th
6
Grade English
1st 6 Weeks
Table of Contents
Date
Title of Assignment
Page #
Aug. 29
Writing
6
Aug. 29
Why do we write?
7
Aug. 29
Writing Territories
8
Aug. 29
Writing Territories
9
Aug. 29- Heart Mapping
30
10
Aug. 30
“Ode to Family Photographs”
11
Aug. 30
Explode a Moment
12
Aug. 30
Explode a Moment: A Photo Story
13
Aug. 31
Quickwrite
14
Sept. 4
Family
15
Sept. 5
Epiphany Moment
16
Sept. 5
Open-Ended Responses (OERs)
17
Sept. 6
Quickwrite
18
Sept. 7
Beliefs and Ideas
19
August 29, 2012
Title: Writing
pg. 6
Journal: Why do we write? Why do we write
short stories, poetry, informational texts, and
argument/persuasive essays? What would it
be like if you couldn’t write?
August 29, 2012-Activity
• Title: Why do we write?
–
–
–
–
–
–
–
–
–
–
–
Pg. 7
To share ideas
To let your feelings out
To tell about a topic, give facts (informational text)
To make you laugh, to entertain you (fiction)
Telling a personal story (nonfiction)
To show you what to do, shows a lesson
To tell an opinion (persuasive/argument essay)
No books, posters
Getting lost, no maps
No testing
Not being able to communicate with email, text,
letters
August 29, 2012-Activity
• Title: Why do we write?
–
–
–
–
–
–
–
–
–
–
–
Pg. 7
To express ourselves
To get information to others
To persuade, entertain, inform
To communicate
To laugh, to inspire emotion, thrill (fiction)
To give personal true stories (nonfiction)
To give information about a topic
(informational/expository)
To give your own reasons and opinion
(argument/persuasive)
No reading, no books
No sending letters
No signature
August 29, 2012-Activity
• Title: Why do we write?
–
–
–
–
–
–
–
Pg. 7
To communicate from far distances
To express your opinion
To help, to practice writing
To be creative, to entertain (fiction)
To inform, to tell about a time period (nonfiction)
To get information (informational/expository)
To give your opinion and possibly persuade others
(persuasive/argument)
– Not know history
– No texting, emails, letters
– No books, no documents
August 29, 2012-Activity
• Title: Why do we write?
Pg. 7
– To inform about a topic (informational/expository)
– To put your point of view out there, your opinion
– Showing your work
– For the fun of it, entertainment (fiction)
– Personal stories about a topic (nonfiction)
– Persuade something to think differently or act
differently (persuasive/argument)
– No communication, no email, text, letters
– No documents, no signature, no agreements, no
money
http://www.youtube.com/watch?v=mPaed8I3V1A
August 29, 2012-Activity
• Title: Writing Territories
pg. 8-9
-memories: early, earlier, and recent
-obsessions
-idiosyncrasies (differences)
-problems
-dreams
-itches (what bugs you)
-understandings
-confusions
-passions
-sorrows
-risks
-accomplishments
-fears
-worries
-fantasies
-family, close and distant
-friends, now and then
-fads
-favorites, now and then
-pets, now and then
-teachers, now and then
-places: school, camp, trips,
times away with friends and
relatives
-hobbies
-sports
-games
-music
-books
-poems
-songs
-movies
-writers and artists
-food
-pet peeves
-beloved things—objects and
possessions—now and then
-all the loves of your life
http://www.youtube.com/watch?v=mPaed8I3V1A
August 29, 2012
• Title: Heart Mapping
pg. 10
Things/People inside your
heart that are special to
you; the closer to the
center the more you love
or like them
Things/People
outside of
your heart;
you may
dislike or even
hate them
August 30, 2012
• Title: Heart Mapping
pg. 10
Things/People inside your
heart that are special to
you; the closer to the
center the more you love
or like them
Things/People
outside of
your heart;
you may
dislike or even
hate them
August 30, 2012-Activity
• Title: “Ode to Family Photographs” pg. 11
• Journal: Read poem “Ode to Family
Photographs”.
– Respond to the quote: “A picture is worth a
thousand words.” –Frederick Barnard
• What does it mean? How does this quote go with what
we just read?
