Reading
Marilee Beaupre
Zip Code: 32068
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For Reading Class, ROUTINE ASSIGNMENTS as well as QUARTERLY GOALS (Accelerated Reader) should first be introduced and discussed...

•20 minutes reading of after-school reading (Clay County expectations: 1 novel/chapter book every 2 weeks).

For each quarter's goal that is met, I will reward my readers with 10 bonus points at the end of the quarter in FOCUS laughing

 Q1 AR Goal:18 pts DEADLINE...10/6/16 √

Q2 AR Goal:21 pts DEADLINE...12/06/16√

Q3 AR Goal:24 pts DEADLINE...3/17/17

Q4 AR Goal:27 pts DEADLINE...TBA

DAILY HOMEWORK, AS PER THE PIRATE PLANNER...20 MINUTES READING.

•Tests/projects :65%. Homework/Classwork: 35%

The assigned textbook for which the students will commonly use for reading:

FLORIDA COLLECTIONS. Publisher: Houghton Harcourt.

Another resource:  Ready Florida LAFS workbook. 

Quarter 1 ELA Focus Skills:

LITERARY TEXT...

LAFS.6.RL.1.1  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

LAFS.6.RL.2.6  Explain how the author develops the point of view of the narrator or speaker in a text

LAFS.6.RL.4.10 By the end of the year, read and comprehend literature including stories, dramas, and poems in the grade 6 text complexity band proficiently, with scaffolding as needed at the high end of the range.

INFORMATIONAL TEXT...

LAFS.6.RI.1.1  Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

LAFS.6.RI.1.2  Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.

LAFS.6.RI.2.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

LAFS.6. RI.2.5 Analyze how a particular sentence, paragraph, character, or section, fits into the overall structure of a text and contributes to the development of the ideas.

LAFS.6.RI.4.10 By the end of the year, read and comprehend literary nonfiction in grade 6 text band proficiently, with scaffolding as needed at the high end of the range.

ELA LESSON PLANS...

∼week of August 22-26, 2016. 

SUPPLIES/RESOURCES NEEDED: FLORIDA collections textbook; (red) spiral notebook   

(Fiction) PASSAGE TITLE: "The Mixer"  AUTHOR: P.G.Wodehouse.      pages: 73-92

Glossary of Literary and Informational Terms: pp R61-R79 (back of text)

THE TEST OVER THE STORY PASSAGE WILL BE FRIDAY, 8/26.

⇒ TO EARN 10 BONUS POINTS THE DAY OF THE TEST, STUDENTS THAT PROVIDE EVIDENCE (A SIGNED PARENT NOTE STATING AS SUCH) OF STUDYING A MINIMUM OF 30 MINUTES THE DAY/NIGHT PRIOR WILL HAVE THESE POINTS ADDED ON TOP OF THEIR TEST SCORE.

READING PURPOSE: using cited details to explain narrator/speakers’ point of view in literary text

This week's focus will be towards character development and the effects of narrator  and point of view in a humorous, classic short story by P.G. Wodehouse.

LAFS.6.RL.2.1  Citing textual evidence to support analysis of what the text says  as well as inferences drawn from the text

LAFS.6.RL.2.6  Recognizing and explaining the point of view of the speaker and/or narrator in the text

Just like last week,  the textbook’s “Glossary” will be used for students to record selected reference terms, their definitions, and page numbers. (this item can be used for study purposes)

The (red) spiral binder (or, regular binder paper) is where the reference terms’ information will be recorded.

 

DAY 1: The following terms need to be recorded today:

                      Character, Irony, Narrator, Plot, Point of View

Students will record term information into their spiral binders. Have them date each page’s selection of terms. Also, they need to underline the words and skip lines between each entry.

At the top of each page: Along with the Date:  Label as follows … (sample, as introduced last week)

Page     Term              Definition/Description

R62     Character:      Characters are the people, animals, or imaginary creatures...for their behaviors.  Types of characters: main, minor, dynamic, and static.

R67      Irony:             Irony is a contrast between what is expected...to express irony

The following questions will be assigned: p 90, items 2 and 3. (IN COMPLETE SENTENCES, NO PRONOUNS) Due by the beginning of class the next day

The following pages should be read today: pp 73-81

DAY 2: The following questions will be assigned: p 90, items 4 and 6. (IN COMPLETE SENTENCES, NO PRONOUNS) Due by the beginning of class the next day.

The following pages should be read today: pp 83-88.

DAY 3: The following item will be completed today: Critical Vocabulary, p 91, items 1- 6, after first defining the 6 words from the passage (ALL ITEMS IN COMPLETE SENTENCES). Due by the beginning of class the next day.

 

DAY 4: The following items will be assigned today, in COMPLETE SENTENCES. Due by the beginning of class the next day.

Critical Strategy: Greek Suffix -ize, p 91,  (1-5) and Language Conventions: Intensive Pronouns, p 92 (1-5))

DAY 5: TEST.  Page 90, items 1 and 7. Also, additional items that reflect the vocabulary term practices rehearsed this week.

∼week of August 29-September 2, 2016..

SUPPLIES/RESOURCES NEEDED: FLORIDA collections textbook; (red) spiral notebook, binder paper

(Fiction: Folk tale) PASSAGE TITLE: “Yeh-Shen: A Cinderella Story from China” AUTHOR: Ai-Ling Louie.  PAGES:335-340

THE TEST OVER THE STORY PASSAGE WILL BE FRIDAY, 9/02.

⇒ TO EARN 10 BONUS POINTS THE DAY OF THE TEST, STUDENTS THAT PROVIDE EVIDENCE (A SIGNED PARENT NOTE STATING AS SUCH) OF STUDYING A MINIMUM OF 30 MINUTES THE DAY/NIGHT PRIOR WILL HAVE THESE POINTS ADDED ON TOP OF THEIR TEST SCORE.

READING PURPOSE: demonstrate ability to properly express cited details to support analysis of inferences drawn from literary text

This week’s focus for students is an introduction to a traditional tale that, although set in China, it contains literary characteristics that hold universal lessons recognized in other familiar stories.

LAFS.6.RL.1.1  Citing textual evidence to support analysis of what the text says  as well as inferences drawn from the text

LAFS.6.L.1. 2   Demonstrate command of of the conventions of standard English capitalization, punctuation, punctuation, and spelling when writing.

LAFS.6.L.3.4     Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

The textbook’s “Glossary” will be used for students to record selected reference terms, their definitions, and page numbers. (this item can be used for study purposes)

The (red) spiral binder (or, regular binder paper) is where the reference terms’ information will be recorded.

DAY 1: The following terms need to be recorded today (some are rather lengthy):

Character Traits, Falling Action, Folk Tale, Foreshadowing, Inference, Motivation

• The following questions will be assigned: p 342, items 1 - 2. (IN COMPLETE SENTENCES, NO PRONOUNS). It is a good idea to become familiar with them prior to reading the story.  If the questions are not completed by day's end, then they will be homework.

• The following pages should be read today: pp 335-336

Like last week, students will record term information into their spiral binders. They will date each page’s selection of terms. Also, they need to underline the words and skip lines between each entry)

DAY 2: The following questions will be assigned: P. 342 , items 3, 4, and 5. (IN COMPLETE SENTENCES, NO PRONOUNS)

The following pages should be read today: pp 337-340

READ questions 3-5 prior to today’s reading. If they are not completed by day's end, then they will be homework.

DAY 3: The following item will be assigned today: Critical Vocabulary, p 343, items 1- 6, after first defining the 6 words from the passage (ALL ITEMS IN COMPLETE SENTENCES). 

If they are not completed by day's end, then they will be homework.

DAY 4: The following items will be assigned today, in COMPLETE SENTENCES.

Vocabulary Strategy: Using a Glossary, p 343,  (1-4) and Language Conventions:Spell Words Correctly, p 344 (1-6)

If they are not completed by day's end, then they will be homework.

DAY 5: TEST.  Page 342, item 6 and the vocabulary terms that relate to the week's practices.

√week of September 5-9, 2016..(HOLIDAY: MONDAY, SEPTEMBER 5)

 

VERY IMPORTANT: THURSDAY and FRIDAY MORNINGS, ROTATION GROUP 1 from 8:45-9:30,

AND IN THE SAME AFTERNOONS FROM 1:45-2:30, ROTATION GROUP 2 STUDENTS WILL NEED TO TAKE THEIR iREADY ELA TESTS in the iReady Lab. 

 

SUPPLIES/RESOURCES NEEDED: (orange) Ready Florida LAFS workbook; (red) spiral notebook, binder paper

Workbook pages: 19-21

 

NO READING TEST THIS WEEK (instead, the test will be Tuesday, 9/13),  SINCE THERE IS A SOCIAL STUDIES TEST THURSDAY AND FRIDAY, 9/08-9/09.

 

PURPOSE: demonstrate ability to properly express cited details to support analysis of inferences drawn from non-fiction text

 

LAFS.6.RL.1.1  Citing textual evidence to support analysis of what the text says  as well as inferences drawn from the text

LAFS.6.L.1. 2     Demonstrate command of of the conventions of standard English capitalization, punctuation, punctuation, and spelling when writing.

LAFS.6.L.3.4      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

The (red) spiral binder (or, regular binder paper) is where the reference terms’ information will be recorded.

DAY 1: HOLIDAY: LABOR DAY

The following term needs to be recorded into the red spiral today:

Inference, page 19 (it will help reinforce last week’s definition)

The rest of the daily work needs to be recorded onto properly-headed binder paper.

DAY 2: Pages 19-20. In their red spiral binders, students need to record the inference description at the top of page 19.  When the instructions say to underline items in the workbook, instead, students will need to write their details onto headed binder paper, then, read the rest of the page before starting the passage on page 20.

 

“A Scientist’s Search for Bigfoot.” Page 20; students will complete 2 of the 3 blank column areas on page 20’s  3 column chart, and the short response item at the bottom of page.

 

DAY 3: Page 21.  Continue “A Scientist’s Search for Bigfoot,” second day. Finish reading the rest of the passage and complete the margin's questions, the multiple choice item, and  finally the “Show Your Thinking” response item. There will be a test over this skill next Tuesday.

 

DAY 4: FIRST ORDER OF BUSINESS: iReady Reading Test.

(see the iReady schedule at the top of the page for the morning and afternoon times).

 

SINCE PART 1 OF THE CHAPTER 1 SOCIAL STUDIES TEST IS TODAY, IT IS THE NEXT ITEM OF IMPORTANCE.  IF THE STUDENTS HAVE TIME LEFT OVER AFTERWARDS, THEY MAY USE THIS TIME TO WORK ON THEIR TIME LINES IF  NOT YET FINISHED, OR THEY MAY READ A CHAPTER BOOK.

 

DAY 5: FIRST ORDER OF BUSINESS: iReady Reading Test.

