an article that connects to our "Sustaining the Oceans" unit.
- Have a great Spring Break!
- Article Activity: docs.google.com/document/d/1oUw8j63YFjPDWQ8gs5x7U6M4ZiC_t1GF8-noIuDaasI/edit?usp=sharing
- "Deep-sea surprise: It's very noisy down there": docs.google.com/document/d/1fMAuEc84frZ-IjFpEVtMbsCmtZj5vb3mQTUHei9ADw0/edit?usp=sharing
- "Big trout makes a comeback after near extinction": docs.google.com/document/d/1_KI0qGd_RgSTUf11UOmAyb-Xyb1rLWdqyr4-27_S5sQ/edit?usp=sharing
- "Scientists focus on sharks to better understand marine environment": docs.google.com/document/d/1hW_f_dKrwLrXC1v1VcNqu1nNxb0ELqlo2ZxYBmODh0c/edit?usp=sharing
Wednesday 3/28/18
In Class:
- Students worked on the PSA Mini-Project.
- Read for 20 minutes.
Tuesday 3/27/18
In Class:
- Students did research for their PSA Mini-Project.
- Read for 20 minutes.
- Finish PSA Research.
Monday 3/26/18
In Class:
- We did a Chalk Talk to discuss the end of our class novel, Flush.
- Students wrote a review for Flush.
- Read for 20 minutes.
- ”Lesson 3: Flashback” handout.
- See Flush novel.
Friday 3/23/18
In Class:
- We visited the Media Center to return/check out books.
- The sixth grade counselor, Ms. Block, met with students to discuss seventh grade registration.
- Finish Flush.
- Answer the following question: What happens in these chapters and how do those events contribute to the plot development?
Thursday 3/22/18
In Class:
- Students completed a classwork activity focused on Carl Hiaasen's viewpoint in Flush.
- Students finished their group poster from yesterday's lesson.
- Read Flush Chapter 17.
- Answer the following question: What happens in this chapter and how do those events contribute to the plot?
- See Flush novel.
- Hiaasen's Viewpoint handout: docs.google.com/document/d/1fbzq16ntIkeNPztJJa_Oq-46Grl1PDkfQKoGDeUGwDo/edit?usp=sharing
Wednesday 3/21/18
In Class:
- Students found evidence of Carl Hiaasen's viewpoint in the novel Flush.
- Students illustrated a scene from Flush that represents Hiaasen's viewpoint.
- Students worked in groups to complete one of the following on poster paper:
- Flush Plot Diagram
- Character Map
- Read Flush Chapters 15-16.
- Answer the following question: What happens in these chapters and how do those events contribute to the plot?
- See Flush novel!
- Poster Activity: flush_poster.docx
Tuesday 3/20/18
In Class:
- Students made connections between Carl Hiaasen's viewpoint of Florida and the novel Flush.
- Read Flush Chapters 13-14.
- Answer this question in your journal: What happens in these chapters, and how do those events contribute to the plot development?
- Carl Hiaasen's Viewpoint handout: https://docs.google.com/document/d/1iW_4exPDLmlrJMCx-58go45H-zIxz8O0jAKsqN-NkaY/edit?usp=sharing
Monday 3/19/18
In Class:
- We read and analyzed two excerpts from the student workbook.
- Students answered text-dependent questions.
- Read Flush Chapters 11-12.
- Answer this question in your journal: What happens in these chapters, and how do those events contribute to the plot development?
- See Flush novel and workbook pages 38-42.
Friday 3/16/17
In Class:
- Students completed a notebook check and cleared out their binders.
- Students completed workbook pages 35-36.
- Read Flush Chapters 9-10.
- Answer this question in your journal: What happens in these chapters, and how do those events contribute to the plot development?
- See Flush novel and workbook pages 35-37.
Thursday 3/15/18
In Class:
- Students completed the Flush Mid-Unit Assessment.
- Read the remainder of Chapter 8 in Flush.
- Answer the following question: What happens in this chapter, and how do those events contribute to the plot development?
- Friday, March 16th: Notebook Check
- See Flush (pages 82-84).
Wednesday 3/14/18
In Class:
Important Dates:
- We identified figurative language in Flush.
- Students completed a "GooseChase" scavenger hunt in groups to analyze figurative language, plot, and tone/mood of Flush.
- Read Flush Chapters 6 & 7.
- Workbook page 34:
Important Dates:
- Thursday 3/15: Flush Mid-Unit Assessment
- Friday 3/16: Notebook Check
- See Flush Chapters 1-5 and student workbook (page 34).
Tuesday 3/13/18
In Class:
- Students completed questions about chapters 2 and 3 in Flush.
- Read Flush chapters 4 + 5.
- Workbook page 30:
- What does Noah think of Miles Umlatt?
- See Flush (chapters 2 and 3) and student workbook (page 30).
- Flush Mid-Unit Assessment Study Guide: flush_mid-unit_assess_study_guide.docx
- Study Guide Definitions: https://docs.google.com/presentation/d/1sfb2Gv7dHEGGaAdXEC-8ZcEmK3VPlFbGBSV940-i9U0/edit?usp=sharing
Monday 3/12/18
In Class:
- We visited the Book Fair.