Exploding the Moment
Using Snaps and Thoughts to Explode
the Moment
Mr. Randles, WWS
Exploding the Moment
• What is it?
– When a moment is slowed waaaay down for the
purpose of painting a frame-by-frame picture for
your reader…
– Snapshots
– Thoughtshots
• Flashbacks
• Flashforwards
• Present thoughts
He grasped the cold doorknob and turned it slowly to the
right. He pushed the door inward. The hinges squeaked
and cold air rushed past the opening door. The room was
dark. He darted his eyes to the right. Nothing. He pushed
the door
open
a little farther,
and the
slowly
moved his right
“He
walked
through
doorway.”
foot into the room. His shoe creaked a bit as it hit the
polished hardwood floor.
Exploding the Moment
• I woke up late this morning--as usual. I had no clean clothes and the
fridge was next to bare. Traffic was heavy as I sped to work. Some jerk
cut me off and I almost had a wreck. At work I went to my desk and
there was a note to go and see the boss. I waited outside her office for
a while before she called me in. I couldn’t figure out why she wanted
to see me. I went inside and sat down. My boss handed me an
envelope. She told me that my services were no longer needed and
that I was free to go. I got my belongings from my desk and left. The
drive home was quick. I am now unemployed.
Exploding the Moment
• Some guy cut me off and I almost had a wreck.
• Some guy cut me off and I almost had a wreck. I hate people who can’t
drive. I decided to teach him a little lesson by playing near bumper cars
with his bright red 300 ZX. He kept hitting his brakes, and eventually
even shook a fist of rage at me. I giggled gleefully--kind of like that lady
in Fried Green Tomatoes who got immense pleasure from repeatedly
rearending the car of the person who had stolen her parking space.
Space is crucial, and that jerk will probably think twice before he cuts
into mine again.
Exploding the Moment
• Select a sentence
• Explode that sentence
• Provide your reader with a frame-by-frame
picture of the action (details)
• Provide your reader with insights into the
character’s thoughts
• Consider tools from the Writer’s Toolbox
Exploding the Moment
1. I woke up late this morning--as usual.
2. I had no clean clothes and the fridge was next to bare.
3. Traffic was heavy as I sped to work. Some jerk cut me off and I almost had a
wreck.
4. At work I went to my desk and there was a note to go and see the boss.
5. I waited outside her office for a while before she called me in. I couldn’t figure
out why she wanted to see me.
6. I went inside and sat down. My boss handed me an envelope. She told me that
my services were no longer needed and that I was free to go.
7. I got my belongings from my desk and left. The drive home was quick. I am
now unemployed.
August 30, 2012-Activity
• Title: Explode a Moment Notes
“candy in my
mouth”
“more of
my feet”
“head cut off”
“Ode to Family
Photographs”
“giraffe looking
over her
shoulder”
“eyes halfclosed”
“smear of chocolate
on his face”
August 30, 2012-Activity
• Title: Explode a Moment Notes
“general who
lost an arm”
“car’s front
bumper”
“father with his
eyes half-closed”
“Ode to Family
Photographs”
“bird with a
pretzel in its
beak”
“head cut
off”
“standing on one leg
on a rock, with a
smear of chocolate”
August 30, 2012-Activity
• Title: Explode a Moment Notes
“bird with a
pretzel in its beak”
“more of
my feet”
“general who
lost an arm”
“Ode to Family
Photographs”
“giraffe looking
over her
shoulder”
“head cut
off”
“standing on one leg
on a rock, with a
smear of chocolate”
August 30, 2012-Activity
• Title: Explode a Moment Notes
“famous general
who lost an arm”
“head cut off”
“Ode to Family
Photographs”
“giraffe looking
over her
shoulder”
“bird with a pretzel
in its beak”
“more of my
feet”
“Pedro standing on
one leg on a rock,
with a smear of
chocolate”
Title: Explode a Moment: Photo
Story pg. 13
I had never jumped into the water
before. I was always the one slumped
on the grass watching others.
Using the strategy, Explode a Moment, write about the action in the photo from the
perspective of the boy.
Stem: I had never jumped into the water before. I was always the
one slumped on the grass watching others.