(see the iReady schedule at the top of the page for the morning and afternoon times).

 

SINCE PART 2 OF THE CHAPTER 1 SOCIAL STUDIES TEST IS TODAY, IT IS THE NEXT ITEM OF IMPORTANCE.  IF THE STUDENTS HAVE TIME LEFT OVER AFTERWARDS, THEY MAY USE THIS TIME TO WORK ON THEIR TIME LINES IF  NOT YET FINISHED, OR THEY MAY READ A CHAPTER BOOK.

√week of September 12-16, 2016...

(this week was one of "catching up," since there were a number of schedule "adjustments" for several weeks. Lessons were therefore updated prior to my return to the classroom Monday, Sept. 19)   The students ended their week by completing work on pages 22-23, "Chupacabras."

∼ week of September 19-23, 2016...

Standards:

LAFS.6.RL.1.1    Citing textual evidence to support analysis of what the text says  as well as inferences drawn from the text

LAFS.6.L.1. 2     Demonstrate command of of the conventions of standard English capitalization, punctuation, punctuation, and spelling when writing.

LAFS.6.L.3.4      Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

LAFS.6.RI.1.2     Determine the central idea of a text as it is conveyed through particular details, and provide a summary as support.

LAFS.6.4.10       Reflection writing ("Book of Knowledge" / Journal)

LAFS.6.L.3.4      Determining word meanings via context clues

>SUPPLIES/RESOURCES NEEDED: (orange) Ready Florida LAFS workbook; (red) spiral notebook, binder paper; "Book of Knowledge" /Journal (NOTE: sometimes, the topics will alter from what I have posted here)

>READING...PURPOSE 1: demonstrate ability to properly express cited details to support analysis of inferences drawn from non-fiction text

>READING...PURPOSE 2: properly summarize the central idea from non-fiction text

The (red) spiral binder (or, regular binder paper) is where reference terms’ information will be recorded.

Other daily work needs to be recorded onto headed binder paper

DAY 1: Pages 22-23,“Tales of Chupacabras,” guide the students into making their "Book of Knowledge" journals for their routine response writing. They will respond to last Friday's reading of the passage,

NEXT:Pages 24-26, “Looking for the Loch Ness Monster,” students need to complete 1-5 INDEPENDENTLY.

DAY 2

⃗ Journal/"Book of Knowledge"  look at the opening question on page 3(telling a friend about your favorite story...or movie, etc.) Create a response on what it is mostly about. 

Page 1; 3-4. After the (new) skill (determining central ) is introduced from page 1, students will begin Lesson 1 on page 3 and record the terms central idea and supporting details into their red spirals.

On binder paper, they will need to write down the information for the graphic organizer details: “Central Idea” and (one) “Supporting Detail.”

Next, go to page 4 and complete the same (graphic organizer) tasks while reading the passage, “The Unusual Venus Flytrap.”

 In closure, students will watch BRAINPOP: MAIN IDEA (taking notes, discussing them, then take a quiz)

NOTE: due to "technical difficulties," (no audio), the second rotation was not able to complete this item.

DAY 3:

⃗ Journal/"Book of Knowledge" Page 5: scan it. What makes the VFT so unusual?

Page 5. Continue the “Flytrap” story, answering the Close Reading task on binder paper, along with the multiple choice item and the “Show Your Thinking” short response.

DAY 4: Pages 6-7. “The Corpse Flower.”

⃗ Journal/"Book of Knowledge" after reading the passage opening, stop and respond to it.

 Read and answer the Close Reading tasks, the (2) multiple choice items, and the extended response item onto binder paper.

∼ week of September 26-30, 2016... TEST ON THURSDAY 

REMINDER...QUARTER 1 ENDS VERY SOON...10/06...

Standards:

RI.1.2 Determine the central idea via informational text

LAFS.6.4.10       Reflection writing ("Book of Knowledge" / Journal) note: the topics may sometimes vary from the SCHOOLNOTES postings

LAFS.6.L.3.4      Determining word meanings via context clues

>Purpose: With the help of graphic aids such as charts, graphs, and diagrams, students will understand means in which they can better understand an author’s most important details when reading informational text.

>Materials needed: workbook (Florida Ready LAFS); binder paper (work can be recorded onto the same set of papers for the duration of the week, and  turned in the day of the test); "Book of Knowledge" /Journal

DAY 1Pages 8-10...passage from “Against All Odds: Earth’s Fragile Pioneers.”

⃗ Journal/"Book of Knowledge" look at the title's choice of vocabulary words...analyze what it might suggest for the upcoming passage.

As pages 8-9 are read, students will reflect on text features (titles, photograph) that will assist with the purpose of supporting the main idea of informational text.

... pp 9-10, Items  1-5 will need to be answered on binder paper.

Day 2... pp 11-13

⃗ Journal/"Book of Knowledge" or, binder paper, if the journal is not available

Show Your Thinking, p 13 (close of lesson)

 Additionally, as page 11… emerald ash borer chart is reviewed and read, students will reflect on the details, offering written support for the lesson’s graphic organizer onto their paper.

An opinion statement will need to be answered, along with some bulleted-items re: central ideas & supporting details;  there is a task from page 12  “Snakes’ Place in the Food Chain passage “ ... in which they will summarize the scientific account.  ALSO...2 MULTIPLE CHOICE ITEMS.

BRAINPOP: PARAPHRASING will be watched, with notes taken and a PRACTICE quiz to follow.

Day 3: …pp 14-15 ...passage from “ Food Web”

⃗ Journal/"Book of Knowledge" read the opening paragraph, and explain what you think "trophic levels" means. (it has to do with levels of an organism and their relation to other items in the food chain) trophos is Greek in origin, meaning" nourishing." Think trophy: nourishes the ego.

...students will read and discuss the passage, then answer the margin pages’ Close Reading item, the Hints, multiple choice items, then the article summarization.

Day 4: TEST...pp 16-18..passage, “Spiders: In Pursuit of Prey.” Three multiple choice and one extended summary item.

DAY 5: Students were provided with PLENTY of time to work on their Ch 2 Social Studies Test ... so, no Reading lessons were presented. (some students, in fact, will need to finish their SS tests ASAP ... Monday, hopefully...notes  were made for "incompletes" into Focus)  

Week of October 3-7, 2016   (because of Hurricane• Matthew, there was no school on Thursday)

 

iReady Lab:

Morning class: Tuesday, Wednesday, 9:10-9:35

Afternoon class: Tuesday, Wednesday, Friday: 2:10-2:35

 

Standards:

W.2.4  Clear and Coherent Writing Production

SL.1.1  Engagement in Collaborative Discussion

L.3.4a  Context Clues

L.3.4b Greek and Latin Prefixes

RI.1.2   Summarizing Central Idea

RI.2.4   Determining Word Meanings

 

Item 1  Roots/Affixes

• LAFS wb, pp 253-4,PRE/POST TEST, 1-4  on an index card to turn in; BRAINPOP! Roots, Prefixes, and Suffixes

Item 2  iReady Lab: BOTH CLASSES (9:10-9:35/2:10-2:35)

• COLLECTIONS textbook: p 49, Vocabulary Strategy: Prefixes that Mean “Not”

• B.o.K.:   What did I practice in iReady today?

 

Homework: read pages 41-46, “Fears and Phobias”  WHICH WILL BE TESTED THURSDAY, OCTOBER 13.

Item 3  COLLECTIONS textbook: pp 41-42 will be read/discussed;

•p 49's “Critical Vocabulary” should be reviewed prior to the test!   

• B.o.K: What is Fear? How does it help us? (add either of the vocabulary words activate and trigger to the closure of the response) 

∼ Week of October 10-14, 2016 

⇒ TO EARN 10 BONUS POINTS THE DAY OF THE TEST, STUDENTS THAT PROVIDE EVIDENCE (A SIGNED PARENT NOTE STATING AS SUCH) OF STUDYING A MINIMUM OF 30 MINUTES THE DAY/NIGHT PRIOR WILL HAVE THESE POINTS ADDED ON TOP OF THEIR TEST SCORE. The test cover the article found on pages 41-46.

Standards:

W.2.4  Clear and Coherent Writing Production

SL.1.1  Engagement in Collaborative Discussion

L.3.4a  Context Clues

L.3.4b Greek and Latin Prefixes

L.3.5c  Distinguishing Word Connotations and Denotations

RI.1.2   Summarizing Central Idea

RI.2.4   Determining Word Meanings

 

Morning class: Tuesday, Wednesday, 9:10-9:35

Afternoon class: Tuesday, Wednesday, Friday: 2:10-2:35

Item 1 COLLECTIONS textbook: p 43-PART OF p 44 will be read/discussed re: "Fears" 

• A new foldable for cause and effect will be made in order to answer the "analyzing" question at the end of the article.

• add the word turbulence to last week's prefix/root & base word/ suffix foldable chart

Item 2 iReady Lab: BOTH CLASSES (9:10-9:35/2:10-2:35)•

COLLECTIONS textbook: pp 44 - top pf 46 ("Phobias") will be read/discussed;

B.o.K: What is a Phobia? How is it different from a Fear?

(add the vocabulary word immaturity to the closure of the response) 

Item 3 

• COLLECTIONS textbook: The rest of the article will be read, picking up on p 46 re: "Phobias.”

• In the B.O.K.: Follow-up will include  item #2 from p 48's “Analyzing the Text”

Also, to rehearse for the test, they will practice (immaturity, number 4, p49). 

 

THE TEST WILL BE TOMORROW. 10/13. THURSDAY. ITEMS FROM PAGEs 48 - 49 WILL  BE USED FOR THIS ASSESSMENT

⇒ TO EARN 10 BONUS POINTS THE DAY OF THE TEST, STUDENTS THAT PROVIDE EVIDENCE (A SIGNED PARENT NOTE STATING AS SUCH) OF STUDYING A MINIMUM OF 30 MINUTES THE DAY/NIGHT PRIOR WILL HAVE THESE POINTS ADDED ON TOP OF THEIR TEST SCORE.

 

Item 4 

TEST. Over pages found in the  article from pp 41-46.

 iReady Lab: BOTH CLASSES (9:10-9:35/2:10-2:35)

Item 5)

LAFS workbook, pp 251-252 “Using Context Clues”  (AS OF 10/21, the AFTERNOON CLASS HAS NOT YET BEEN ASSIGNED THIS ITEM...it will be introduced the week of 10/24).