- Students took notes on the Flush Mid-Unit Assessment Study Guide.
- Students completed a "Goose Chase" activity on their devices to review plot and plot development from Flush.
- Read Flush chapters 4 + 5.
- Workbook page 30:
- What does Noah think of Miles Umlatt?
- See Flush (chapters 2 and 3) and student workbook (page 30).
- Flush Mid-Unit Assessment Study Guide: flush_mid-unit_assess_study_guide.docx
- Study Guide Definitions: https://docs.google.com/presentation/d/1sfb2Gv7dHEGGaAdXEC-8ZcEmK3VPlFbGBSV940-i9U0/edit?usp=sharing
Friday 3/9/18
In Class:
- We discussed chapter 1 in Flush.
- Students analyzed viewpoint, figurative language, and word choice through a "Roam and Respond" activity.
- Read chapters 2-3 in Flush.
- On workbook page 27, answer the following question:
- What is Noah's viewpoint of Jasper?
- See Flush (chapter 1) and student workbook (lesson 2 pages).
Thursday 3/8/18
In Class:
- Students revisited the World Without Fish Pre-reading Guide -- they filled in the "After Reading" column on the back of the handout.
- Students completed the Flush Pre-reading Guide.
- We began reading and discussing chapter 1 of Flush.
- Finish reading chapter 1 in Flush.
- See World Without Fish, Flush (chapter 1), and student workbook (page 24).
- Flush Pre-reading Guide: flush_pre-reading_guide.docx
Wednesday 3/7/18
In Class:
- Students completed the End of Unit Assessment for World Without Fish.
- Read for 20 minutes.
- See World Without Fish pages 70-75.
Tuesday 3/6/18
In Class:
- Students analyzed the author's viewpoint in World Without Fish and completed workbook pages 21-22.
- Read "The Story of Kram and Ailat: Part 7."
- Workbook page 14.
- FYI: End of Unit Assessment tomorrow (multiple choice and viewpoint chart).
- See World Without Fish (pages 63-69) and student workbook (pages 21-22).
Monday 3/5/18
In Class:
- Students completed a RAFT writing assignment focused on our class book, World Without Fish.
- Read “The Story of Kram and Ailat: Part 6.”
- In your journal, write a theme statement for Part 6.
Friday 3/2/18
In Class:
- Students read "The Story of Ailat" Parts 3, 4, and 5 in World Without Fish.
- We read pages 63-69 in WWF and answered questions about the text.
- Have a great weekend!
- See World Without Fish (pages 38, 49, and 62-69) and student workbook (pages 19-20).
- Article of the Week:
Thursday 3/1/18
In Class:
- Students read "The Story of Ailat" Parts 3, 4, and 5 in World Without Fish.
- We analyzed Mike Kurslanksy's viewpoint in WWF.
- Finish Article of the Week -- due tomorrow!
- See World Without Fish (pages 38, 49, and 51-62) and student workbook (pages 17-18).
- Article of the Week:
Wednesday 2/28/18
In Class:
- We read World Without Fish pages 52-61.
- Students wrote a gist statement for each page we read today in WWF.
- Students answered text-dependent questions about their reading.
- Article of the Week questions 4-6.
- Article of the Week (annotations + questions) due FRIDAY.
- See World Without Fish (pages 52-61) and student workbook (pages 15-16).
- Article of the Week:
Tuesday 2/27/18
In Class:
- Students completed the Mid-Unit Assessment for World Without Fish.
- Answer Article of the Week questions — 1-3.
- Article of the Week:
Monday 2/26/18
Friday 2/23/18
In Class:
- We read World Without Fish pages 28-33.
- Students wrote a gist statement for each page we read today in WWF.
- Students answered text-dependent questions about their reading.
- Read and annotate the Article of the Week.
- Article of the Week (annotations + questions) due FRIDAY.
- Mid-Unit Assessment tomorrow!
- Multiple choice questions about WWF.
- Multiple choice questions about WWF.
- See World Without Fish (pages 28-33) and student workbook (pages 12-14).
- Article of the Week:
In Class:
- We read an article and watched a short video called "The Lion Whisperer."
- Students made text-to-text connections (World Without Fish and "The Lion Whisperer") through a "chalk talk" activity.
- Have a great weekend!
- "The Lion Whisperer" article: the_lion_whisperer_text.docx
- "The Lion Whisperer" video: the_lion_whisperer_video.docx
Thursday 2/22/18
In Class:
- Students finished workbook pages 7-9 from yesterday's lesson.
- We read World Without Fish pages 1-8, and students answered questions about the reading.
- Read "The Story of Kram and Ailat: Part 2" (right after chapter 1).
- JOURNAL ENTRY: What do we learn about fishing from this "graphic novel?"
- See World Without Fish (p. xx-xxiii and 1-8) and student workbook (pages 7-11).
Wednesday 2/21/18
In Class:
- We read WWF pages xx-xxiii.
- Students answered questions about their reading in WWF.
- Students filled in challenging words on the word-catcher in the student workbook.
- We visited the Media Center to return/check-out books.
- Read "The Story of Kram and Ailat: Part 1" (right after page xxiii).