August 31, 2012
• Title: Quickwrite
pg. 14
• Journal: Choose a topic from your
writing territories or heart map
on which to write.
August 31, 2012-Activity
•
•
•
•
Finish explode a moment
Highlight/Underline
Say Back strategy
Discussion Questions
Exploding the Moment
Using Snaps and Thoughts to Explode
the Moment
Mr. Randles, WWS
Exploding the Moment
• What is it?
– When a moment is slowed waaaay down for the
purpose of painting a frame-by-frame picture for
your reader…
– Snapshots
– Thoughtshots
• Flashbacks
• Flashforwards
• Present thoughts
He grasped the cold doorknob and turned it slowly to the
right. He pushed the door inward. The hinges squeaked
and cold air rushed past the opening door. The room was
dark. He darted his eyes to the right. Nothing. He pushed
the door
open
a little farther,
and the
slowly
moved his right
“He
walked
through
doorway.”
foot into the room. His shoe creaked a bit as it hit the
polished hardwood floor.
Using the strategy, Explode a Moment, write about the action in the photo from the
perspective of the boy.
Stem: I had never jumped into the water before. I was always the
one slumped on the grass watching others.
August 31, 2012-Activity
• Highlight any powerful, descriptive, or unique
lines and discuss.
• Underline where you need details
• Say Back Strategy
• Discussion questions (Think-pair-share):
– Author: How did your form of elaborations
(details) engage the reader?
– Reader: What advice can you generate (give) to
share more elaboration (details)?
August 31, 2012-Activity
Say Back
Step 1: Read 1 paper.
Step 2: Write comments.
-I like…
-I wonder/question…
-My suggestions are…
Step 3: Give the reader your post-its.
Step 4: Read next paper and follow same steps.
September 4, 2012
• Title: Family
pg. 15
• Journal: What impact/affect does family or
others have during different stages/times in
our lives? Explain.
September 4, 2012-Activity
• Clarify meaning of “annotation”
• Introduce the “Alligator Poem” and read
aloud
• Assignment: Annotate poem for shifts/tone,
figurative language, etc. (w/partner)
September 5, 2012
• Title: Epiphany Moment
pg. 16
• Journal: Write about a time when you made a
realization or had an “ah ha” moment. What
did you realize? What led you to this
realization or “ah ha” moment?
Explain.
September 5, 2012-Activity
• Brainstorm with a group the meaning of OER.
• Mini Lesson: How to respond to an Open
Ended Question (short answer).
• “Alligator Poem”
• Assignment: use OER questions from packet/
jigsaw the questions into groups and group
share #5-9
September 5, 2012-Activity
• Title: Open-Ended Responses (OERs)
• Open-Ended Responses
pg. 17
– A question(s) that does not have a clear cut answer.
– Your answer has to be proven and supported by evidence
(quotes).
• After closely reading and annotating (making notes)
the passage:
– READ
• The item carefully and closely
– REFLECT
• On what the item means
– REREAD
• The passage
– RESPOND
• To the item
Open-ended Responses (OERs)
• A=Answer all of the questions
• I=Integrate (include) important evidence
(quotes with “ ”)
• M=Make meaningful connections
*Note: You response should have at least 3
sentences to answer the question.*
Open-ended Responses (OERs)
• A=Answer the prompt.
• P=Prove your answer. Find support in the
story/text and write a quote. Be sure to
put the quote in quotation marks (“ ”).
• E=Explain how your quote goes with your
answer. Tie them together.
*Note: You response should have at least 3
sentences to answer the question.*
Open-Ended Response (OER)
• Does writing online articles about someone
violate (go against) someone’s privacy or is it
an example of free speech?
A (Answer)I (Quote/Example)M (Meaningful connection)-
Open-Ended Response (OER)-1st
• Does writing online articles about someone
violate (go against) someone’s privacy or is it
an example of free speech?
A (Answer)I (Quote/Example)M (Meaningful connection)-
Open-Ended Response (OER)-4th
• Does writing online articles about someone
violate (go against) someone’s privacy or is it
an example of free speech?
Open-Ended Response (OER)-5th
• Does writing online articles about someone
violate (go against) someone’s privacy or is it
an example of free speech?
