MONDAY,
SEPTEMBER
17
Mon., Sept. 17, 2012
“How are characters in a story brought to life?”
DO NOW 1:
We Real Cool
by Gwendolyn Brooks
THE POOL PLAYERS.
SEVEN AT THE GOLDEN SHOVEL.
DO NOT
WRITE IN
THIS AREA
UNTIL
We real cool. We
Left school. We
PROMPTED
TO.
Lurk late. We
Strike straight. We
Sing sin. We
Thin gin. We
Jazz June. We
Die soon.
DO NOW 1:
Cut, paste into your notebook, and read the poem. Do
the following:
1. Think about who would say this poem, how they
would say it, how they would act while saying it, and
why they would be saying it. Become that character
in your mind.
2. Write 1 question, 1 connection, and 1 reflection for
this piece.
TODAY:
• DO NOW Review
• Audio of “We Real Cool”
• Knowsys List #2
• NAAMES
Review/Analysis from
Friday’(3RD & 4TH)
• Finish “Characters
Brought to Life” Activity
from Friday (1ST & 7TH)
What you need:
• Pen/pencil
• Notebook
• Your BRAIN
REMINDERS:
• Vocabulary quiz on
Thursday
• Summer Reading
Assessment on Friday,
Sept. 21
Insight into and reading of poem by
Gwendolyn Brooks
http://www.youtube.com/watch?v=jyKF2e2CiMk
The rest of today’s presentation will
come from last week’s
presentation.
Please refer to Friday’s
presentation for the week of
9/10/12.
TUESDAY,
SEPTEMBER
18
Tues., Sept. 18, 2012
“How are characters in a story brought to life?”
DO NOW 1:
NAAMES chart for the character of _____________
Category
N:
A:
Text Evidence
Why this trait?
DO NOT
WRITE IN
THIS AREA
UNTIL
TODAY:
• Character Analysis
Summary for
Rachel/Gary Soto
• Review Knowsys List 2
PROMPTED
TO.
A:
M:
E:
S:
DO NOW 1:
Cut and paste the NAAMES chart into your notebook
What you need:
• Pen/pencil
• Notebook
• Your BRAIN
REMINDERS:
• Vocabulary quiz on
Thursday
• Summer Reading
Assessment on Friday,
Sept. 21
• Library on Friday
Tues., Sept. 18, 2012
NAAMES Observation
Activity:
“How are characters in a story brought to life?”
DO NOW 1:
NAAMES chart for the character of _____________
Category
N:
A:
Text Evidence
Why this trait?
With a partner, fill out each
category of your NAAMES
chart based on the assigned
character
•
Include 1-2 traits for each
category
•
Provide text evidence for
each trait. This means that
you should write the words
exactly as they appear in the
text. Don’t forget to give the
line or page number.
•
Explain why the character
has this trait.
•
Paste the top portion of your
Character Summary
paragraph underneath your
NAAMES chart, and with
your partner, fill in the
blanks.
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TO.
A:
•
M:
E:
S:
Tues., Sept. 18, 2012
NAAMES Observation
Activity:
“How are characters in a story brought to life?”
DO NOW 1:
NAAMES chart for the character of _____________
Category
Trait
Why this trait?
N:
A:
DO NOT
WRITE IN
THIS AREA
UNTIL
•
Paste the top portion of your
Character Summary
paragraph underneath your
NAAMES chart, and with
your partner, fill in the
blanks.
•
Rewrite the paragraph as a
whole underneath the flap.
PROMPTED
TO.
A:
M:
E:
S:
CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree
Fill in the following blank spaces to write a summary paragraph of the character that you analyzed.
The boy, (name of the character)
who is
young and likes to have fun, (tell the role of the character)
wants
the tree to give him everything that he wants (tell the character’s motivations)
because
the tree is always forthcoming and wants to see the boy happy. (tell why the character is motivated).
However, because
the boy is selfish, (tell how the character influences the conflict)
the boy decides to go away for a long time, (tell what the conflict is)
which
breaks the tree’s heart. (tell an effect of the conflict).
In the end,
Reflection
the boy comes back to the tree because he has no where else to go,
(tell how the conflict was solved)
(or Summary):
therefore,
the tree’s heart is once again whole. (tell the biggest effect of the
conflict being solved)
WEDNESDAY,
SEPTEMBER 19
Wed, Sept. 19, 2012
“How can I develop a theme to a narrative?”