- Write a gist statement on a sticky note.
- See World Without Fish book and student workbook (pages 2, 4, and 8-9).
Tuesday 2/20/18
In Class:
- Students began reading World without Fish, and they identified the gist and challenging words.
- Answer the following question: How does the author introduce his idea of fish depletion in the first few pages of World without Fish?* (*Workbook page 4. Use text evidence in your answer!)
Monday 2/19/18
In Class:
- Students finished their book of poetry assignment.
- Students received their new workbook and a copy of World without Fish.
- Read for 20 minutes.
- Finish book of poetry (if needed).
Friday 2/16/18
In Class:
- Students completed a “book of poetry.”
- Have a great weekend!
Thursday 2/15/18
In Class:
- Students presented their Adversity Narratives.
- Read for 20 minutes.
Wednesday 2/14/18
In Class:
- Students presented their Adversity Narratives.
- Read for 20 minutes.
Tuesday 2/13/18
In Class:
- We watched a clip from "Pride of the Yankees" and analyzed the monologue in the clip.
- Students revised their narrative introduction and conclusion.
- Students gave each other feedback on their narratives, and they began writing the final draft.
- Finish Adversity Narrative final draft -- presentations begin tomorrow!
- See student workbook (page 140).
Monday 2/12/18
In Class:
- Students read poetry for Black History Month.
- They analyzed the mood, tone, and theme of the poems.
- Students then rewrote one of the poems in the form of a concrete poem.
- Finish Adversity Narrative draft -- due tomorrow!
- Poetry assignment: black_history_month_poems.pdf
Friday 2/9/18
In Class:
- We did a mini-lesson on word choice and thesaurus use.
- Students continued planning their Adversity Narratives.
- Adversity Narrative due Tuesday.
- See student workbook (pages 136-137).
Thursday 2/8/18
In Class:
- Students began planning for their monologue/poem narrative writing assignment.
- Read for 20 minutes.
- See student workbook (page 129-137).
Wednesday 2/7/18
In Class:
- We visited the media center to return/check out books.
- Students shared out their original concrete poems through a scavenger hunt.
- Students were introduced to their monologue/poem narrative writing assignment.
- Read for 20 minutes.
- See student workbook (page 129-133).
Tuesday 2/6/18
In Class:
- Students completed the Mid-Unit Assessment.
- Students had small group discussions about the texts we read in class today.
- Write a concrete poem.
Monday 2/5/18
In Class:
- We read "The Thank-You Letter" by John Grandits and we listened to the audio version of the poem.
- Next, we compared and contrasted the experience of reading the poem and hearing the audio of the poem.
- We read a letter from President Ronald Reagan.
- Students compared and contrasted the genre of the two texts (poetry vs. prose).
- Review workbook page 115 (you will see this graphic organizer on tomorrow's Mid-Unit Assessment).
- See student workbook (page 120-121 and 125-127).
Friday 2/2/18
In Class:
- Students completed the following workbook pages: 99-100, 111, and 113-115.
- Read "Kyle’s Story" (p. 118-119) and re-read “Jack, the Half-Wit.”
- Complete workbook page 116.
- See student workbook.
Thursday 2/1/18
In Class:
- Some students presented their Good Masters! Sweet Ladies! original art.
- Students were introduced to our new unit -- "Modern Voices of Adversity."
- We read several concrete poems and analyzed theme.
- Read "My Sister is Crazy" (p. 107).
- Complete workbook page 108.
- See students workbook (pages 99-108).
Wednesday 1/31/18
In Class:
- Students read a short story titled “The Tail” and answered questions about the story.
- Finish GMSL! original art from yesterday’s lesson.
Tuesday 1/30/18
In Class:
- Students turned in the final draft of the adversity essay.
- We compared the experience of listening to a children's story and hearing a children's story in the form of a rap.
- Students used Good Masters! Sweet Ladies! as inspiration to create an original piece of art.
- Finish GMSL! original art.
- See Good Masters! Sweet Ladies! and "Llama Llama" handout: llama_llama.docx
Monday 1/29/18
In Class:
- Students completed a self-assessment for their essay focused on adversities in the Middle Ages and today.
- Students revised their essays and wrote the final draft.
- Finish essay final draft (if needed).
- See Good Masters! Sweet Ladies! and student workbook (workbook pages 79 and 109.
Friday 1/26/18
In Class:
- Students finished drafting the body paragraphs of their essay focused on adversities in the Middle Ages and today.
- Students drafted the introduction and conclusion paragraphs for the essay.
- Read "Drogo, the Tanner's Apprentice."
- Workbook page 92.
- See Good Masters! Sweet Ladies! and student workbook (workbook pages 88-92).
Thursday 1/25/18
In Class:
- Students finished a graphic organizer to plan the body paragraphs of their essay focused on adversities in the Middle Ages and today.
- Students drafted their body paragraphs for the essay.
- Read "Nelly, the Sniggler."
- Complete workbook page 87.
- See Good Masters! Sweet Ladies! and student workbook (workbook pages 79-87).
Wednesday 1/24/18
In Class:
- Students worked together to create an "adversity map" for several of the monologues we have read in Good Masters! Sweet Ladies!