Open-Ended Response (OER)-7th
• Does writing online articles about someone
violate (go against) someone’s privacy or is it
an example of free speech?
September 6, 2012
• Title: Quickwrite
pg. 18
• Journal: Choose a topic from your
writing territories or heart map
on which to write.
September 6, 2012-Activity
• Mini Lesson: Continue OER activity
• “Alligator Poem”
• Group share: Finish OER questions (#5-9)
Open-ended Responses (OERs)
• A=Answer all of the questions
• I=Integrate (include) important evidence
(quotes with “ ”)
• M=Make meaningful connections
*Note: You response should have at least 3
sentences to answer the question.*
September 7, 2012
• Title: Beliefs and Experiences (hands format) pg. 19
• Journal: Draw two hands or trace your hands on
your paper. You will fill in one hand with your
beliefs and the other with your experiences.
September 7, 2012-Activity
• Mini Lesson: Introduce learners to the
definition and elements of a personal
narrative. Include prompt format. (Refer to
the portal for materials)
• “Eleven” pg. 149
• Assignment: Annotate to identify the
elements of a narrative
• Group Share: Share and add suggestions
September 7, 2012-Activity
• Title: Elements of a Narrative
– Plot-storyline in order (exposition, rising action,
climax, falling action, and denouement)
Conflict
– Describe setting with visual details
– Good hook or lead-how you begin your story
– Create interesting characters
– Build toward an important turning point (climax)
–
Resolve
the
conflict
in
the
story
http://www.scribendi.com/images/cms/2009-07/Plot_Skeleton_photo_FINALIZED.jpg
September 7, 2012-Activity
• Read “Eleven” p. 149
• Answer OER
– Why does Rachel wish she were anything but
“eleven”?
A (Answer)I (Quote/Example)M (Meaningful connection)-
September 10, 2012
Title: Personal Narrative
Topic: Respond to the prompt-WRITE A
PERSONAL NARRATIVE/STORY ABOUT A
PERSONAL EVENT AND HOW THAT EVENT
IMPACTED YOUR LIFE. (What does it mean?
What would you have to do?)
What is a possible topic you could write about?
How did the incident change you or your life?
Explain.
http://www.anvention.com/?q=changemeditation
September 10, 2012-Activity
• Power write-3 topics
• 11 minute essay
• Pair share 11 minute essay and complete “2
wish and 1 star” feedback
September 10, 2012-Activity
• Title: Power Write-3 Topics
• Assignment: Choose 3 topics from your
writing territories, heart map, or beliefs and
experiences prewriting. Power write on each
topic for 3 minutes. You must choose topics
that you could turn into a personal narrative.
September 10, 2012-Activity
• Title: 11 minute essay
• Assignment: Choose one of the three topics
for the 11 minute essay.
11-minute essay
• 1 minute
– Take a breath and indent. Explain what you think
the truism means.
11-minute essay
• 3 minutes
– Take a breath and indent. For the next three
minutes, tell how it connects to literature you
have read.
11-minute essay
• 3 minutes
– Take a breath and indent. For the next three
minutes, tell how it connects to a movie that you
have seen.
11-minute essay
• 3 minutes
– Take a breath and indent. For the next three
minutes, tell how it connects to a moment in
history.
11-minute essay
• 1 minute
– Take a breath and indent. Write for one minute
about one question, something that you wonder
about, or make a closing remark that relates to
the truism.
– Create a title for your essay.
– Share your essay with others.
September 10, 2012-Activity
• In pairs, share 11 minute essay and complete
“2 wish and 1 star” feedback
• 2 wishes
– I wish you would have expanded on these…
• 1 star
– 1 thing I really liked…
philosophyforkids.com
September 11, 2012
• Title: Hooks or Leads
• Look at your writing from yesterday.
Which beginning do you consider
the best? Explain.