B.o.K: What  are Context Clues?

pp 251-252 Using Context Clues. On binder paper write down the context clues found in the "Marsupial" passage. Complete 1-4 from page 252. BRAINPOP: CONTEXT CLUES will follow (note-taking and a follow-up quiz)

∼ ELA :Week of October 17-21, 2016

Standards: (some introduced this week, and beyond)

RI.1.1 Cite text evidence

RI.1.2 Central Idea

RI.2.5 Analyzing Text structure

SS.G.W.2.5 Geographic boundaries

SS.6.W.1.1 Chronological order of historical events
SS.6.W.4.8 China's classical era contributions

SS.6.W.4.11 Mongol Empire/Effects upon the ancient Chinese
LA.6.RI.4.10 (Effective) reading strategies to comprehend the content area on grade level

LA.W.1.1 Writing arguments to support claims with clear reasons and relevant evidence

LA.W.2.4 Organized, coherent writing appropriate to task

LA.W.2.5 Strengthened writing: processed throughout the different stages, from beginning (planning) to its end (final draft)

LA.W.2.6 Technology usage to produce/publish writing (*as in PM assessment, slated for this month)

LA.W.3.7 Short research project that is drawn on several sources (i.e., DBQ documents, textbook, LAFS wb) to answer a (DBQ) question, and refocusing the inquiry

LA.W.3.8 Relevant info gathered and paraphrased from multiple print as well as digital sources (i.e., History Channel, Discovery Education, & BRAINPOP)

LA.W.3.9 Draw evidence from literary and/or informational text to support analysis, reflection, and research

LA.W.4.10 Routine writing, appropriate to task

LA.SL.1.1 Effectively engage in a range of collaborative discussions on various grade level topics with diverse partners, building on others' ideas and expressing their own clearly

LA.L.2.3 Use of knowledge and its conventions when writing/speaking/listening/reading

LA.L.3.4 Usage of newly-introduced vocabulary

LA.L.3.6 Acquisition of domain-specific words; gathering vocabulary knowledge for word usage consideration

for proper comprehension/expression


For Monday, October 17...
Standard/s:
RI.2.5 Analyzing Story/Text Structure THEME: ANCIENT CIVILIZATIONS
Item 1:
LAFS wb, pp 103-105 ... Lesson 11 Introduction; then, a historical article from "Terra-Cotta Army Protects First Emperor's Tomb"


USE BINDER PAPER. DO NOT RECORD ANYTHING INTO THE WORKBOOK.
p 103: after reading and discussing the lesson's introduction, answer the chart's Sentence 4 Function (found at the bottom of the page)
pp 104-105: read and discuss the historical article, then answer all tasks presented on the two pages.
This item goes along with the upcoming DBQ regarding "The Great Wall of China." The completed assignment will be turned in today.

Also, for the Week of October 17-21...

We will begin the first of three DBQ (document based question) projects (the end result being a fully-written argument essay that is supported with cited evidence). With this project, many different standards will be addressed; therefore, FOCUS grades will be supported in the areas Social Studies, Language Arts, and Reading.

Topic: THE GREAT WALL OF ANCIENT CHINA: DID THE BENEFITS OUTWEIGH THE COSTS?

Items that will be used for this project...

Monday, October 17...

• textbook, such as pages 276-277, and 292-299 ("The Qin and the Han Dynasties")

• LAFS Ready workbook, such as pages 103-105

Tuesday, October 18...

• DBQ packet...

• Intro "overview"page

• (part of) Background essay

Wednesday, October 19...

• (rest of) Background essay

• (part of) Document A:The Great Wall of Qin ("chin") and Han China (map)

• video clip: History Channel: The Great Wall of Ancient China

Thursday, October 20...

• (rest of) Document A:The Great Wall of Qin ("chin") and Han China (map)

• (part of) Document B:Relations with Xiongnu ("shung-nu")

Friday, October 21 ... 

(rest of) Document B:Relations with Xiongnu ("shung-nu")

• video clip: Discovery Channel: The Traditions of Mongol Culture

∼ World History/Social Studies :Week of October 24-28, 2016

Standards ... see previous week, the Week of October 17-21, 2016 ...

This week...Performance Matters: Writing Response, 2 - 3 days are planned

Monday, October 24 ... 

• Document C:Tribute to the Xiongnu (chart)

• video  clip: DISCOVERY EDUCATION: Silk

Tuesday, October 25 ... 

• Document D: Silk Road Trade

Wednesday, October 26...

Performance Matters: Reading Response, Day 1

• Document E:Peasants and Soldiers

Thursday, October 27...

Performance Matters: Writing Response, Day 2

• (rest of) Document E:Peasants and Soldiers 

Friday, October 28...

Performance Matters: (rest of) Writing Response, Day 2  

• Document F:Poetry of the Great Wall

 ... also, time in class was provided for students to finish any documents not previously completed. Students could also begin planning  for their DBQ essays, DUE THURSDAY, 11/03. The Self Score Rubric was provided and discussed in order to assist students with an overview  of the essay's expectations for satisfactory performance.

∼ Reading/LA/World History/Social Studies :Week of October 31-Nov 4, 2016

→ iReady reading skills practice... minimum 40 minutes a week ... students are allowed to access this site at home for practice ... it is highly encouraged for additional rehearsal toincrease "reading rigor!"

In class, students will keep summarized notes in their composition book on each lesson's practice skills.

Standards:

RI/RL 1.2  Central Idea        RI/RL 4.10  Reading Comprehension

Monday, October 31... HALF DAY...

... students will complete a Readworks.org passage titled TRADING PUMPKINS by Kyria Abrahams.

Standards:

RL.1.2  CENTRAL IDEA

RL.1.3  STORY’S UNFOLDING DRAMA, ITS EFFECT UPON CHARACTERS AND PLOT

RL.2.4  DETERMINING WORD MEANINGS

RL.4.10 READING AND COMPREHENDING GRADE LEVEL TEXT

L.3.4a   CONTEXT CLUES

Tuesday, November 1...

Standards for ELA/SS re: DBQ...continued from the Week of October 17-21, 2016  ...

→ DBQ Project...final essay due THURSDAY, 11/03...  -2 pts each day thereafter.

→ this essay counts as a TEST GRADE IN LA, RDG, AND SS 

PROVIDED TODAY: A "BUCKETING" AND CHICKEN FOOT SHEET (FOR ESTABLISHING CATEGORIES AS WELL AS THE THESIS AND ROADMAP, ALONG WITH AN OUTLINE SHEET . THESE WILL  FURTHER ASSIST WITH PLANNING THE ESSAY.

Some students, however,  were ready to receive these items last Friday after completing the majority of their DBQ  packets. 

→ A STRONG ESSAY WILL HAVE (at least) 5 TOTAL PARAGRAPHS...

¶ 1: INTRO:

•Utilizes a hook/grabber (1 point)

 Incorporates background knowledge (1 point)

• Has acceptable thesis with road map ... " CHICKEN FOOT" DETAILS (1 point)

¶ 2, 3, 4: BODY PARAGRAPHS, EACH OF WHICH WILL...

• Relate topic sentence to the thesis; has a topic sentence that states a claim that will be clearly proven in the body paragraph (1 pt each per ¶ of the 3 required in the body ¶ s)

• Provide evidence or facts directly from documents (1 pt each per ¶ of the 3 required in the body ¶ s)

• Make an inference and/or argument that explains the fact taken from the document

• Use all (pkt) documents (Background Essay, Doc A, Doc B, Doc C, Doc D, Doc E, and Doc F) to support argument with factual details, and the ideas can be found in the 3 body ¶ s  (1 point)

• Document referenced citations, which will be recorded beside the supported details {example: after paraphrasing a factual detail from the Background Essay, (BE) should follow the sentence. Another example is (Doc A) for a detail that references the map of The Great Wall of Qin and Han China}

• Analyzes point of view or bias (1 point) EXTRA CREDIT POINT. 

¶ 5: CONCLUSION PARAGRAPH : WILL...

• Restate thesis (which was provided in INTRO) ... (1 point)

• Clinch argument (1 point)

CONVENTIONS: 

•  The entire essay will properly address Sixth Grade standards re: grammar, spelling, and neatness (1 point)

LOOKING AT THE "GRAND TOTAL" OF THE LISTED CRITERIA, IT ADDS UP TO 17 POINTS IN ORDER TO EARN 100%.

ADDITIONAL , "EXPANDED CORE" POINTS (UP TO 3) CAN BE EARNED.

Examples:

•  Brings in extensive and relevant "outside" historical information

• Has a clear and comprehensive thesis

•  Analyzes documents in other ways with additional groupings

• Analyzes point of view or bias in more than one document

• States a counter- argument ("however" statement)

BE CERTAIN TO SELF-ASSESS YOUR ESSAY WITH THE RUBRIC PROVIDED 10/28.

(See previously-created standards, already posted)

Rough Draft/review

Wednesday, November 2...

→ DBQ Project...final essay due THURSDAY, 11/03...  -2 pts each day thereafter.

→ this essay counts as a TEST GRADE IN LA, RDG, AND SS 

→ (buddy-revise, create final draft, due tomorrow) BE CERTAIN TO SELF-ASSESS YOUR ESSAY WITH THE RUBRIC PROVIDED 10/28.

Thursday, November 3...

→ DBQ Project...final essay due TODAY, NOV. 3 TEST GRADE IN LA, RDG, AND SS

→ Complete survey re: group work

→ Complete the Non - fiction narrative re: Qin Shihuang (context clues: a word bank is provided)

Friday, November 4...

... according to recently analyzed PM READING data, there is a strong (immediate) need for lessons addressing the following standard: RI.3.9 : COMPARE AND CONTRAST TEXTS IN DIFFERENT FORMATS OR GENRES IN TERMS OF THEIR APPROACHES TO SIMILAR THEMES AND TOPICS.

→ For that reason, I would like to begin with the following non fiction passage...

→ from the Reading textbook, on pp 253-258; 259... from "It Worked for Me : In LIFE and LEADERSHIP, " Memoir by Colin Powell.

♦ It would be a good idea for students to first review p 259's information re: "Analyze Text: Memoir," in order to get some background for the article they are soon to read. 

Students will need to record the following vocabulary words from the passage:

• autobiography  • biography  • claustrophobic  •  precarious   •  prestigious   •   priority

I want them to underline all root/base words, then circle any/all prefixes, 

Next, they need to define all words by providing their meanings (in sentence form).

(example: An autobiography  is a writer's account of his or her own life, quite often told from the first-person point of view.   ) ... taken from the Glossary found  on page R61.

→  To become familiar with the independent writing task that will follow the account's reading, students will need to review the "Analyzing the Text" items on page 259, question #1 only. It will be collected at the end of the class period.

NOTE... (this passage will be paired with next Monday November 7's reading, pp 260-265; 267 from Colin Powell: MILITARY LEADER. Memoir by Colin Powell;  Biography by Warren Brown)

∼ Reading/LA/World History/Social Studies :Week of Nov 7-11, 2016

Be aware that it is likely that I will be needing to make date changes for some of the lessons planned for this week.

standards:

L.1.1 CONVENTIONS OF STANDARD ENGLISH

L.3.4 CLARIFYING WORD MEANINGS

L.3.6 ACQUIRE/USE GRADE-APPROPRIATE WORDS

→(...after grading the Performance Matters essays Friday, I have {further} discovered the need to address Writing conventions on a daily basis. I therefore plan to implement a routine that rehearses necessary skill practices with a book titled CAUGHT'YA! Grammar with a Giggle by Jane Bell Kiester).