DO NOW 1:
Topics & Themes from “Eleven” and “The Jacket”
Topic
Theme
1. Clothes
Although clothes can
serve as a kind of protection
to outside elements, they
don’t always protect us from
ourselves.
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TODAY:
• Review Character Analysis
Summaries for Rachel/Gary
Soto
• Review DO NOW
• Brainstorm for personal
narrative
TO.
2.
3.
DO NOW 1:
Think of 3 topics that relate to either or both of the
stories “Eleven” and “The Jacket”. Write those topics
down and then think of a thematic statement related to
each topic. You cannot copy the example for theme from
above, but you may use the topic of “clothes”.
What you need:
•Pen/pencil
•Notebook
• “Eleven” or “The Jacket”
stories
•Your BRAIN
REMINDERS:
•Vocabulary quiz on
Thursday
•Summer Reading
Assessment on Friday, Sept.
21
•Library on Friday
THURSDAY,
SEPTEMBER 20
Thurs, Sept. 20, 2012
“How can I brainstorm ideas for a personal
narrative?”
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TO.
DO NOW 1:
Complete the handout for Vocab List 2.
Then, fill out your date and essential question for
today.
TODAY:
• Vocab 2 Definitions
• Vocab 3 Pre-test
• Preview Summer Reading
Assessment Prompt
• Memory Bank Deposits
What you need:
•Pen/pencil
•Notebook
• Scissors & Glue (3rd period)
•Your BRAIN
REMINDERS:
•Vocabulary quiz on
Thursday Monday
•Summer Reading
Assessment on Friday, Sept.
21
•Library on Friday
Thurs., Sept. 21, 2012
“How can I brainstorm ideas for a personal
narrative?”
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TO.
Reflection
(or Summary):
DO NOW 2:
Have your memory bank and
a writing utensil ready.
Thurs., Sept. 20, 2012
“How can I brainstorm ideas for a personal
narrative?”
My
Memory
Bank
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TO.
My Memory Bank:
1. the time that I snuck outside and
ended up getting hurt
2. getting stitches at four years old
3. putting my dog Monty to sleep on the day
of the awards ceremony
Memory Bank Deposits:
• Quietly take a Gallery Walk
and review the memories
that were deposited into
the “vaults”.
• Decide on the memories
that you will deposit into
your own bank
4. having an emergency birth for Preston
5. buying my first house
6. my best friends in 5th grade ended up liking the
boy that I liked
7. trying out for a pageant
8. my first hour of my
first year teaching
Reflection
(or Summary):
• Return to your seat and
create your memory bank
with a minimum of 6
memories (they do not
have to be based on the
categories from the
“vaults”
FRIDAY,
SEPTEMBER 21
TODAY:
• Timed Writing
• Notes on the Writing
Process
• Personal Narrative Prompt
• Personal Narrative Prewriting
• Turn in your notebooks
DO NOW:
Please get prepared for your timed writing.
You will need:
• a blue or black pen (yes, this a must)
• your book (or e-book)
• your notebook (If I have yours, I will return it.)
• your prompt (from yesterday)
• your notes (I will be checking these.)
What you need:
• Pen
• Items for Timed Writing
(see left)
• Notebook (2nd half of class)
•Your BRAIN
REMINDERS:
•Vocabulary Group 2 quiz on
Monday
• Vocabulary Group 3 quiz
on Thursday
• Library on Friday, Sept. 28
• Picture Day on Mon.,
Oct. 1
GRADE 6 Narrative Prompt
1ST 9 WEEKS
READ
In most of the narrative pieces that you have read this grading period, the characters
you have encountered…
… have had to overcome some sort of obstacle or issue.
OR
… have had an experience that changed the character’s life.
THINK
Reflect on the moments that you have had in life (that have contributed to the person
who you are now).
TODAY:
• Timed Writing
• Notes on the Writing
Process
• Personal Narrative Prompt
• Personal Narrative Prewriting
WRITE
Through a well-organized, multi-paragraph narrative, explain how you overcame an
obstacle.
OR
Through a well-organized, multi-paragraph narrative, explain how an experience that
you have had has changed your life.
What you need:
• Pen
• 3rd/4th period only:
Notebook (2nd half of class)
• 7th period: a book to read
BE SURE TO
As you write your essay, be sure to –
think about a clear central idea – a relationship that exists between two characters
explain the relationship between the two characters
organize your ideas to help the reader understand your essay
develop your ideas using at least two examples from the book as support
proofread your writing for correct spelling, capitalization, punctuation, grammar, and
sentences
avoid merely summarizing your book
(if you borrow from me, please
return)
DO NOW 2:
Get this handout for the Narrative Prompt.