• How do you begin a story? How do
you hook your reader? When you
read, what is your favorite type of
beginning? When you write, what
is your favorite way to begin your
story?
http://www.centralbooksuppliers.com.au/shop
/images/P/Untitled-Scanned-29-26.jpg
September 11, 2012-Activity
•
•
•
•
Mini Lesson: (S)
Introduce different types of leads
Assignment:
Try 4 different leads for your quick write from
yesterday
• Pair Share- Share leads
September 11, 2012-Activity
• Title: Leads
• Action-a main character doing something
“I gulped my milk, pushed away from the table…”
• Dialogue/Talking-a character or characters speaking
•
“ ‘Scott! Get down here on the double!’ Dad bellowed.”
Thinking/Reaction-a character thinking
“I couldn’t imagine why my father was hollering for me at 7:00 in the morning.”
• Anecdote-a brief story that captures the essence of the issue or situation
• Quotation-a voice not your own that speaks to or exemplifies the problem
or issue
• News-the writer gives the reader the who-what-where-when-why of a
situation or issue
• Background-the writer gives a brief history of the issue or situation
• Announcement-the writer tells the reader what he or she is going to say
about the issue or situation and takes an attitude
September 11, 2012-Activity
• Title: Leads
• Leads to Avoid
– Dictionary definition
– A question to the reader
– A bromide or cliché
– A lead that isn’t focused
Examples of Leads
Lead #1
• Choose topic from topic bank and ideas
• Choose a type of lead
• Write on the topic you chose using this type of lead
Lead #2
• Choose topic from topic bank and ideas
• Choose a type of lead
• Write on the topic you chose using this type of lead
September 11, 2012-Activity
Examples of Leads
Topic: Spurs Game
• Action
– I jumped up from my seat, participating in the wave.
– I shouted at the referee for the bad call.
• Dialogue
– “What was the call?” I asked my father.
– “It was just bad,” he replied.
• Reaction
– I thought to myself that the other team was just bad.
– I wondered if the team had been practicing at all.
September 11, 2012-Activity
Examples of Leads
Topic: Tennis
• Action
– My heart pounded.
– I served the ball over the net.
Dialogue
-“I am going to beat you.”
- “Good game.”
Reaction
– I thought to myself, don’t miss the ball.
– I wondered how long the game would take.
September 11, 2012-Activity
Examples of Leads
Topic: Marathons
• Action
– I ran to practice for the marathon.
– I ran as my heart beat quickly, my feet barely moving
and lifting off the ground.
• Dialogue
– “Good job. You won first place,” said the coach.
– “What happened you practiced for the race and fell?”
• Reaction
– I thought I would I have done better.
– I wondered who was behind me.
September 12, 2012
Title: Quick List-List of Threes
1. Memories that make me
laugh
2. Memories that make me
cry
3. Things I regret
4. Embarrassing moments
5. Bittersweet memories
or unexpected
outcomes
6. Favorite places
7. Favorite times of day
8. My first…
9. Things I have excelled
in
10. People who have
inspired me
11. Sacrifices others
made for me
12. Three lessons I have
learned about love
13. Three lessons I have
learned about hate
14. My biggest fears
15. My favorite items
•
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•
September 12, 2012-Activity
Mini Lesson: (C)
Similes and Metaphors
Highlight similes and
Metaphors in mentor text.
Strategy:
Highlighting or write out similes and metaphors within
text
Text:
“Eleven” pg.149
Strategy: Quick List
Assignment:
In groups/partners choose a topic(your choice) and
create a list of at least 10 similes and metaphors to
describe the topic.
Small Group Share- vote on the most unique
September 12, 2012-Activity
•
Title: Similes and Metaphors
• Simile-comparison using “like” or “as”
• Example- “Because the way you grow old is kind of like an onion or
the rings inside a tree trunk or like my little wooden dolls that fit
one inside the other”
• Metaphor-comparison without the use of “like” or “as”
• Example- “It’s maybe a thousand years old and even if it belonged
to me I wouldn’t say so.”
• Sensory details-details that appeal to the reader’s five senses.
Adding sensory details to your writing helps a reader to better
imagine the scene.
– Touch
– Taste
– Sight
--Hearing
--Smell
September 13, 2012
• Title: Quickwrite
• Journal: Choose a topic from your
writing territories or heart map
on which to write.