- Students began planning their essays about adversities in the Middle Ages and today.
- Read "A Little Background: The Crusades."
- Complete workbook page 80.
- See Good Masters! Sweet Ladies! and student workbook (workbook pages 75-79).
Tuesday 1/23/18
In Class:
- Students turned in the "Open Mind Portrait" assignment.
- We previewed the End of Unit Assessment prompt.
- We read a model essay focused on adversities in the Middle Ages and today.
- Read "Simon, the Knight's Son."
- Complete workbook page 74.
- See Good Masters! Sweet Ladies! and student workbook (workbook pages 71-74).
- Open Mind Portrait: open_mind_portrait.docx
Monday 1/22/18
In Class:
- Students took the North Carolina Final Exam (NCFE) for 6th Grade Social Studies.
- Read for 20 minutes.
Tuesday 1/16/18
In Class:
- Students took the Module 2 - Unit 2 Mid-Unit Assessment.
- Students worked on the "Open Mind Portrait" for a character in Good Masters! Sweet Ladies!
- Read the other Jigsaw monologues (Will, Constance, Otho, and Lowdy).
- See "Pask, the Runaway" in Good Masters! Sweet Ladies!
- Open Mind Portrait: open_mind_portrait.docx
Friday 1/12/18
In Class:
- We finished our Jigsaw reading activity from yesterday's lesson.
- Students worked on an "Open Mind Portrait" for a character in Good Masters! Sweet Ladies.
- Read "Pask, the Runaway."
- Think about figurative language, word choice, and theme.
- See Good Masters! Sweet Ladies! and workbook (pages 58-70).
- Open Mind Portrait: open_mind_portrait.docx
Thursday 1/11/18
In Class:
- We reviewed last night's homework ("Jack, the Half-Wit").
- We read "Jacob Ben Salomon, the Moneylender's Son and Petronella, the Merchant's Daughter."
- Students did a Jigsaw reading of the following monologues:
- "Constance the Pilgrim"
- "Lowdy, the Varlet's Child"
- "Otho, the Miller's Son"
- "Will, the Ployboy"
- Read "Why Not?" (pages 58-59 in Good Masters!).
- Write a two sentence summary on a sticky note.
- See Good Masters! Sweet Ladies! and workbook (pages 58-70).
Wednesday 1/10/18
In Class:
- We identified figurative language in the monologue titled "Taggot, the Blacksmith's Daughter."
- Students analyzed word choice in the monologue.
- Read "Jack, the Half Wit" (p. 30).
- Write the theme on a sticky note.
- See Good Masters! Sweet Ladies! and student workbook (page 51-56).
Tuesday 1/9/18
In Class:
- We reviewed the homework for "Thomas, the Doctor's Son."
- We read a monologue titled "Taggot, the Blacksmith's Daughter."
- Students completed a "Themes of Adversity" chart for the monologue.
- Read "Mogg, the Villein's Daughter" (p. 24).
- Complete workbook page 50.
- See Good Masters! Sweet Ladies! and student workbook (page 49).
Tuesday 1/2/18
In Class:
- We re-read "Hugo, the Lord's Nephew."
- We analyzed the figurative language, word choice, and tone in this monologue.
- Read "Thomas, the Doctor's Son" (Good Masters! Sweet Ladies! p. 18).
- Complete workbook page 48.
- See Good Masters! Sweet Ladies! and student workbook (pages 41-47).
Thursday 12/21/17
In Class:
- Students watched a Middle Ages video called "Secrets of the Shining Knight."
- Have a great winter break!
Wednesday 12/20/17
In Class:
- We played a Middle Ages game.
- We read the monologue "Hugo, the Lord's Nephew" from Good Masters! Sweet Ladies!.
- We analyzed the theme of the monologue.
- Read "Giles, the Beggar."
- Complete workbook page 40.
- See Good Masters! Sweet Ladies! book and student workbook (p. 39-40).
Tuesday 12/19/17
In Class:
- Students were introduced to Good Masters! Sweet Ladies!
- We read the monologue titled "Barbary, the Mud Slinger."
- We played a Middle Ages game called "Button, Button, Who's Got the Button?"
- Read for 20 minutes.
- Read any monologue from Good Masters! Sweet Ladies!
- Journal Entry: Does the speaker face adversity? What is it?
- Journal Entry: Does the speaker face adversity? What is it?
- See Good Masters! Sweet Ladies! book and workbook page 38.
Monday 12/18/17
In Class:
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Student Directions:
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Friday 12/15/17
In Class:
- Students completed the informative essay final draft.
- Have a great weekend!
Thursday 12/14/17
In Class:
- The students did a peer edit of their essays.
- Students began writing their final drafts.
- Read for 20 minutes.
Wednesday 12/13/17
In Class:
- We did a mini-lesson on formal and informal writing.
- Students used their “quote sandwich” graphic organizers to write their essay rough draft.
- Read for 20 minutes.
- Finish essay rough draft.
- See student workbook (pages 31-34).
Tuesday 12/12/17
In Class:
- Students looked through their research to determine relevant evidence to use in their essays.
- Students shared out their evidence.