RI.1.2 CENTRAL IDEA: NON FICTION

RI.1.2 CENTRAL IDEA: LITERATURE

RI.2.6 AUTHOR'S POINT OF VIEW

RI.3.9 : COMPARE AND CONTRAST TEXTS IN DIFFERENT FORMATS OR GENRES IN TERMS OF THEIR APPROACHES TO SIMILAR THEMES AND TOPICS (MEMOIR AND BIOGRAPHY).

→ (A second discovery I had while assessing the Performance Matters essays, is the need to review this skill practice by using the actual PM passage materials. There will be additional practice in the skill of comparing and contrasting different genres (MEMOIR AND BIOGRAPHY) and their similar theme at some point this week or the next).

RL.3.9 : COMPARE AND CONTRAST TEXTS IN DIFFERENT FORMATS OR GENRES IN TERMS OF THEIR APPROACHES TO SIMILAR THEMES AND TOPICS (POETRY AND STORY).

→ (ANOTHER discovery I had while assessing the Performance Matters essays, is the need to introduce additional practice in the skill of comparing and contrasting different genres with similar themes... At some point late this week or next, there will be a ∗test∗ after the literary texts from the ReadyFlorida LAFS workbook are taught).

→ materials needed this week: collections Reading textbook, ReadyFlorida LAFS workbook, composition book.

→ iReady... until further notice...I want to establish a daily routine of its used with the schedule as follows: Rotation 1, 8:30-8:50; Rotation 2, 11:55-12:15.

MONDAY, NOV. 7...

pp 260-265; 267 from Colin Powell: MILITARY LEADER. Memoir by Colin Powell; Biography by Warren Brown)

2 voc words to separate existing prefixes/suffixes from the root/base word.

Answer questions 1 & 2 from p 267.

TUESDAY, NOV. 8...

Brainpop! "Literary Genres"

As a class, record notes as the video is presented. Use the Chrome book to re-watch the video, then take the quiz.

Students were also working on their Social Studies workbook pages, assigned from last Friday, that are due Thursday/tomorrow  (pp 153-164).

WEDNESDAY, NOV. 9... 

BrainPOP: "Theme"  As a class, record notes as the video is presented. Use the Chrome book to re-watch the video, then take the quiz.

Students were also working on their Social Studies workbook pages, assigned from last Friday, that are due Thursday/tomorrow  (pp 153-164).

THURSDAY, NOV. 10..  THERE WILL BE A TEST OVER THIS SKILL STANDARD EARLY NEXT WEEK...TUESDAY, 11/15.

ReadyFlorida LAFS workbook, pp 209-211: Poem..."To Fight Aloud is Very Brave" and then a short story, "Brave Soldiers."    

FRIDAY, NOV 11...

VETERAN'S DAY HOLIDAY...NO SCHOOL

∼ Reading/LA/World History/Social Studies :Week of Nov 14-18, 2016

standards:

L.1.1 CONVENTIONS OF STANDARD ENGLISH: GRAMMAR

L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING

L.3.4a CLARIFYING WORD MEANINGS: CONTEXT CLUES

L.3.6 ACQUIRE/USE GRADE-APPROPRIATE WORDS

L.6.4 VOCABULARY

RI.1 CITING TEXT EVIDENCE; INFERENCES

RL.1.2 CENTRAL IDEA: FICTION

RI.1.2 CENTRAL IDEA: NON - FICTION

RL.2.4  DETERMINING WORD MEANINGS

RL.2.6 AUTHOR'S POINT OF VIEW

RL.3.9 : COMPARE AND CONTRAST TEXTS IN DIFFERENT FORMATS OR GENRES IN TERMS OF THEIR APPROACHES TO SIMILAR THEMES AND TOPICS (POETRY AND STORY).

SL.2.6   ADAPT SPEECH (TO A SPECIFIC TASK))

I will continue to address Writing conventions on a daily basis using a book titled CAUGHT'YA! Grammar with a Giggle by Jane Bell Kiester).    Students use the same composition book as they do for their iReady...they "flip" it and use the back pages.

MONDAY, NOV. 14...  TEST: TUESDAY

→ReadyFlorida LAFS workbook, pp 212 - 214: fiction, "Fort Fizzle" and fantasy "Ogel's Tears."

TUES, NOV. 15... .∗ TEST∗

→ ReadyFlorida LAFS workbook, pp 215 - 218 ... novel excerpt, from "Before We Were Free" and short story excerpt, "Raven's Song."

WEDNESDAY, NOV. 16...

Brainpop! (homophones)  "They're, Their, There"

THURSDAY, NOV. 17 ...

→MULTI-SKILL LESSON : Thanksgiving Becomes a National Holiday

FRIDAY, NOV 18...

Brainpop! "Thanksgiving"

→PREFIX ♦ ROOT WORD ♦ SUFFIX   LESSON (only the afternoon class worked on this item today)

∼ Reading/LA/World History/Social Studies :Week of Nov 21-25, 2016 THANKSGIVING HOLIDAY.

ENJOY YOUR HOLIDAY WITH FAMILY AND FRIENDS.

∼ Reading/LA:Week of Nov 28-DEC. 2, 2016

STANDARDS:

RI.1.2 CENTRAL IDEA: NON - FICTION

L.1.1 CONVENTIONS OF STANDARD ENGLISH: GRAMMAR

L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING

L.3.4a CLARIFYING WORD MEANINGS: CONTEXT CLUES

L.3.6 ACQUIRE/USE GRADE-APPROPRIATE WORDS

L.6.4 VOCABULARY

RL.2.4 WORD MEANINGS; FIGURATIVE, CONNOTATIVE, and TECHNICAL

→ iReady... until further notice...I want to continue with a daily routine of its use with the schedule as follows: Rotation 1, 8:30-8:50; Rotation 2, 11:55-12:15.

I will continue to address Writing conventions on a daily basis using a book titled CAUGHT'YA! Grammar with a Giggle by Jane Bell Kiester).    Students use the same composition book as they do for their iReady...they "flip" it and use the back pages.

I want to begin some in-class rehearsal for the upcoming 2017 assessments...

Below are links to the practice tests for FSA and Pearson.  The link for FSA is for both paper and computer practice tests.  Pearson only offers computer practice tests.   ALL students will have to take a practice test for each subject, so I would like to start this practice at this time.
FSA
 
Pearson

MONDAY, NOV. 28... 

"Context Clues" Lesson... ONLINE ETIQUETTE 

TUESDAY, NOVEMBER 29...

→→"Context Clues" Lesson ... "Asthma"

WEDNESDAY, NOVEMBER 30...

→→→test rehearsal, as stated above: second website"Context Clues" Lesson... ONLINE ETIQUETTE

THURSDAY, DECEMBER 1...

→→→→LAFS workbook, pp 263-264 “Denotation and Connotation” 

FRIDAY, DECEMBER 2...

→→→→→

LAFS READY WORKBOOK...WORD MEANINGS; FIGURATIVE and CONNOTATIVE

pp 129-131 ... "The Gold Watch"

 ( Parts of this lesson was postponed... )

→in the afternoon, there was be a Spelling Bee, from 1:30-2:42.

THERE WILL BE A TEST OVER CONTEXT CLUES AS WELL AS FIGURATIVE, CONNOTATIVE, AND TECHNICAL LANGUAGE SOMETIME SOON... VERY POSSIBLY THE WEEK AFTER NEXT ... TUESDAY, 12/13 ... DUE TO A VARIETY OF ACTIVITIES TAKING PLACE THIS MONTH, IT IS A CHALLENGE TO SELECT THE BEST DATE FOR THE STUDENTS)

Week of December 5-9, 2016

STANDARDS:

RI.1.2 CENTRAL IDEA: NON - FICTION

L.1.1 CONVENTIONS OF STANDARD ENGLISH: GRAMMAR

L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING

L.3.4a CLARIFYING WORD MEANINGS: CONTEXT CLUES

L.3.6 ACQUIRE/USE GRADE-APPROPRIATE WORDS

L.6.4 VOCABULARY

RL./RI 1.2    DETERMINING THEME OR CENTRAL IDEA

RL.2.4 WORD MEANINGS; FIGURATIVE and CONNOTATIVE

MONDAY, December 5...

VERY IMPORTANT: IREADY DIAGNOSTIC #2. THE STUDENTS NEED TO WORK HARD AND TRY THEIR BEST.

TUESDAY, DECEMBER 6

→→ pp 129-131 ... "The Gold Watch"

 ( SINCE parts of this lesson was postponed. Friday, Dec 2. )   ... THEN...

WEDNESDAY, December 7.

→→→

pp 132-133; "A Thunderstorm"

THURSDAY, December 8..

ALHAMBRA field trip

MRS. BEAUPRE’S WORK FOR STUDENTS ATTENDING SCHOOL,Thursday, December 8 (BUT NOT ATTENDING THE FIELD TRIP)…

 

WORLD HISTORY/SOCIAL STUDIES…

Standards FOR WORKBOOK PAGES 39-48… INITIAL DATE ASSIGNED, 12/08/16. IF ITEM DOES NOT GET COMPLETED TODAY, STUDENTS CAN TURN IT IN THE MORNING OF TUESDAY, 12/13/16.

*SS.6.G.2.3 ANALYZE THE RELATIONSHIP OF PHYSICAL GEOGRAPHY TO THE DEVELOPMENT OF ANCIENT RIVER VALLEY CIVILIZATIONS

*SS.W.2.7 SUMMARIZE THE IMPORTANT ACHIEVEMENTS OF MESOPOTAMIAN CIVILIZATION.

*SS.6.G.4.3 LOCATE SITES IN AFRICA AND ASIA WHERE ARCHAEOLOGISTS HAVE FOUND

*EVIDENCE OF EARLY HUMAN SOCIETIES, AND TRACE THEIR MIGRATION PATTERNS TO OTHER PARTS OF THE WORLD.

*SS.6.W.2.7 SUMMARIZE THE IMPORTANT ACHIEVEMENTS OF MESOPOTAMIAN CIVILIZATION

 

ELA…

IN ADDITION TO THE APP-CREATED LESSONS FOR STUDENTS, I HAVE LOADED A NUMBER OF ADDITIONAL PRACTICE LESSONS FOR THE STUDENTS INTO IREADY.

Friday, December 9

LAFS workbook, pp 134-136... from "To Build a Fire"

CLASSROOM: CODE: xqazd ... 2 BRAINPOP! lessons, one due 12/14/16,  "SIMILIES AND METAPHORS," and the other due 12/15/16, "Mood and Tone."