September 13, 2012
•
•
•
•
•
•
•
•
•
Mini Lesson: (C)
Identify sensory detail within text. (highlight)
*Review adjectives and adverbs nouns and verbs
Text:
“Maniac Magee” (supplementals are in portal)
Strategy:
Quick-write
Assignment:
Using your rough draft, insert sensory details
where applicable
September 13, 2012-Activity
• Title: Senses
• Definition: Help to explain how you
experience the world.
5 Senses
Touch
Smell
Taste
Sound
Sight
Sensory Sunburst
Sight
Touch
Sound
September 13, 2012-Activity
• Example
• When I first met Jacob, he was the biggest jerk
ever.
• Sound-He was rude. A constant numerous
ugly comments came from his mouth.
September 14, 2012
Title: Sentence Beginnings
Journal: Create a story using the following
sentence as your starter.
“I get the willies when I see closed doors.”
September 14, 2012
• Warm Up:
• *Update calendar for writing process(Located in Writing
Folder) /TOC (Table of Contents)
•
• Mini Lesson: How to Vary Sentence Beginnings
• Assignment:
• Drafting personal narrative essay with sensory details
• Assessment: Quiz over leads, similes/metaphors, and
sensory detail
•
• Sharing: Author’s Chair
• (quick write from previous day) time permitting
September 17, 2012
•
•
•
•
•
•
•
Warm Up: Power Writing
“Heroes” (5 min)
Whole Class:
Vocabulary Lesson 1- Over and Under
Prefixes: sub, trans
(Red Hot Root Words…7th Grade teachers will have if
needed)
• Assignment: Create Frayer Models as a whole class
• Homework: Using Frayer Models make flashcards
September 18, 2012
•
•
•
•
•
•
•
•
•
•
•
Warm Up: Respond to photo, writing 10 min (Find in portal)
Mini Lesson: (C)
TPCASTT
Strategy:
Read Aloud
Text:
“Oranges” pg. 555
Assignment:
Analyze “Oranges”- TPCASTT
Homework: Study vocabulary
September 18, 2012
• Title: “Oranges”
• Topic: Look at the photo above the poem
“Oranges” on pg. 555. What does it remind
you of? Explain.
*Note: Journal must
be a ½ page in length
or 11 lines.*
http://operatorchan.org/s/arch/res/7834.html
“Oranges”
• Read “Oranges”.
• Complete TPCASTT. http://operatorchan.org/s/arch/res/7834.html
• Using the Q matrix, write two open-ended
questions.
• Share your questions with the class.
• Choose questions and answer using AIM
(Answer the question, Integrate/Include a
quote, and Make a meaningful connection).
“Oranges” pg. 555-TPCASTT
T-Title-write the title of the poem; what do you
think it might be about
P-Paraphrase-write a summary
C-Connotation-poetic devices
A-Attitude-attitude of the author; tone
S-Shifts-changes in the poem
T-Title-how does the title go with the poem?
T-Theme-write a statement telling
the meaning of the poem
http://operatorchan.org/s/arch/res/7834.html
September 18, 2012 Title: “Oranges” pg 555
Title (What do
you think it is
about?)
Paraphrase
(Summary)
Connotation
(Poetic devices)
Attitude (Tone)
Shift (changes in
the poem)
Title (How does
the title go with
the poem?)
Theme (central
message written
in a statement)
Answer:
Your answer
Evidence:
“Oranges”
Summary in your words-2 sentences
Your evidence
September 18, 2012 Title: “Oranges” pg 555
Title (What do
you think it is
about?)
Paraphrase
(Summary)
Connotation
(Poetic devices)
Attitude (Tone)
Shift (changes in
the poem)
Title (How does
the title go with
the poem?)
Theme (central
message written
in a statement)
Answer:
Your answer
Evidence:
“Oranges”
Summary in your words-2 sentences
Your evidence
September 18, 2012 Title: “Oranges” pg 555
Title (What do
you think it is
about?)
Paraphrase
(Summary)
Connotation
(Poetic devices)
Attitude (Tone)
Shift (changes in
the poem)
Title (How does
the title go with
the poem?)
Theme (central
message written
in a statement)
Answer:
Your answer
Evidence:
“Oranges”
Summary in your words-2 sentences
Your evidence
September 18, 2012 Title: “Oranges” pg 555
Title (What do
you think it is
about?)