- We began working on the "quote sandwich" graphic organizers for the informative essay assignment.
- Read for 20 minutes.
- Complete the 3 essay graphic organizers.
- See student workbook (pages 30-33).
Monday 12/11/17
In Class:
- Students read a model essay in preparation for the essay they will be writing this week.
- Read for 20 minutes.
- Look at workbook pages 18-20 -- record 3 adversities to focus your essay on (workbook page 29).
- See student workbook (pages 24-29).
Friday 12/8/17
In class:
- Students completed a “scavenger hunt” using Scholastic Scope magazines.
- Have a great weekend!
Thursday 12/7/17
In class:
- Students finished the Mid-Unit Assessment and worked on the Adversity Poster.
- Read for 20 minutes.
- Finish Adversity Poster.
- See class handouts (notebook pages 7-10).
Wednesday 12/6/17
In Class:
- Students used the three article listed below to complete the Mid-Unit Assessment.
- "Dark Death"
- "Life in the Time..."
- "Bubonic Plague"
- Read for 20 minutes.
- Adversity Poster due Friday!
- See class handouts (notebook pages 8-10).
Tuesday 12/5/17
In Class:
- Students finished sharing out their research from yesterday's "jigsaw" research activity on the lords/ladies and the serfs/peasants.
- Students created a "one pager" to represent what they learned from the "jigsaw" activity.
- Read for 20 minutes.
- Read and annotate Mid-Unit Assessment texts (3 texts).
- See student workbook (pages 18-20) and class handouts (notebook pages 8-10).
Monday 12/4/17
In Class:
- Students finished the summary of the "Middle Ages" Excerpt 2.
- We did "jigsaw" research on the lords/ladies and the serfs/peasants.
- We watched a BrainPop about the Middle Ages.
- Read for 20 minutes.
- See student workbook (pages 18-20).
Friday 12/1/17
In Class:
- Students identified the gist, main idea, and key details of the "Middle Ages" Excerpt 2.
- Students wrote a summary of the "Middle Ages" Excerpt 2.
- Skim over workbook pages 18-20.
- Have a SUPER weekend :)
- See student workbook (pages 11-14).
Thursday 11/30/17
In Class:
- Students finished writing a summary about the the "Middle Ages" Excerpt 1 (workbook page 2).
- We read the "Middle Ages" Excerpt 2 and identified the "gist" of each paragraph.
- Students answered questions about the text.
- Read for 20 minutes.
- Complete workbook page 15.
- See student workbook (pages 9-15).
Wednesday 11/29/17
In Class:
- We identified the adversity faced by various groups during the Middle Ages.
- Students worked on identifying key details from the "Middle Ages" Excerpt 1.
- Students wrote a summary about the text.
- Read for 20 minutes.
- Complete workbook page 10.
- See new student workbook (pages 9-10).
Monday 11/27/17
In Class:
- Students turned in their Lightning Thief books and student workbooks.
- Students were introduced to our next unit, "Voices of Adversity," through a mystery quote activity.
- Students worked together to determine the meaning of challenging words from their quotes.
- Students completed the exit ticket on workbook page 1.
- Read for 20 minutes.
- See new student workbook (page 1).
Tuesday 11/21/17
In Class:
- We watched The Lightning Thief movie.
- Students filled out a Venn diagram to compare the viewing experience with the reading experience.
- Have a great Thanksgiving!
- None
Monday 11/20/17
In Class:
- We watched The Lightning Thief movie.
- Students filled out a Venn diagram to compare the viewing experience with the reading experience.
- Read for 20 minutes.
- Finish Book Jacket.
- Book Jacket Directions: book_jacket.docx
Friday 11/17/17
In Class:
- Students turned in the Hero's Journey Narrative Final Draft.
- Students created an original book jacket for their narratives.
- Have a great weekend!
- Book Jacket Directions: book_jacket.docx
Thursday 11/16/17
In Class:
- Students did a Notebook Check and cleaned out their binders.
- Students wrote the final copy of their Hero's Journey Narratives.
- Read for 20 minutes.
- Narrative Final Draft due tomorrow!
- See your binder for your original narrative!
Wednesday 11/15/17
In Class:
- We compared/contrasted the conclusion paragraphs of an analytical essay (workbook page 90) and a narrative essay (workbook page 109).
- Students did a peer edit of their Hero's Journey Narratives.
- Students began revising their narratives.
- Read for 20 minutes.
- Revise your Narrative Rough Draft.
- Narrative Final Draft due Friday!
- Organize your 3-ring binder -- Notebook Check tomorrow!
- See student workbook (pages 90, 109, & 118-120).
Tuesday 11/14/17
In Class:
- We did a "mini-lesson" on dialogue and strong verbs.
- We learned about sensory language with a marshmallow activity.
- Students worked on adding dialogue, strong verbs, and sensory language to their narratives.
- Read for 20 minutes.
- Finalize Narrative Rough Draft.
- See student workbook (pages 114-117).
Monday 11/13/17
In Class:
- Students worked on their Hero's Journey Narratives.
- Read for 20 minutes.
- Finish Narrative Rough Draft.
- See student workbook (pages 107-113).