The week of December 12-16, 2016...

Monday, 12/12...

AFTER THE iREADY DIAGNOSTIC #2 HAS BEEN FINISHED, AT LEAST 20 MINUTES OF PRACTICE NEEDS TO BE COMPLETED. IN THE FRONT OF THE COMPOSITION BOOK, PROVIDE AT LEAST ONE SENTENCE DESCRIBING THE SKILL THAT WAS PRACTICED FOR TODAY’S LESSON.

DOL STANDARDS:  

L.1.1 CONVENTIONS OF STANDARD ENGLISH: GRAMMAR

L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING

INSTRUCTIONS: PROVIDE CORRECTIONS FOR THE FOLLOWING ITEM (AT THE BACK OF THE COMPOSITION BOOK).

  1.  1234 chafe street

      hogtown florida  32069S

READING.

Standard:

RL.1.2  DETERMINE A THEME OR CENTRAL IDEA OF A TEXT AND HOW IT IS CONVEYED THROUGH PARTICULAR DETAILS

RL.2.4  DETERMINE THE MEANING OF WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING FIGURATIVE AND CONNOTATIVE MEANINGS; ANALYZE THE IMPACT OF A SPECIFIC WORD CHOICE ON MEANING AND TONE.

Complete the “Theme” packet, which includes an introductory page, an organizer sheet (front and back), a short story “Popular Problems”  and a poem “Free.”

GOOGLE CLASSROOM, CODE xqazd3...these are 2 BRAINPOP! Assignments; one is  DUE WEDNESDAY, DECEMBER 14TH (SIMILIES and METAPHORS), another THURSDAY, DECEMBER 15TH (MOOD AND TONE)…

SOCIAL STUDIES/WORLD HISTORY

GOOGLE CLASSROOM, CODE nj00ys...this is a BRAINPOP! assignment DUE WEDNESDAY, DECEMBER 14TH…

*EXTRA-CREDIT: DUE WEDNESDAY, 12/14/16. WORTH 20 BONUS POINTS (DAILY/HOMEWORK GRADE) Trifold Brochure: use the textbook (and any other resources, if necessary) to represent a variety of Sumerian Contributions  (ideas/inventions/innovations) as a way to “advertise” this culture’s unique developments. Use the appropriate vocabulary terms within the captions to describe each of the items selected. For full credit:  Creativity, Color, and Neatness a must.

2017 assignment details...

{ QUARTER 3 STANDARDS:}


L.1.1  CONVENTIONS OF STANDARD ENGLISH: GRAMMAR
L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING
L.1.1 CONVENTIONS OF STANDARD ENGLISH: GRAMMAR
L.1.2 CONVENTIONS OF STANDARD ENGLISH: PUNCTUATION, CAPITALIZATION, AND SPELLING
L.3.4a CLARIFYING WORD MEANINGS: CONTEXT CLUES
L.3.6 ACQUIRE/USE GRADE-APPROPRIATE WORDS
L.6.4 VOCABULARY
RL.1.1 CITE TEXTUAL EVIDENCE TO SUPPORT ANALYSIS OF WHAT THE TEXT SAYS EXPLICITLY AS WELL AS INFERENCES DRAWN FROM THE TEXT
RI.1.2 CENTRAL IDEA: NON - FICTION
RL./RI 1.2 DETERMINING THEME OR CENTRAL IDEA
RL.2.4 WORD MEANINGS; FIGURATIVE and CONNOTATIVE
RL/RI.2.5 ANALYZE HOW A PARTICULAR SENTENCE CHAPTER, SCENE OR STANZA FITS INTO THE OVERALL STRUCTURE OF A TEXT AND CONTRIBUTES TO THE DEVELOPMENT OF THE THEME, SETTING OR PLOT.
RL.3.7. COMPARE AND CONTRAST THE EXPERIENCE OF READING A STORY, DRAMA, OR POEM TO LISTENING TO OR VIEWING AN AUDIO, VIDEO, OR LIVE VERSION OF THE TEXT INCLUDING CONTRASTING WHAT THEY "SEE" AND "HEAR" WHEN READING THE TEXT TO WHAT THEY PERCEIVE WHEN THEY LISTEN OR WATCH.
RI.3.9 COMPARE AND CONTRAST ONE AUTHOR'S PRESENTATION OF EVENTS WITH THAT OF ANOTHER
RL/RI 4.10 BY THE END OF THE YEAR, READ AND COMPREHEND LITERATURE AND LITERARY NON FICTION IN GRADE 6 TEXT COMPLEXITY BAND PROFICIENTLY
W.1.1 WRITE ARGUMENTS TO SUPPORT CLAIMS WITH CLEAR REASONS AND RELEVANT EVIDENCE
W.2.6 USE TECHNOLOGY TO PRODUCE AND PUBLISH WRITING
W.3.7 CONDUCT SHORT RESEARCH PROJECTS TO ANSWER A QUESTION
W.3.8 GATHER RELEVANT INFORMATION FROM MULTIPLE PRINT AND DIGITAL SOURCES, SUCCESSFULLY PARAPHRASING AND SUMMARIZING TO AVOID PLAGIARISM
W.3.9 DRAW EVIDENCE FROM LITERARY OR INFORMATIONAL TEXTS TO SUPPORT ANALYSIS
W.4.10 WRITE ROUTINELY OVER EXTENDED TIME FRAMES FOR A RANGE OF DISCIPLINE - SPECIFIC TASKS, PURPOSES, AND AUDIENCES


ASSIGNMENTS:
EACH WEEK, EVERY DAY...DOL AND IREADY, USING THE COMPOSITION BOOK TO RECORD THE PRACTICE ITEMS.
NOTE: GOOGLE CLASSROOM, CODE xqazd3 (ACCESSIBLE AT HOME AS WELL AS AT SCHOOL) ...there were 2 BRAINPOP! Assignments; one that was DUE WEDNESDAY, DECEMBER 14TH (SIMILIES and METAPHORS), another THURSDAY, DECEMBER 15TH (MOOD AND TONE)…I AM EXTENDING THEIR DEADLINES TO THURSDAY, JANUARY 12. TWO ADDITIONAL ITEMS, "IDIOMS" AND "ETYMOLOGY," ARE INCLUDED AS BRAINPOP! ITEMS THAT MUST BE COMPLETED BY THAT DATE. THESE LESSONS ARE DESIGNED TO STRENGTHEN STUDENTS' KNOWLEDGE OF 'CRAFT AND STRUCTURE' IN BOTH INFORMATIONAL AND LITERARY TEXT (STANDARDS: RI/RL 2.4; L.3.5c).

Week of January 02-06, 2017...


UNFINISHED "BUSINESS" FROM QUARTER 2... RL.2.4 ... ANALYZING IMPACT OF WORD CHOICE, (ITS MOOD AND TONE)


Thursday, January 5...
Ready Florida LAFS workbook, pages 137-139

Lesson Intro, p 137 ... tone and mood

Students will complete items found on pages 138-139 as "A Fright in the Night" is read.


Friday, January 6...
As a class ... Pages 140-141, "Those Two Boys."
Independently ... Pages 142- 144, from "The Eyes Have It."


THEN, next week I plan for us to move onto RL.2.5, (ANALYZE HOW A PARTICULAR SENTENCE CHAPTER, SCENE OR STANZA FITS INTO THE OVERALL STRUCTURE OF A TEXT AND CONTRIBUTES TO THE DEVELOPMENT OF THE THEME, SETTING OR PLOT).

Week of January 9-13, 2017          

iReady and Dol will continue as they did last week.

Standards: same as last week

Because the DBQ is the prioritized instructional item for the week, these items might need "time/schedule adjustments" throughout the week.
Monday: LAFS Ready workbook: pp 142-144 from "The Eyes Have It"
Tuesday: LAFS Ready workbook: pp 145-147 "Motto" and "The Heart of a Woman"
Wednesday: LAFS Ready workbook: pp 148-149 "I Sit by the Fire and Think"
Thursday: LAFS Ready workbook: pp 150-152 "Brennan on the Moor"
Friday: "Phone Zone" poem

Monday, January 09...

For tomorrow's DBQ, students need to consider which type of graphic organizer will best suit their planning for the upcoming writing assignment. Also, they will be introduced to an "Action Plan" (a daily journal item) and "Norms,"  both found in the Social Studies section of their GOOGLE CLASSROOM. This is accessible at home via the portal.

Tuesday, January 10...

•  Hammurabi's Code: introduction (Students will receive a packet in which each day, they will collaborate on much of the assigned pages).  THE FINAL ESSAY WILL BE DUE TUESDAY, JANUARY 24.  IT COUNTS AS A TEST GRADE IN ALL THREE ACADEMIC AREAS:

LANGUAGE ARTS, READING, AND SOCIAL STUDIES.

Today: Introduction/Background Essay

Today: Introduction/Background Essay, Day 1 of 2 for for this particular document (coding &  marking the text; using the "Big Question" handout to address the "W" inquiries...who, what, where, why, when, and how

Wednesday, January 11..

Today: Introduction/Background Essay, Day 2 of 2 for for this particular document

using yesterday's "W" sheet to begin the introductory paragraph of the argument essay

Thursday, January 12..

Document A: The Stone Stele

Friday, January 13..

Document B: Epilogue of the Code

Week of January 16-20...

Monday, January 16...Holiday: Martin Luther King, Jr. Day

Tuesday, January 17... 

Document C: Family Law

Wednesday, January 18...

Document D: Property Law

Thursday, January 19...

Document E: Personal Injury Law

Friday, January 20...

Planning/1st Draft: DBQ

Week of January 23-27

Final Draft: DBQ 

SINCE THIS WEEK HAS THE “WORLD LITERACY” THEME, I want the students to go into my Social Studies GOOGLE CLASSROOM and review the two documents I loaded (“Daily Life” for them to read, and “Cuneiform Rebus” for a short writing assignment due 1/26).

 

ELA/READING and LANGUAGE ARTS: SOCIAL STUDIES

 

Monday, January 23…

  1. THIS WEEK HAS THE “WORLD LITERACY” THEME, I want the students to go into my Social Studies GOOGLE CLASSROOM and review the two documents I loaded (“Daily Life” for them to read, and “Cuneiform Rebus” for a short writing assignment due 1/26).

 

2) ASSIGNMENT: work on the DBQ 5 paragraph essay (using the Chromebook) that is due Tuesday, 1/24. (The deadline was announced Thursday, 1/19… and the essay was started Friday, 1/20.)

 

DBQ TOPIC: HAMMURABI’S CODE: WAS IT JUST?

 

Tuesday, January 24… for “WORLD LITERACY” week...