Paraphrase
(Summary)
Connotation
(Poetic devices)
Attitude (Tone)
Shift (changes in
the poem)
Title (How does
the title go with
the poem?)
Theme (central
message written
in a statement)
Answer:
Your answer
Evidence:
“Oranges”
Summary in your words-2 sentences
Your evidence
September 18, 2012 Title: “Oranges” pg 555
Title (What do
you think it is
about?)
Paraphrase
(Summary)
Connotation
(Poetic devices)
Attitude (Tone)
Shift (changes in
the poem)
Title (How does
the title go with
the poem?)
Theme (central
message written
in a statement)
Answer:
Your answer
Evidence:
“Oranges”
Summary in your words-2 sentences
Your evidence
Assignment
• Read story, pg. 23-28.
• Answer questions.
• Fill in hexagonal chart using story.
Sensory Language
• Alliteration-the repetition of consonant
sounds at the beginning of words that are
close together; for example, Paula…prettiest,
Jean…genius, Lisa…listener.
• Repetition-when words or phrases are
repeated
September 19, 2012
• Warm Up: Review yesterday’s analysis
•
• Mini Lesson: (C)
• Conclude yesterday’s analysis of “Oranges” (Discuss as a
whole group)
• Strategy:
• TPCASTT (continue)
• Text:
• “Oranges” pg. 555
• Strategy: OER
• Assignment:
• Q Matrix- Learners will write at least two questions.
September 20, 2012
• Warm Up: OER using student made questions from Q
Matrix
•
• Mini Lesson: Present guidelines for independent
drafting (Writers’ Lounge)
• Strategy:
• Drafting
• Assignment:
• (Update calendar)
• Revisit 1st draft (11 min essay) and implement
strategies that have been taught
September 21, 2012
•
•
•
•
•
•
•
•
•
•
•
Warm Up: Review vocabulary using flashcards
Mini Lesson:
Sentence structure:
simple, compound and
complex
Strategy:
Drafting
Assignment: Writers’ Lounge
-Continue drafting
Assessment: Vocabulary Quiz #1
September 24, 2012
• Warm Up: Quick list words that begin with the prefixes
hyper, super, supr, and sur
•
• Whole Class:
• Vocabulary Lesson 2- More, More, More
• Prefixes: hyper, super, supr, and sur
• Assignment: Create Frayer Models in small groups
• Sharing: Check for understanding of prefixes and new
words through whole class discussion
•
• Homework: Using Frayer Models make flashcards
September 25, 2012
• Title: “The Opposite of Fate”
• Topic: Read essay. Why are memories
important? Explain.
September 25, 2012
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Warm Up:
Reading of a mentor text and answering HOTS (higher order thinking skills)
questions.(4)
(portal)
Strategy:
SSR
Close reading for narrative elements
Text:
“The Opposite of Fate” pg. 79 (Literature book)
Strategy:
Drafting
Assignment: Writers’ Lounge
Continue working on piece
selected.
Homework: Study vocabulary
September 26, 2012
• Title: Fact vs. Opinion
• Topic: How do you decide
what is true? Explain.
blog.scottrobinson.com
• Assignment: Read “The Drive-In Movies” p.
45, complete the hexagonal writing, and
answer the questions.
drive-in-movie-theaters.com
September 26, 2012
•
•
•
•
•
•
•
•
•
•
•
•
Warm Up: Respond to question- “How do we decide what is true?”
Mini Lesson: Revisit “Explode a Moment,” Subject/verb agreement
Strategy:
SSR
Text:
“The Drive In Movies” pg 45
(Begin once drafting is complete for the day)
Strategy:
Drafting
Assignment: Writers’ Lounge
Draft a clean copy to include strategies already taught. Highlight your
“exploded moment” in orange.
• Teacher Conferencing
September 27, 2012
• Warm Up: Review vocabulary by playing “Vocab.
Pyramid” (10 min) (suggested activity)
• Text:
• Personal Narratives
• Pair Share: Say Back
• Give students post it notes.
• Read drafts twice to partner.