Thursday 11/9/17
In Class:
- Students continued planning their own hero narratives, and they began writing their rough drafts.
- Finish the beginning of your narrative:
- Ordinary World
- Call to Adventure
- See student workbook (pages 107-112).
Wednesday 11/8/17
In Class:
- We read a model narrative titled "The Golden Key."
- Students continued planning their own hero narratives.
- Read independently -- 20 minutes.
- Complete workbook pages 110-112.
- See student workbook (pages 107-112).
Tuesday 11/7/17
In Class:
- We discussed the ways that Percy's adventures follow the hero's journey archetype.
- We learned about the narrative story line, and we filled it out for The Lightning Thief.
- Students began planning their own hero narratives.
- Read independently -- 20 minutes.
- Continue working on your narrative story line and finish workbook page 106.
- See novel and student workbook (pages 103-106).
Monday 11/6/17
In Class:
- We went on a field trip to Marbles Kids Museum/IMAX Theater.
- None.
- None.
Friday 11/3/17
In Class:
- Students typed the final copy of the Theme Essay.
- Have a great weekend!
- Novel and student workbook (page 69, 89-93).
Thursday 11/2/17
In Class:
- Students began writing the introduction and conclusion for the Theme Essay.
- We worked on the body paragraphs for the Theme Essay.
- Finish your Theme Essay.
- Novel and student workbook (page 69, 89-93).
Wednesday 11/1/17
In Class:
- Students found text evidence from "The Myth of Cronus" and The Lightning Thief for their essays.
- Students began planning the introduction and conclusion for their essays.
- Finish workbook pages 92 + 93.
- Novel and student workbook (page 69, 89-93).
Monday 10/30/17
In Class:
- Students finished writing a practice essay in preparation for their End of Unit Assessment later this week.
- Have a great day off!
- See novel and student workbook (page 90).
Friday 10/20/17
In Class:
- Students finished writing a rough draft of the analytical essay about the "Myth of Prometheus."
- Students did a "peer critique" of their classmates' rough drafts.
- Mid-Unit Assessment on Monday.
- You will be asked to write a final copy of your analytical essay -- you may use your rough draft, notes, and workbook on the test.
- The Lightning Thief audio
- See novel and student workbook (pages 63-68).
Thursday 10/19/17
In Class:
- Students began writing a rough draft of the analytical essay about the "Myth of Prometheus."
- Catch up on your reading in TLT or re-read your favorite excerpts.
- The Lightning Thief audio
- See novel and student workbook (pages 63-67).
Wednesday 10/18/17
In Class:
- Students shared their "Prometheus" comic strips.
- Students worked together to begin planning an analytical essay about "Prometheus."
- Read chapter 18 in The Lightning Thief.
- Evidence flags:
- Key elements of mythology (see workbook p. 51-52 to help you).
- The Lightning Thief audio
- See novel and student workbook (pages 63-64).
Tuesday 10/17/17
In Class:
- We read the "Myth of Prometheus."
- Students created a comic strip version of the "Myth of Prometheus."
- Read chapter 17 in The Lightning Thief.
- The Lightning Thief audio
- See novel and student workbook (page 61).
Monday 10/16/17
In Class:
- We read a model analytical essay about the key elements of mythology in the "Myth of Cronus."
- Students filled out a graphic organizer to represent the key details in the model essay.
- Read chapter 16 in The Lightning Thief.
- Evidence flags + workbook page 58:
- Allusions to myths, stories, or characters.
- Challenging vocabulary (at least 3).
- The Lightning Thief audio
- See novel and student workbook (pages 55-58).
Thursday 10/12/17
In Class:
- We read "The Key Elements of Mythology."
- Students wrote a gist statement and created an illustration for each paragraph.
- Read chapter 14 in The Lightning Thief.
- Answer in your JOURNAL:
- What is the role of the supernatural in chapter 14?
- The Lightning Thief audio
- See novel and student workbook (pages 51-52).
Wednesday 10/11/17
In Class:
- We discussed "pivotal moments" in chapter 12 of TLT.
- We compared/contrasted "Shrouded in Myth" to the "Myth of Cronus."
- We read and discussed "The Key Elements of Mythology."
- Read chapter 13 in The Lightning Thief.
- Write 5 questions you have about this chapter on a sheet of notebook paper.
- The Lightning Thief audio
- See novel and student workbook (pages 50-52).
Tuesday 10/10/17
In Class:
- Students wrote questions about chapter 11 in The Lightning Thief, and they had small group discussions focused on their questions.
- We answered questions about the "Myth of Cronus."
- We learned about the difference between theme and topic.
- We did a chalk talk about themes in the "Myth of Cronus."
- Read chapter 12 in The Lightning Thief.
- Evidence Flags:
- Important events (3)
- Workbook page 49
- The Lightning Thief audio
- See novel and student workbook (pages 46-48).
Monday 10/9/17
In Class:
- We analyzed images that relate the myth of Cronus.
- We read the Myth of Cronus, and we looked back at the allusion to Cronus in The Lightning Thief.
- Read chapter 11 in The Lightning Thief.
- Evidence Flags:
- Allusions to Greek myths
- The Lightning Thief audio
- See novel and student workbook (pages 42-46).
