Monday, September 14, 2015
DO NOW: Voice level 1
1. Get your binder
2. Complete planner (leave
open to today)
3. Read silently.
Planners:
EQ: How do I
annotate?
HW:
Interest Survey (I will
hand these back
later)
Late Work: Summer
HW due Sept. 30
Agenda:
• 30 Book
Challenge
• About the
classroom
Transitions
• Taking out paper
Vocabulary
Interest Survey
• 25 points
• 23 points (1 per question)
• 2 points: first name & last name
Definition: Annotate
• Annotate: Making marks and notes to track your
thinking while reading.
Annotating
• Circle words you don’t know (or don’t know how to pronounce.
• Underline words or phrases that are important
• Write down any questions that you have in the margin. ??
Behavior Expectations and Consequences
• Also: door to classroom.
Binders
• Everything gets clipped into the 3 rings
• Binder checks
• Chronological order (like a book)
6th Grade Reading Requirements
Tuesday, September 15, 2015
DO NOW: Voice level 1
1. Get your binder
2. Complete planner (leave
open to today)
3. Take out your HW
(interest survey) and
place on desk
4. Read silently.
Planners:
EQ: What are my values
as a student?
What do I already know
about parts of speech?
HW: Read 20 mins.
In planner: Write down
3 words I always
misspell.
Late Work: Summer
HW due Sept. 30
Agenda:
• Review of
annotate
• Grammar
Parts of
speech pretest
• Classroom
Values
Review
• Think-Pair-Share
• What is the difference between annotating and “regular”
taking notes.
Grammar
• Parts of speech—Pretest.
“Stealing” reading time
• When are times you can read during the school day (even just
for a few minutes?• Teacher on phone
• Break times
• Finish test/work/assignments early
• Lunch time
• Advisory
• On the bus or way to school
• Waiting for teacher
• Waiting in the office
• Library
“Stealing” reading time
• When are times you can read during the school day (even just for a few minutes?)
• On the bus
• After do now.
• Library pass (after lunch)
• At home
• Free time in classes
• Weekends
• After test
• Tutorial
• Getting to class
• Before school
• Break time
• After assignment is completed.
• When the phone rings
• Interruptions
• If I need to leave the classroom
Creating our classroom community.
This week
•
•
•
•
Step 1: Values
Step 2: Needs
Step 3: Agreements
Step 4: Creed
My Goals
1. My goal is for each of you to learn in this classroom.
2. My goal is for you to become better readers, writers, and
thinkers.
3. My goal is to help prepare you to be productive and caring
members of our society.
My Beliefs
1. I believe that your success is based on
your effort, not on your “smartness.”
2. I believe that learning means there is
confusion/frustration/“I don’t get it”
3. I believe that learning involves risks.
4. I believe that we are better together.
5. I believe we are each responsible for our
learning.
My Values
•
•
•
•
•
•
•
Comfort/Safety
Organization
Creativity
Pride
Passion
Persistence
Excellence
What are our Values?
• When you think of what your ideal classroom community
would be like and feel like, what would you want?
• What are the POSITIVE words that would describe the culture
of the community?
As a table group:
• Group same or very similar ones together.
• Come up with a “Top 10 list”
Your Turn!
1. What do you need from me (teacher)?
2. What does the teacher need from you?
3. What do you need from each other?
Wednesday, September 16, 2015
DO NOW: Voice level 1
1. Get your binder
2. Complete planner (leave
open to today)
3. Take out your HW
(interest survey) and
place on desk
4. Read silently.
Planners:
EQ: What will we agree
to as a class?
How do I use info in a
text to answer
questions?
HW: Read 20 mins.
Late Work: Summer
HW due Sept. 30
Agenda:
• Spelling
intro.
• Annotate
reading
passage
• Classroom
agreement
• Nouns &
Verbs
spelling
Reading and annotating
Annotating
• Circle words you don’t know (or don’t know how to
pronounce.
• Underline words or phrases that are important
• Write down any questions that you have in the margin. ??
Round Robin
• Person #1—Read the question and the answers to your group.
Explain your thinking (or confusion) about the question.
“I think the answer is ________because I see here in the third
paragraph it says….”
“ I am confused because it seems like A is a good answer
because________, but B is also a good answer because_____”
Have a discussion with your group about your thinking before
choosing the answer.
• Move to person #2, then 3
• The oldest person at the group does #5
Thursday, September 17, 2015
DO NOW: Voice level 1
1. Get your binder
2. Complete planner (leave
open to today)
3. Take out your HW
(interest survey) and
place on desk
4. Read silently.
Planners:
EQ: How do I diagram
a sentence?
What is geography?
HW: Find a word you
don’t know in your
reading. (write in
planner)
Read 20 mins.
Late Work: Summer
HW due Sept. 30
Agenda:
• Diagram
sentence
• Geography
intro
• Classroom
agreement
• Library (last
15 min of
block)
Sentence Diagramming
My sister jumped on her new bed.
• The helicopter flew in the sky.
What is geography?
Geography pre-test
Classroom community—A Narrative…
Classroom agreements---Fist to 5
•
•
•
•
Fist---There is no way on earth I can agree to this.
1
2
3---I don’t want to do this, but I will agree to do this because I
know that others need this.
• 4
• 5—I agree to this and I want to do this!
Abandoning books
Friday, September 18, 2015
DO NOW: Voice level 1
1. Get your binder
2. Complete planner (leave
open to today)
3. Take out your HW and
place on desk.
4. Read silently.
Planners:
EQ: What is
movement?
HW: Find a word you
don’t know in your
reading. (you will have
2 for this week).
Late Work: Summer
HW due Sept. 30
Agenda:
• Active
reading
skills &
bookmark
• Intro to
technology
• Class creed
Active reading
• Handouts and bookmarks
Intro to technology
• Symballoo and Google classroom
Reader’s Response
Sign Classroom Agreement
Candy and a compliment
Friday Drawing
Class Creed
Find these things…
1. Something made in the U.S.A.
2. Something made in China
3. 3 other things from three different
countries (besides the U.S.A. & China)
4. A book published in the U.S.A.
5. A book published outside the U.S.A.
6. Something made as close to Washington
as possible
Movement
• What country did most of the items that you looked at come
from?
• Why do you think so many came from there?
• How did those items get to us?
• Does it cost more or less to get items from far away?
• In ancient times (before airplanes and trains and all that stuff),
how did you get different items?
• Movement of goods today
Then and now
• How long would it take to walk?
Exit Ticket
• On your exit ticket write your name and answer this question:
When we’re talking about geography, what does
movement mean?
Books I want to read
How do you choose what book you want to read?
How do you choose what book you want to read?
End of Class
• Planner check!!