 

  1. “WORLD LITERACY”  … I will introduce a number of various fable/folktale trade books that students can select from, in order to summarize (in a paragraph).  DEADLINE: FRIDAY, JANUARY 27. Students are allowed to select a different book from our Media center or from home for this purpose.

 

  1. “Cultural Celebration” research… hunt for an event that occurs (or, if you wish to go “historical,” occurred, many years ago, in the past… as in ancient Egypt, since that will be our current focus in Social Studies World History), elsewhere in the world that interests you. Take the perspective of a Television Reporter. Create a journalistic account/review of the event. Write a (one-paragraph minimum) summary of the event. DEADLINE: Thursday, January 26.

 

  1. I will also introduce the assignment of finding a recipe from an area around the world (if it helps, you may use the same culture that you are researching for the “Cultural Celebration,” as in ancient Egypt, since that will be our current focus in Social Studies World History)  Students will simply find a recipe they will write out (or, record into a Google/word document) that we can publish as a project, a classroom multi-cultural cookbook.

RECIPE DEADLINE: THURSDAY, JANUARY 26.

 

ELA, Social Studies/World History:

In my Social Studies GOOGLE CLASSROOM folder, I have downloaded some Readworks.org passages that I will be introducing during my reading block.  Their final deadline for completion will be Tuesday, January 31. IN THE EVENT THE ASSIGNMENTS NOT NOT FINISHED DURING CLASSROOM TIME, THEY CAN BE COMPLETED AS HOMEWORK...THAT’S BECAUSE STUDENTS ARE ALSO ABLE TO ACCESS THESE DOCUMENTS AFTER SCHOOL…

This Passage & Question Set and related Vocabulary materials align to the following Common Core Anchor Standards:

Passage & Question Set

CCSS.ELA-LITERACY.CCRA.R.1

CCSS.ELA-LITERACY.CCRA.R.2

CCSS.ELA-LITERACY.CCRA.R.10

Vocabulary Material

CCSS.ELA-LITERACY.CCRA.L.4

CCSS.ELA-LITERACY.CCRA.L.6

Full Standards Descriptions

CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.10

Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-LITERACY.CCRA.L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCSS.ELA-LITERACY.CCRA.L.6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression

In my Social Studies time block, I will be using the textbook to cover Chapter 5,”Ancient Egypt and Kush: 5000 B.C. to A.D 350.” This chapter runs from pages 97-136. MORE DETAILS CAN BE FOUND IN THE SOCIAL STUDIES SECTION OF MY WEBSITE PAGE.

{[ELA  … }

iReady: resume your “path” (green icon on the far left) AFTER you have completed the “Digital Resources” lesson (dark blue icon) that I assigned last week.

Thursday: a “Close Read” assignment (light blue icon to the far right) will be assigned.

Google Classroom Readworks.org article: “Nerfertari’s Tomb”

Google Drive: “Ancient Civilizations” daily assignment

(these are the posted instructions for the 6  Ancient Civilization  articles:)

(What?) Readwork.org “Nonfiction Articles.”      

(Why?) Purpose:  reading these articles allows you to build your own personal vocabulary, and to  become a stronger, more independent reader as you gain in reading stamina. With this extra reading and writing, you will see, document, and own all of the knowledge you are building over the weeks and months of practice.

(How?) complete the assignment as follows: read the article independently; keep the newly-learned details stored in your “Book of Knowledge”/journal

 

  • ~A book of knowledge can be pieces of paper or a composition book.
  • You will write down, or draw a picture of, two or three things you have learned from reading and would like to remember.
  • In addition to extra writing each day, you will see, document, and own all of the knowledge you are building over the weeks and months

Week of February 6-10…

test: Friday, 2/06: Figurative, Connotative, and Denotative Language.

ELA

STANDARDS:

RL/RI 1.2 DETERMINE CENTRAL IDEA OR THEME OF A TEXT; PROVIDE A SUMMARY

RL./RI.1.1 CITE TEXTUAL EVIDENCE (EXPLICIT AND INFERRED)

RL.RI.4.10 READ AND COMPREHEND LITERATURE AND LITERARY NONFICTION IN GRADE 6 TEXT COMPLEXITY

RL/RI.2.4 DETERMINE WORD MEANINGS WITHIN TEXT

STANDARDS:

W.1.1 WRITE INFORMATIVE TEXTS TO EXAMINE A TOPIC AND CONVEY IDEAS, CONCEPTS, AND INFORMATION THROUGHOUT THE SELECTIONS, ORGANIZATION, AND ANALYSIS OF RELEVANT CONTENT.

W.2.4 PRODUCE CLEAR AND COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION, AND STYLE ARE APPROPRIATE TO TASK, PURPOSE, AND AUDIENCE

W.3.9 DRAW EVIDENCE FROM INFORMATIONAL TEXT TO SUPPORT ANALYSIS, REFLECTIONS, AND RESEARCH



  • iReady:  continue the Close Read practice, in addition to your other “path” lessons

 

  • Ancient Civilization summary (use the “W” notes to create it, NOT the actual article)
    • Word Meanings Practice items (“Denotative and Connotative Language”, “Figurative Language,” i.e.) found in my ELA Google Classroom site; Reading Comprehension Practice items (week sets of “180 Days of Reading,” i.e)

 Week of February 13-17…  

many standards from last week still apply...

 

SS

CHAPTER 5 TEST ON FRIDAY, FEB. 17   (OPEN BOOK/NOTES)

WORKBOOK PAGES 51-71 DUE.

STANDARDS:

SS.6.E.1.1 I​dentify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

SS.6.G.2.5 ​​Interpret how geographic boundaries invite or limit interaction with other regions and cultures.

SS.6.W.2.5 Summarize important achievements of Egyptian civilization.

SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations.

 

SS.6.E.1.1 Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

 

SS.6.E.3.2

Categorize products that were traded among civilizations, and give examples of barriers to trade of those products.

SS.6.E.3.3

Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners.

SS.6.W.2.6

Determine the contributions of key figures from ancient Egypt.



Chapter 5, Lesson 3… “Egypt’s Empire, “ pages 120-127

  • From each of the lessons, IN COMPLETE, DETAILED SENTENCES, answer all the CRITICAL THINKING, PROGRESS CHECK, AND GEOGRAPHY CONNECTION. questions.

 

(This  week, February 13-17)...Chapter 5, Lesson 4: “The Kingdom of Kush,” pp 128-133

 

  • From each of the lessons, IN COMPLETE, DETAILED SENTENCES, answer all the CRITICAL THINKING, PROGRESS CHECK, AND GEOGRAPHY CONNECTION. questions.

Week of February 20-24, 2017 ...
ELA ...
Tuesday, students that have not finished last week's FSA writing rehearsal MUST complete it today and submit it to me for grading. I want to provide feedback ASA,P to ensure they are prepared for next week's test on Tuesday, February 28th. (I already graded the papers received Friday 2/17).

For this test prep, students were expected to complete the following tasks:
~ Carefully read the Writing Prompt page and follow its scenario/ introduction:
(Your social studies class is researching both traditional and unexpected heroes. Using the information and examples found in the "Courage and Heroism" passage set, write an informative essay on what it means to be courageous.)
Manage your time carefully so that you can
~read the passages;
~plan your response (I guided the students with the creation a a 3-column chart);
~write your response; and
~revise and edit your response.
Be sure to
~use evidence from multiple sources (the mention of authors and passage titles is BEST); and
~avoid overly relying on one source (there were three, hence the 3 column chart).
Your response should be in the form of a multiparagraph essay. Write your response on the space provided. (the writing kit from the FSA website displayed 3 pages, front-side only.)
On the official website, a rubric is provided for guidance towards the skills assessed. It is very helpful, in the event students practice their writing outside of class.


ALSO, ON TUESDAY... a lesson will be assigned, "Determining the Meaning of Synonyms" (found in my Google ELA Classroom; 15 items). I cannot stress enough how important it is that students skillfully support their classroom writing assignments/upcoming FSA Writing essays with the appropriate vocabulary selection. This practice can purposefully guide them into the creation of clearly-written elaboration that demonstrates a logical progression of ideas, beginning to end. Also, it can help them avoid plagiarism... which is simply re-writing the ideas from the author, word-for-word. IF A STUDENT'S RESPONSE IS A DIRECT "RECOPY" OF THE PASSAGES, THE SCORE EARNED WILL BE A "0" OUT OF A POSSIBLE 10.


additional assignments for the week...
(more on) WRITING REHEARSAL

"COMPARING AND CONTRASTING TEXTS"  LAFS Ready workbook, pp 187-196; (next Monday, 2/27 ... pp 197-204).
"AFFIXES: DETERMINING WORD MEANINGS"
"AUTHOR'S PURPOSE: CORRECT SPELLING"


SOCIAL STUDIES/WORLD HISTORY


Tuesday...
Catch-up work from last week...


~Chapter 5 Test: Ancient Egypt and Kush (launched on "Socrative" app)
~Compare/Contrast essay: Amenhotep IV, "King Tut," and Ramses II (DUE TODAY)


Students that are finished with ALL items will have the option of 2 Extra-Credit tasks...


Task 1: Google Slides: I already created some for Chapter 5. They can add 5 more slides, using concepts mentioned in lessons 3 and 4 (pp 120-133).


Task 2: p 133, LESSON 4 REVIEW, Item number 6

Week of February 28-March 3, 2017 ...

SOCIAL STUDIES/WORLD HISTORY


WEDNESDAY and beyond... Chapter 6, "The Israelites: 1800 B.C. to A.D.70.
(new) standards:
SS.6.G.4.4 MAP AND ANALYZE THE IMPACT OF THE SPREAD OF VARIOUS BELIEF SYSTEMS IN THE ANCIENT WORLD
SS.6.W.2.9 IDENTIFY KEY FIGURES AND BASIC BELIEFS OF THE ISRAELITES AND DETERMINE HOW THESE BELIEFS COMPARED WITH THOSE OF OTHERS IN THE GEOGRAPHIC AREA
SS.6.W.3. ANALYZE THE CULTURAL IMPACT THE ANCIENT PHOENICIANS HAD ON THE MEDITERRANEAN WORLD WITH REGARD TO COLONIZATION ((CARTHAGE), EXPLORATION MARITIME COMMERCE, (PURPLE DYE, TIN) AND WRITTEN COMMUNICATION (ALPHABET).


PAGES 137-139: THE STORY MATTERS, using the "W" item found in the Social Studies GOOGLE Classroom site (we previoiusly completed one for Ch. 5). Using this graphic organizer, summarize what you have learned about David (withut using your textbook...to avoid plagiarism).

PAGES 138-9...ANSWER ALL QUESTIONS (COMPLETE SENTENCES!)
Step Into the Place (3); Step Into the Time (As Judaism grew, civilizations in the rest of the world also experienced political changes of__________________ and the development of religious beliefs such as ______________________________.)