Friday 10/6/17
In Class:
- We made inferences about Percy.
- We read "Myths and Legend," and wrote main idea statements for each paragraph.
- Read chapter 10 in The Lightning Thief.
- Evidence Flags:
- References to Cronus/Kronos
- The Lightning Thief audio
- See novel and student workbook (pages 38-41).
Thursday 10/5/17
In Class:
- Students completed the End of Unit Assessment.
- Read chapter 9 in The Lightning Thief.
- The Lightning Thief audio
Wednesday 10/4/17
In Class:
- We reviewed out favorite lines from chapter 7 of The Lightning Thief.
- Students did a practice writing assignment to prepare for tomorrow's End of Unit Assessment.
- Read chapter 8 in The Lightning Thief.
- Evidence Flags:
- Percy's challenges
- Percy's response to those challenges
- The Lightning Thief audio
- See novel and student workbook (pages 33-35).
Tuesday 10/3/17
In Class:
- We did a close read of pages 78-82 in The Lightning Thief.
- Students answered text-dependent questions about chapter 6.
- We found text evidence to connect Percy Jackson's experiences to the hero's journey.
- Read chapter 7 in The Lightning Thief.
- The Lightning Thief audio
- See novel and student workbook (pages 30-32).
Monday 10/2/17
In Class:
- We read quotes from The Lightning Thief and "The Hero's Journey" and discussed the relationship.
- We identified Percy Jackson's "hero stages."
- Students wrote a paragraph about the ways Percy Jackson's experiences align with the hero's journey.
- Read chapter 6 in The Lightning Thief.
- Evidence Flags: Percy's challenges and his response to those challenges.
- The Lightning Thief audio
- See novel and student workbook (pages 26-29).
Friday 9/29/17
In Class:
- We read Acts 2 and 3 in "The Hero's Journey" and completed the chart on workbook page 21.
- We determined the meaning of words using context clues.
- Read chapter 5 in The Lightning Thief.
- The Lightning Thief audio
- See novel and student workbook (pages 19-25).
Thursday 9/28/17
In Class:
- We did a "quick write" about what makes someone a hero.
- We read Act 1 of "The Hero's Journey" and began the chart on workbook page 21.
- We began writing a paragraph with evidence.
- Add details to the chart of workbook page 21.
- Read Act 2 on workbook page 19 -- write a gist statement for each "chunk."
- The Lightning Thief audio
- See novel and student workbook.
Wednesday 9/27/17
In Class:
- Students completed the mid-unit assessment.
- Catch up on your reading or re-read your favorite scene in TLT.
- The Lightning Thief audio
Tuesday 9/26/17
In Class:
- Students worked together to create "frozen scenes" from chapter 4.
- We learned about prefixes and practiced identifying word meanings using prefixes and context clues.
- Students answered questions about chapter 3 to help prepare them for tomorrow's Mid-Unit Assessment.
- Reread your favorite chapter in TLT.
- Create a list of words from this chapter that begin with a prefix.
- The Lightning Thief audio
- See student workbook (p. 14-15) and class novel.
Monday 9/25/17
In Class:
- We finished making inferences about Percy Jackson based on his struggles in chapter 2.
- Students reread pages 38-40 in The Lightning Thief, and we wrote "gist" statements for each "chunk" of text.
- We made inferences about Percy based on his inner thoughts.
- Read The Lightning Thief -- Chapter 4.
- The Lightning Thief audio
- See student workbook (p. 10-13) and class novel.
Friday 9/22/17
In Class:
- We visited the media center -- we did a scavenger hunt to learn about the media center.
- We worked on making inferences about Percy Jackson based on his struggles in chapter 2.
- Read The Lightning Thief -- Chapter 3.
- Answer:
- What does Percy think about in this chapter?
- What do we learn about him because of these thoughts?
- The Lightning Thief audio
- See student workbook (p. 10-11) and class novel.
Wednesday 9/20/17
In Class:
- We did a "Carousel of Quotes" activity -- students looked at quotes from chapter 1 and analyzed the main character inThe Lightning Thief.
- Students answered text-dependent questions about chapter 1 of the novel.
- Read The Lightning Thief -- Chapter 2.
- "Purpose for Reading" (p. 8 in student workbook).
- The Lightning Thief audio
- See student workbook (p. 6-8) and class novel.
Tuesday 9/19/17
In Class:
- In small groups, students discussed text-dependent questions about the text "Shrouded in Myth."
- Students used context clues to define unfamiliar words in "Shrouded in Myth."
- Students previewed our class novel The Lightning Thief.
- Read The Lightning Thief -- Chapter 1.
- Reading notes: What do you notice? What do you wonder?
- The Lightning Thief audio
- See student workbook and class novel.
Monday 9/18/17
In Class:
- Students were introduced to our new unit.
- We read "Shrouded in Myth" together.
- We practiced annotating text -- students wrote a "gist" statement for the myth, and they identified unfamiliar vocabulary.
- Finish annotating "Shrouded in Myth" (write gist statements and circle unfamiliar vocabulary).
- Draw a picture (or pictures) to represent "Shrouded in Myth."