• On second round listener make notes: what
he/she likes, want to know more about
• (positive feedback only)
September 28, 2012
•
•
•
•
•
•
•
•
Warm Up: Review vocabulary using flashcards
Mini Lesson: Explain “Clocking”
Strategy:
Clocking/Editing
Assignment:
Clocking for revision
Vary Sentence Beginnings, punctuation, sentence
structure
• Assessment: Vocabulary Quiz #2 (timed)
•
• Author’s Chair
October 1, 2012
• Warm Up: Answer the question, “How does conflict
influence an individual’s decisions and actions?”
•
• Whole Class:
• Six Week’s Review
•
Centers…
• Assignment:
• Final copy of Narrative is DUE at the end of class!
•
• Free Write if draft is turned in
October 1, 2012
• Title: Conflict
• Topic: How does conflict
influence an individual's
decisions and actions?
• Assignment: Read “The
Drive-In Movies” p. 45,
complete the hexagonal
writing, and answer the
questions.
October 2, 2012
• Warm Up: Write about a time when you did
something you did not have permission to do?
Explain the consequences and your feelings.
• Text:
• “The Bike” (s)(portal)
• Assignment:
• Read and discuss the personal narrative elements
• Homework: Study vocabulary for six weeks exam
October 3, 2012
• Mini Lesson: Introduce Hexagonal (Non
Fiction) Analysis
• Text:
• “The Bike”
• Assignment:
• Hexagonal Writing
• Homework: Bring at least questions for
tomorrow’s six week’s review.
October 3, 2012-Activity
Title: Hexagonal writing
1. Text Summary-
2. Emotional Appeals and
Rhetorical Devices-
6. Evaluation-
5. Connections-
3. Author’s Purpose/Intention/
Thesis-
4. Organizational Patterns/Text
Structure-
October 3, 2012-Activity
Title: Hexagonal writing
1. Text Summary-
2. Emotional Appeals and
Rhetorical Devices-
6. Evaluation-
5. Connections-
3. Author’s Purpose/Intention/
Thesis-
4. Organizational Patterns/Text
Structure-
October 3, 2012-Activity
Title: Hexagonal writing
1. Text Summary-
2. Emotional Appeals and
Rhetorical Devices-
6. Evaluation-
5. Connections-
3. Author’s Purpose/Intention/
Thesis-
4. Organizational Patterns/Text
Structure-
October 3, 2012-Activity
Title: Hexagonal writing
1. Text Summary-
2. Emotional Appeals and
Rhetorical Devices-
6. Evaluation-
5. Connections-
3. Author’s Purpose/Intention/
Thesis-
4. Organizational Patterns/Text
Structure-
October 3, 2012-Activity
Title: Hexagonal writing
1. Text Summary-
2. Emotional Appeals and
Rhetorical Devices-
6. Evaluation-
5. Connections-
3. Author’s Purpose/Intention/
Thesis-
4. Organizational Patterns/Text
Structure-
October 4, 2012
• Warm Up: Write for ten minutes about a habit
that you generated from someone you know.
•
• Mini Lesson:
• Review of six week’s exam
• Have learners take out homework and discuss
questions and answers as a whole class.
• Assignment: Review
October 4, 2012
http://speedupyo
ursuccess.net/20
11/05/25/success
ful-habits/
• Title: Habits
• Topic: Write about a habit that you generated
from someone you know.
• Assignment: Read through your drafts and
circle the “be” verbs. Replace the “be” verbs
with action verbs.
www.davegranlund.com
http://www.cooking
light.com/healthyhttp://www.cookinglight.com/healthy
living/healthy--living/healthy-habits/cooking-lighthabits/cookinghealthy-habits-programlight-healthy-habits00412000069559/
program00412000069559/
“To Be” Verbs
The Case of the Killer Be’s-To Be Verbs
• is
• am
• are
• was
• were
• be
• being
• been
October 5, 2012
•
•
•
•
•
Strategy:
SSR
Text:
Student choice after exam
Assessment: 6 Week exam OERs and
Vocabulary
• Early Release Day!
September 22, 2011
• Title: Personal Narrative Timeline
• Topic: Draw a timeline that shows the main
events of your story. Include your setting,
conflict, resolution of conflict, and how it
changed you.
Setting
Conflict
Event
Climax
How
Resolution you
Event
to conflict changed