PAGES 140-147...USE ALL 12 WORDS IN SENTENCES; ANSWER THE CRITICAL THINKING, INFOGRAPHIC, and PROGRESS ITEMS, ALL IN COMPLETE SENTENCES.

ELA...

         

Monday, students will have ONE MORE TEST REHEARSAL to prepare for tomorrow’s FSA Writing test. I have loaded some articles into my Google Classroom: ELA for this purpose.

For this test prep, students are expected to complete the following tasks:

~ Carefully read the Writing Prompt page and follow its scenario/ introduction:

(You will read three texts on biking trails. Then you will write an informative essay about the criteria people use to judge a good biking trail.)

Manage your time carefully so that you can

~read the passages;

~plan your response (I guided the students with the creation a a 3-column chart);

~write your response; and

~revise and edit your response.

Be sure to

~use evidence from multiple sources (the mention of authors and passage titles is BEST); and

~avoid overly relying on one source (there were three, hence the 3 column chart).

Your response should be in the form of a multiparagraph essay. Write your response on the space provided. (the writing kit from the FSA website displayed 3 pages, front-side only.)

On the official website, a rubric is provided for guidance towards the skills assessed. It is very helpful, in the event students practice their writing outside of class.

 

This practice can purposefully guide them into the creation of clearly-written elaboration that demonstrates a logical progression of ideas, beginning to end. Also, it can help them avoid plagiarism... which is simply re-writing the ideas from the author, word-for-word. IF A STUDENT'S RESPONSE IS A DIRECT "RECOPY" OF THE PASSAGES, THE SCORE EARNED WILL BE A "0" OUT OF A POSSIBLE 10.



TUESDAY...FSA Writing Test day!  120 minutes to fully read, plan, and write a multiparagraph essay that addresses the state-mandated prompt.

 

additional assignments for the week...WHICH MAY STRETCH TO THE NEXT WEEK (MARCH 6-10), AS WELL…

 

ADDITIONAL STANDARDS:

RI.2.4  DETERMINING WORD MEANINGS

RL.1.1  and 2.5  CITE EVIDENCE FROM ANALYZED LITERATURE

RL.1.2, 3  DETERMINING CENTRAL THEME/CENTRAL IDEA AS THE UNFOLDING PLOT OF A STORY IS REVEALED

(and, found in the Google Classroom: ELA)... WHICH, I HAVE FOUND TO BE EASIER TO READ WHEN STUDENTS OPEN THE ITEM IN A NEW WINDOW. AT HOME , I HAVE FOUND THAT I CAN NEXT OPEN THE ITEM WITH “DOC HUB” FOR ADDITIONAL PRACTICE PURPOSES, SUCH AS EDITING.

 

"AFFIXES: DETERMINING WORD MEANINGS"

"AUTHOR'S PURPOSE: CORRECT SPELLING"(since we did not get to these items last week as planned)

“GENIE IN A LOCKER”

“MAKING JUDGEMENTS AND PLOT”

“AUTHOR’ S PURPOSE”

“INFERENCES”

 

Week of March 6-10…

 

ELA

STANDARDS:

RL/RI 1.2 DETERMINE CENTRAL IDEA OR THEME OF A TEXT; PROVIDE A SUMMARY

RL./RI.1.1 CITE TEXTUAL EVIDENCE (EXPLICIT AND INFERRED)

RL.RI.4.10 READ AND COMPREHEND LITERATURE AND LITERARY NONFICTION IN GRADE 6 TEXT COMPLEXITY

RL/RI.2.4 DETERMINE WORD MEANINGS WITHIN TEXT

STANDARDS:

W.1.1 WRITE INFORMATIVE TEXTS TO EXAMINE A TOPIC AND CONVEY IDEAS, CONCEPTS, AND INFORMATION THROUGHOUT THE SELECTIONS, ORGANIZATION, AND ANALYSIS OF RELEVANT CONTENT.

W.2.4 PRODUCE CLEAR AND COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION, AND STYLE ARE APPROPRIATE TO TASK, PURPOSE, AND AUDIENCE

W.3.9 DRAW EVIDENCE FROM INFORMATIONAL TEXT TO SUPPORT ANALYSIS, REFLECTIONS, AND RESEARCH



  • iReady:  continue any assigned lesson practice, in addition to your other “path” lessons
  • Moby Max: start/resume the “Reading Level Assessment;” then begin the  “Reading Stores” tile

 

  • Google Drive: Extra Practice : If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: Ancient Civilization summary (use the “W” notes to create it, NOT the actual article)

 

  • Google Slides: Extra Practice: If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: create a slideshow to represent items learned from Chapter 6: ANCIENT ISRAEL (see the format used for Chapter 5’s ANCIENT EGYPT)

 

  • PASSAGES:

            “New Kid” (14 total questions)

            “Marksdale” website passage (3 questions)

            “Playing Her Part” passage

            “Are You Smarter Than a Fifth Grader”

             (passages/items  found in Google ELA Classroom … )

            “Inferences;”  “Making Inferences 2;”

            

Those also found on the http://www.fsassessments.org/students-and-families/practice-tests/  website for (at least) 2 days of test practice, using the chrome books

   

 

 

 

SS

STANDARDS:

SS.6.E.1.1 I​dentify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

SS.6.G.2.5 ​​Interpret how geographic boundaries invite or limit interaction with other regions and cultures.

SS.6.W.2.9 Key figures/beliefs of ancient Israelites



Chapter 6, Lesson 1… “Israelites, “ pages 148-159

  • From each of the lessons, COMPLETE, DETAILED SENTENCES, for  the CRITICAL THINKING, PROGRESS CHECK, AND GEOGRAPHY CONNECTION Questions. (one GUIDING QUESTION item will also be included)

 

Pp 148-150: PROGRESS CHECK (use both these words)

  • Psalms
  • Proverbs

Pp 151-153:

GEOGRAPHY CONNECTION (2); CRITICAL THINKING (1);

  • Exile: in the PROGRESS CHECK

 

Pg 153:REVIEW,  1-5

 

Pp 154-156:

  • Synagogues

  • Sabbath      use both of these words in the lesson opening’s GUIDING QUESTION.

 

  • Scrolls     use the word in the CRITICAL THINKING item.

 

Schoolnotes2.0 lessons for Week of March 13-17…

 

ELA

STANDARDS:

RL/RI 1.2 DETERMINE CENTRAL IDEA OR THEME OF A TEXT; PROVIDE A SUMMARY

RL./RI.1.1 CITE TEXTUAL EVIDENCE (EXPLICIT AND INFERRED)

RL.RI.4.10 READ AND COMPREHEND LITERATURE AND LITERARY NONFICTION IN GRADE 6 TEXT COMPLEXITY

RL/RI.2.4 DETERMINE WORD MEANINGS WITHIN TEXT

STANDARDS:

W.1.1 WRITE INFORMATIVE TEXTS TO EXAMINE A TOPIC AND CONVEY IDEAS, CONCEPTS, AND INFORMATION THROUGHOUT THE SELECTIONS, ORGANIZATION, AND ANALYSIS OF RELEVANT CONTENT.

W.2.4 PRODUCE CLEAR AND COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION, AND STYLE ARE APPROPRIATE TO TASK, PURPOSE, AND AUDIENCE

W.3.9 DRAW EVIDENCE FROM INFORMATIONAL TEXT TO SUPPORT ANALYSIS, REFLECTIONS, AND RESEARCH



  • iReady:  continue any assigned lesson practice, in addition to your other “path” lessons
  • THERE WILL BE A GROWTH MONITORING CHECK BEGINNING WEDNESDAY...STUDENTS NEED TO DO THEIR BEST WITH THIS ASSESSMENT...IF THEY RUSH THROUGH IT, THE TEST CAN BE RESET, AND THEY CAN BE REQUIRED TO RETAKE IT.
  • Moby Max: start/resume the “Reading Level Assessment;” then begin the  “Reading Stores” tile

 

  • Google Drive: Extra Practice : If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: Ancient Civilization summary (use the “W” notes to create it, NOT the actual article)

 

  • Google Slides: Extra Practice: If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: create a slideshow to represent items learned from Chapter 6: ANCIENT ISRAEL (see the format used for Chapter 5’s ANCIENT EGYPT)

 

 

 

  • Beginning Tuesday, 3/14, and ending Friday, 3/17 …
  • READING PASSAGES will be read from: the Reading textbook … FLORIDA collections.

COLLECTION 6: What Tales Tell … beginning on page 311.

In this collection, you will explore how traditional stories reveal the values of a culture.

 

Pages 313-326

From “BLACK SHIPS BEFORE TROY: The Story of the Iliad” …  Pages 313-326

As the passage is read, we will also access the “Classlinks” tile to use the ebook so that some of the key areas of the passage can be viewed and discussed in class. The students will be guided to use the icons on the left margin to better access some of the amenities the series offers (such as the Close Read screencasts for lines 7-89 and 334-340).

 

SOCIAL STUDIES...

STANDARDS:

SS.6.E.1.1 I​dentify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth.

SS.6.G.2.5 ​​Interpret how geographic boundaries invite or limit interaction with other regions and cultures.

SS.6.W.2.9 Key figures/beliefs of ancient Israelites

  • THERE IS A TEST OVER THIS CHAPTER TUES, 3/14.  IT IS OPEN BOOK/OPEN NOTE. IT IS HIGHLY RECOMMENDED THAT STUDENTS RE-READ THE ENTIRE CHAPTER PRIOR TO THE TEST. STUDENTS COMPLETING THIS TASK (WITH WRITTEN EVIDENCE FROM A PARENT...A SIGNED NOTE) CAN EARN +10 BONUS POINTS FOR THE TEST!

 

Monday, March 13

Chapter 6 Completion... Lesson 3… pages 157-159.

  • In COMPLETE, DETAILED SENTENCES...
  • Use the word kosher :  in the PROGRESS CHECK; also, answer the REVIEW: item #4

 

  • THERE IS A TEST OVER THIS CHAPTER TUES (TOMORROW). IT IS OPEN BOOK/OPEN NOTE.

 

Tuesday, March 14

Chapter 6 Test (open book, open note)



Schoolnotes2.0 lessons for Week of March 27- 31…

(ALSO, the Week of April 3-7)

ELA

STANDARDS:

RL/RI 1.2 DETERMINE CENTRAL IDEA OR THEME OF A TEXT; PROVIDE A SUMMARY

RL.1.3       STORY ELEMENTS

RL./RI.1.1 CITE TEXTUAL EVIDENCE (EXPLICIT AND INFERRED)

RL.RI.4.10 READ AND COMPREHEND LITERATURE AND LITERARY NONFICTION IN GRADE 6 TEXT COMPLEXITY

RL/RI.2.4 DETERMINE WORD MEANINGS WITHIN TEXT

RL.2.5  ANALYZE STRUCTURE

SL.1.1        COLLABORATION

W.1.1 WRITE INFORMATIVE TEXTS TO EXAMINE A TOPIC AND CONVEY IDEAS, CONCEPTS, AND INFORMATION THROUGHOUT THE SELECTIONS, ORGANIZATION, AND ANALYSIS OF RELEVANT CONTENT.