Review it and write down any questions that you may
have at the bottom of the page.
• Your BRAIN
REMINDERS:
• Vocabulary Group 2 quiz
on Monday
• Vocabulary Group 3 quiz
on Thursday
• Library on Friday, Sept. 28
Picture Day on Mon.,
Oct. 1
Let’s review the narrative writing prompt….
GRADE 6 Narrative Prompt
1ST 9 WEEKS
READ
In most of the narrative pieces that you have read this grading period, the characters you have
encountered have…
… had to overcome some sort of obstacle or issue
OR
… had an experience that changed the character’s life.
THINK
Reflect on the moments that you have had in life and that have contributed to the person who you are
now.
WRITE
Through a well-organized, multi-paragraph narrative…
…explain how you overcame an obstacle
OR
…explain how an experience that you have had has changed your life.
BE SURE TO
As you write your narrative, be sure to –
• stay focused on your central idea – an obstacle that you overcame or and experience that changed your
life
• include a reflection at the end of your narrative that explains what you learned from your experience
• organize your ideas to help the reader understand your essay
• develop your ideas using at least two connections to any of the texts that we have read in class
• proofread your writing for correct spelling, capitalization, punctuation, grammar, and sentences
• avoid merely listing events
Let’s go through the initial steps of the
writing process….
STEP 1: PRE-WRITING
FIRST, let’s look back to our Memory
Bank from Thursday:
Thurs. Sept. 20, 2012
“How can I brainstorm ideas for a personal
narrative?”
My
Memory
Bank
DO NOT
WRITE IN
THIS AREA
UNTIL
PROMPTED
TO.
My Memory Bank:
1. the time that I snuck outside and
ended up getting hurt
2. getting stitches at four years old
3. putting my dog Monty to sleep on the day
of the awards ceremony
4. having an emergency birth for Preston
5. buying my first house
6. my best friends in 5th grade ended up liking the
boy that I liked
winning
7. trying out for a pageant
8. my first hour of my
first year teaching
Reflection
(or Summary):
Memory Bank Deposits:
• Review your list and make sure
that your memories satisfy the
following requirements:
• it can be narrowed
down or summarized to
a specific moment
• there was an obstacle or
something that you had
to overcome
• you can look back on it
and say that you learned
something from your
experience
• If an item on your list does not
fit these requirements, think
about how you can edit it so that
it does
STEP 1: PRE-WRITING
FIRST, let’s look back to our Memory
Bank from Thursday:
SECOND, decide on the topic that you
are going to write about based on the
prompt.
Thurs. Sept. 20, 2012
“How can I brainstorm ideas for a personal
narrative?”
My
Memory
Bank
DO NOT
WRITE IN
THIS AREA
UNTIL
Memory Bank Deposits:
PROMPTED
TO.
My Memory Bank:
1. the time that I snuck outside and
ended up getting hurt
2. getting stitches at four years old
3. putting my dog Monty to sleep on the day
of the awards ceremony
4. having an emergency birth for Preston
5. buying my first house
6. my best friends in 5th grade ended up liking the
boy that I liked
winning
7. trying out for a pageant
8. my first hour of my
first year teaching
Reflection
(or Summary):
• Circle the item from your
Memory Bank that you are going
to write about.
STEP 1: PRE-WRITING
FIRST, let’s look back to our Memory
Bank from Thursday:
SECOND, decide on the topic that you
are going to write about based on the
prompt.
THIRD, lay out an outline or roadmap
of what your story will look like.
Plot & Character Shaping Sheet for your Personal Narrative.
Your name:
Title for your Story:
Filling out your narrative
shaping sheet:
Step 1. Decide on a memory or event that you will write about.
• Follow each step and jot
down your thoughts
Step 2. Tell why this memory is important to you.
• Use complete sentences
or phrases for Steps 1-4
Step 3. Identify the main conflict that occurred in your story.
• Use complete sentences
for steps 5-8
Step 4. What lesson about humanity or life will you hope to share through your
experience?
Step 5.
Step 6.
Step 7.
Step 8.
Practice writing an
opening line that will
catch your audience’s
attention.
Describe the event (s)
that will lead to the
conflict?
Write about the event
that will be the point in
your story where your
reader will most want to
know what happens.
Explain how the
conflict was solved.
• Try to add as much
IMPORTANT information as
you can