- See student workbook!
Friday 9/15/17
In Class:
- Students took the plot quiz.
- We read "Water" and identified
- Have a GREAT weekend! :)
- "Water" text: water_by_helen_keller.docx
- "Water" ?s: water_by_helen_keller_student.docx
Thursday 9/14/17
In Class:
- We made predictions about the short story "Licked."
- We read "Licked" and answered questions about the story.
- Students began working on the "Licked" Story Pyramid.
- Read for 20 minutes.
- Finish "Licked" Story Pyramid.
- Quiz tomorrow on plot!
- "Licked": licked.docx
- "Licked" ?s: licked_questions_and_story_pyramid.docx
Wednesday 9/13/17
In Class:
- We reviewed elements of plot.
- We read the song "Love Story" and mapped out the plot.
- Read for 20 minutes.
- Study plot notes -- quiz Friday!
- "Love Story": love_story_lyrics.doc
- Plot Diagram: love_story_plot_diagram.docx
Tuesday 9/12/17
In Class:
- We finished the plot notes.
- We watched a short film version of "The Three Little Pigs," and students worked together to map out the plot on a plot diagram.
- Read for 20 minutes.
- Study plot notes -- Quiz Friday!
- Plot Notes: plot_notes.docx
- Plot PowerPoint: plot_notes_powerpoint.pptx
Monday 9/11/17
In Class:
- We reviewed test-taking strategies.
- Students took the Genre Quiz.
- Students completed a plot pre-assessment.
- We watched a music video about plot and began the plot notes.
- Finish Genre One Pager -- due tomorrow!
- Plot Pre-assessment: plot_pre-assessment.docx
- Plot Notes: plot_notes.docx
- Plot PowerPoint: plot_notes_powerpoint.pptx
Friday 9/8/17
In Class:
- We went over last night's homework.
- Students worked on the Genre One Pager.
- Have a super weekend!
- Genre Quiz Monday!
- Genre One Pager due Tuesday!
- Identifying Genre 1: identifying_genre_1.docx
- Genre One Pager: genre_one_pager_green.docx
Thursday 9/7/17
In Class:
- Students made observations about books from various genres.
- Students began the Genre One Pager.
- Identifying Genre #1 -- complete ?s 2, 4, and 5.
- Genre Quiz Monday!
- Genre One Pager due Tuesday!
- Identifying Genre 1: identifying_genre_1.docx
- Identifying Genre 2: identifying_genre_2.doc
- Genre One Pager: genre_one_pager_green.docx
Wednesday 9/6/17
In Class:
- We finished the genre notes.
- Students completed a genre scavenger hunt.
- Students worked on "Identifying Genre #1."
- Complete the back side of "Identifying Genre #2."
- Study genre notes -- Quiz Monday!
- Genre PPT: genre_notes.pptx
- Genre Notes: genre_notes.docx
- Identifying Genre 1: identifying_genre_1.docx
- Identifying Genre 2: identifying_genre_2.doc
Tuesday 9/5/17
In Class:
- Students worked together to do a genre word sort activity.
- We took notes on genre.
- We completed the "Identifying Genre 1" handout.
- Complete the front side of "Identifying Genre 2" handout.
- Genre PPT: genre_notes.pptx
- Genre Notes: genre_notes.docx
- Identifying Genre 1: identifying_genre_1.docx
- Identifying Genre 2: identifying_genre_2.doc
Friday 9/1/17
In Class:
- For warm-up we read Love that Dog by Sharon Creech.
- We visited the media center -- students learned how to log in to their email and PowerSchool.
- Have a great weekend :-)
- None.
Thursday 8/31/17
In Class:
- We finished the group work mysteries from yesterday's lesson.
- Students did a team-building exercise, and we discussed the importance of teamwork.
- Signed syllabus due tomorrow!
- Mysteries: cooperative_learning_mysteries.docx
Wednesday 8/30/17
In Class:
- Students read for warm-up.
- We finished the "chalk talk" from yesterday's lesson.
- Students worked in teams to solve mysteries, and we talked about the elements of good teamwork.
- Get the Language Arts syllabus signed by Friday.
- Chalk Talk Questions: chalk_talk_first_week.docx
- Mysteries: cooperative_learning_mysteries.docx
Tuesday 8/29/17
In Class:
- Students were assigned a RAFT writing assignment. We read an example RAFT letter, and students began writing their own.
- We did a "chalk talk" focused on Language Arts and 6th grade.
- Get the Language Arts syllabus signed by Friday!
- Finish RAFT letter.
- RAFT: raft.docx
- RAFT Example PPT: who_i_am_example_raft_pp.pptx
- Chalk Talk ?s: chalk_talk_first_week.docx
Monday 8/28/17
In Class:
- Students completed a Reading Survey.
- Students learned about Mrs. Piner and classroom expectations.
- Students completed the Goals and Reflection/Open-Mind Portrait activity.
- Get the Language Arts syllabus signed by Friday!
- Finish the Open-Mind Portrait (if needed) -- due tomorrow.
- Syllabus: syllabus_piner_17-18.docx
- Goals and Reflection/Open-Mind Portrait: goals_and_reflection.docx