W.2.4 PRODUCE CLEAR AND COHERENT WRITING IN WHICH THE DEVELOPMENT, ORGANIZATION, AND STYLE ARE APPROPRIATE TO TASK, PURPOSE, AND AUDIENCE

W.3.9 DRAW EVIDENCE FROM INFORMATIONAL TEXT TO SUPPORT ANALYSIS, REFLECTIONS, AND RESEARCH

 

  • iReady:  continue any assigned lesson practice, in addition to your other “path” lessons
  • Moby Max: SPELLING tile (this can also be practiced at home)

 

  • Google Drive: Extra Practice : If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: Ancient Civilization summary (use the “W” notes to create it, NOT the actual article)

 

  • Google Slides: Extra Practice: If  students have completed ALL assigned work and have caught up with ALL missing items on FOCUS: create a slideshow to represent new items learned from Chapter 7: ANCIENT GREECE (see the format used for Chapter 5’s ANCIENT EGYPT)

  

 

  • READING PASSAGES will be read from: the Reading textbook … FLORIDA collections.

COLLECTION 6: What Tales Tell …

In this collection, you will (continue to)  explore how traditional stories reveal the values of a culture.

 

I had planned to complete some of these items prior to the break … but will instead continue with them this week.

 

Pages 313-326

From “BLACK SHIPS BEFORE TROY: The Story of the Iliad” …  Pages 313-326

REPORT: GOOGLE SLIDES: DUE 4/03

TEST: 4/04

As the passage is read, we will also access the “Classlinks” tile to use the ebook so that some of the key areas of the passage can be viewed and discussed in class. The students will be guided to use the icons on the left margin to better access some of the amenities the series offers (such as the Close Read screen casts for lines 7-89 and 334-340).

 

Pages 331-332

“The Apple of Discord”

We will follow-up with items seen on pages 333-334.



SOCIAL STUDIES...

  • Prior to Spring Break, THERE WAS A TEST OVER CHAPTER 6 TUES, 3/14.  IT WAS OPEN BOOK/OPEN NOTE.  Some items in Reading and in Social Studies were used as an introduction to the newest chapter for World History, officially starting this week,  the beginning of Quarter 4.

 

  • LATER …  WE WILL COVER CHAPTER 7, THE ANCIENT GREEKS: 2000 B.C. TO 400 B.C.Pages 171-205. (CHAPTER 8 NEEDS TO BE COVERED IN ORDER TO PREPARE FOR THE UPCOMING DBQ)

 

STANDARDS FOR Chapter 8:  GREECE CIVILIZATION

SS.6.W.1.

Timelines.

SS.6.W.3.6

Determine the impact of key figures from ancient Greece.

SS.6.W.3.7

Summarize the key achievements, contributions, and figures associated with The Hellenistic Period.

Vocabulary : LOOK FOR EACH OF THESE WORDS WHEN EACH NEW LESSON IS INTRODUCED. THE WORDS NEED TO BE USED (AND UNDERLINED) WITHIN THE WRITTEN RESPONSES THAT ARE ASSIGNED.

{ Chapter 8: oral tradition (218); myths (p 212), fables (p 216), oracle (p 214), sophists (221), rhetoric (221)  }

 

 Monday, 3/27 …  PLANNING DAY. NO SCHOOL.

 

Tuesday, 3/28 …

Chapter 8 opener: page 209, “The Story Matters.”

WHENEVER POSSIBLE, IT IS A GOOD IDEA TO ACCESS THE LESSONS ON THE "CLASSLINKS" APP FOR INTERACTIVE FEATURES.

 

Create a short summary (as modeled with previous chapter openers, as seen in the Google Classroom: Social Studies).

 

“Place and Time,” pages 210-211.

 

  • Answer the three MAP FOCUS items … In COMPLETE, DETAILED SENTENCES

 

Wednesday, 3/29 …

Lesson 1, “Greek Culture, and Lesson 2, “Greek Mind, “ pages 212-224.

 

Use the following vocabulary words to answer the following: the GUIDING QUESTION found on page 212, the PROGRESS CHECKs on p 214 and  217, and the INFOGRAPHIC item 1  on p 224:   {  oral tradition (218); myths (p 212), fables (p 216), oracle (p 214), sophists (221), rhetoric (221)  }

Lesson 2, “New History and Science Ideas,” pp 225-227:

 

Use each of the three subtitles to provide summarized information to answer the GUIDING QUESTION: “What did the Greeks believe about history and science?”

 

Thursday, 3/30 …

Lesson 2, “New History and Science Ideas,” pp 225-227:

 

Use each of the three subtitles to provide summarized information to answer the GUIDING QUESTION: “What did the Greeks believe about history and science?”

Lesson 3: “Alexander’s Empire,” pp 230-232.

 

Complete the PROGRESS CHECK, the CRITICAL THINKING, and the GEOGRAPHY CONNECTION items (complete sentences).

 

Friday, 3/31 … (BECAUSE OUR FIELD TRIP FOR WILKINSON JR. HIGH IS SCHEDULED FOR TODAY, WE WILL LIKELY NEED TO POSTPONE THIS LESSON FOR MONDAY, 4/03)

Lesson 3: “Alexander’s Empire,” pp 230-232.

 

Complete the PROGRESS CHECK, the CRITICAL THINKING, and the GEOGRAPHY CONNECTION items (complete sentences).

 

Lesson 3, continued: ““Alexander’s Empire,” pp 232-235.

 

Complete the PROGRESS CHECKS (2) and the GEOGRAPHY CONNECTION items (complete sentences).

 

FOR THE WEEK OF APRIL 3-7

 

FOR THE WEEK OF APRIL 3-7

 

MONDAY, APRIL 3 ...

Lesson 3, continued: “Alexander’s Empire,” pp 232-235.  Maps questions from the GEOGRAPHY CONNECTION were assigned.

 

Complete the PROGRESS CHECKS (2) and the GEOGRAPHY CONNECTION items (complete sentences).

 

TUESDAY, APRIL 4 …

Reminder: the DBQ begins this week. 

 

WEDNESDAY, APRIL 5 …

 THE DBQ BEGINS: HOW GREAT WAS ALEXANDER THE GREAT? ... packets will be distributed, and pages in the textbook will be noted as an additional resource.

THURSDAY, APRIL 6 ... Background Essay. (The final essay will be due Thursday, 4/20).

FRIDAY, APRIL 7…

NO SCHOOL: FAIR DAY

For the week of April 10- April 14 ... REMINDER... (The DBQ'S final essay will be due Thursday, 4/20).

MONDAY, APRIL 10 ...

Doc A ... Alexander's Empire (map) ... also see page 232 in the textbook.

 Doc C; The Destruction of Tyre 

TUESDAY, APRIL 11 …  

Doc D: Legends of the Helmet and the Hat Band (also see page 233 in the textbook)

Doc E: Alexander's Legacy (also see pages 234-235 in the textbook)

WEDNESDAY, APRIL 12 …  

"Catch-up" doc day ... students will look over all documents assigned and see that they are properly completed.

THURSDAY, APRIL 13 ...

Essay planning/starting date .

"Bucket and Chicken foot" as we have done on the previous 2 documents. 

REMINDER: FINAL ESSAY DEADLINE IS THURSDAY, APRIL 20th.

FRIDAY, APRIL 14 …  Holiday ... Good Friday. 

Week of April 17 - 21, 2017 ...

Daily :ELA: iREADY: (45 minutes/wk); Moby Max (Spelling): 15 minutes/wk

Author's Purpose cards #5-8 will be completed;

Inference cards # 2-5 will be completed.

Social Studies: the DBQ essay is due Thursday, April 20.

Monday, April 17 ...

Students will have time in class to work on their DBQ essay after they have completed the Author's Purpose and Inference lesson cards.

Tuesday, April 18 ...

...Complete the Author's Purpose and Inference lesson cards

...Complete 15 minutes of iReady and record a brief summary into composition books

...read the "Cheetah" Fact sheet and answer the 20 follow-up questions

... if time is available, work on the DBQ essay that is due Thursday

Wednesday, April 19 ...

...Complete the Author's Purpose and Inference lesson cards

...Complete 15 minutes of Moby Max and record a brief summary into composition books

... work on the DBQ essay that is due Thursday



LATER… FOR Chapter 7 …

SS.6.C.1.1

Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy.

SS.6.C.2.1

Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process.

SS.6.W.3.2

Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece.

SS.6.W.3.3

Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots).

SS.6.W.3.4

Explain the causes and effects of the Persian and Peloponnesian Wars.

SS.6.W.3.6

Determine the impact of key figures from ancient Greece.

SS.6.W.3.7

Summarize the key achievements, contributions, and figures associated with The Hellenistic Period.

Vocabulary : LOOK FOR EACH OF THESE WORDS WHEN EACH NEW LESSON IS INTRODUCED. THE WORDS NEED TO BE USED (AND UNDERLINED) WITHIN THE WRITTEN RESPONSES THAT ARE ASSIGNED.

Peninsula (p 174), polis (p 180), agora (p 180), colony, plalanx (p 184), oligarchy (p 184), democracy (p 184), direct democracy (p 198), representative democracy (p 198), tyrant (p 183), ephors (p 186), helots (p 184);

 

Chapter 7 opener: page 171, “The Story Matters.”

 

Create a short summary (as modeled with previous chapter openers, as seen in the Google Classroom: Social Studies).

 

“Place and Time,” pages 172-173.

 

  • Answer the four MAP FOCUS items … In COMPLETE, DETAILED SENTENCES.

 

Lesson 1: “Rise of Greek Civilization,” pp 174-175

 

Complete the PROGRESS CHECK and the GEOGRAPHY CONNECTION items (complete sentences).

 

Lesson 1: continued: Rise of Greek Civilization,” pp 176-178.

Complete the (2) PROGRESS CHECK and the CRITICAL THINKING items (complete sentences).



continued: Rise of Greek Civilization,” pp 179-182.



Lesson 2: “Sparta and Athens: City-State Rivals,” pp 183-184.

 

Complete the PROGRESS CHECK and the GEOGRAPHY CONNECTION items (complete sentences).



LATER ON ...

(sometime, at a future date)  pp 93-97 “Denotation and Connotation” (INFORMATIONAL TEXT)

"The Father of Rock and Roll"

LAFS workbook, pp 98-99 “Denotation and Connotation” (INFORMATIONAL TEXT)  "The Evolution of the Guitar"

future DBQ of the following content matter:

• Alexander the Great: How Great Was He? 

   



 

 

 

 

 

 




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