Language Arts
"I do believe something very magical can happen when you read a good book." -J.K. Rowling
Embedded Files
Thursday, 16 January 2020
Thursday, 16 January 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.3.B - Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.D - Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Agenda:
Reminders/Homework:
- READ!
- Have a book prepared to write a book review on January 21st. You have about a week to finish your book so you can write it! This will be your first major grade of Quarter 3!
- No Red Ink Capitalization and Conjunctions
- Due Friday, 17 January
Stations! (continued)
You will be given the opportunity today to learn about different writing techniques through stations. At each station, you will find a resource you will need and a topic you will learn about.
There are 6 stations:
- STATION ONE - STRONG VERBS
- STATION TWO - SENTENCE LENGTH
- STATION THREE - TEACHER CONFERENCE
- STATION FOUR - SENSORY DETAILS
- STATION FIVE - DIALOGUE
- STATION SIX - SNAPSHOT
You will find a document with directions for each station on Google Classroom. Each station will require you to read or listen to one This I Believe Essay. It may also include a video lesson about the given topic, a discussion to be had with your table, and some writing or a short activity to practice the skill you are learning about. Each station also has a document or resource at your table that you will need.
Ms. Keller will not be able to help you with the stations because she IS a station. That means that if you are confused, you will have to work together to . The only exception is if the video doesn't work. If that happens, then Ms. Keller needs to know ASAP.
You will have a 17 minute timer for each station.
"Finding the Flexibility to Survive" by Brighton Early
We will simply listen to this essay at the end of class and talk about the author and their belief. We will try to close with a new This I Believe essay each day so that we get more examples and ideas and a wide range of stories to hear and learn from.
Tuesday, 14 January 2020
Tuesday, 14 January 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.3.B - Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.D - Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Agenda:
- Read
- Stations! (Google Classroom)
- "Do Talk to Strangers" by Sabrina Dubik
Reminders/Homework:
- READ!
- Have a book prepared to write a book review on January 21st. You have about a week to finish your book so you can write it! This will be your first major grade of Quarter 3!
- No Red Ink Capitalization and Conjunctions
- Due Friday, 17 January
Stations!
You will be given the opportunity today to learn about different writing techniques through stations. At each station, you will find a resource you will need and a topic you will learn about.
There are 6 stations:
- STATION ONE - STRONG VERBS
- STATION TWO - SENTENCE LENGTH
- STATION THREE - TEACHER CONFERENCE
- STATION FOUR - SENSORY DETAILS
- STATION FIVE - DIALOGUE
- STATION SIX - SNAPSHOT
You will find a document with directions for each station on Google Classroom. Each station will require you to read or listen to one This I Believe Essay. It may also include a video lesson about the given topic, a discussion to be had with your table, and some writing or a short activity to practice the skill you are learning about. Each station also has a document or resource at your table that you will need.
Ms. Keller will not be able to help you with the stations because she IS a station. That means that if you are confused, you will have to work together to . The only exception is if the video doesn't work. If that happens, then Ms. Keller needs to know ASAP.
You will have a 17 minute timer for each station.
"Do Talk to Strangers" This I Believe essay
We will simply listen to this essay at the end of class and talk about the author and their belief. We will try to close with a new This I Believe essay each day so that we get more examples and ideas and a wide range of stories to hear and learn from.
Friday, 10 January 2020
Friday, 10 January 2020
Today's Goal: CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details;
CCSS.ELA-LITERACY.W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning
Agenda:
- Read
- "Getting Angry Can Be a Good Thing"
- This I Believe in your Personal Life - Outlining Your Memories
Reminders/Homework:
- On Tuesday, January 21st you will be writing your second book review. It will be the first major grade on your Quarter 3 grade. Be prepared.
- Read!
- No Red Ink Capitalization & Conjunctions due Friday January 17th
10 January - Outlining My Memories"Getting Angry Can Be a Good Thing" This I Believe Essay
You will be reading and annotating this with a partner today. I will give it to you on paper!
Purpose for Reading: What does the writer believe and how did she come to believe it?
You will annotate in this way:
- Write our purpose for reading at the top
- number each paragraph
- Circle and define words we need definitions for (then LOOK THEM UP and write the definitions in the margins!)
- highlight/underline key ideas in each passage and make note of why it's important/what it means
When you are done, you will answer the purpose for reading in your ELA Journal as a RACE paragraph. (Copy/paste today's assignment)
Outlining Your Memories
You will probably need to refer back to your "This I Believe Personal Brainstorm" for this. Your task is to choose two moments in your life that taught you some sort of lesson or was meaningful to you, and fill out two outlines like the one below in your ELA Journal. You need to describe the event first, and then answer the four questions below. (Most of you have already done this, but most of you have not done this thoughtfully....)
- Brief Description of Event -
- What lessons and/or value did I learn? -
- How did it make me feel about it then? -
- How have I used this lesson since? How has it affected my decisions? -
- How do I feel about it now? -
As you know, you will be writing your own This I Believe essay in the coming weeks. This is how we begin to whittle down our memories and pick some important ones. You will be sharing your events with at least one person next class, so be prepared for that.
You will also need to remember that not every memory is positive, but every lesson is meaningful.
Wednesday, 8 January 2020
Wednesday, 8 January 2020
Today's Goal: CCSS.ELA-LITERACY.SL.6.2 - Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
The Plan:
- Read
- Read some more (you're getting a whole bunch of extra reading time today. Please also make sure you update your reading notebook.)
- This I Believe essays in audio format. You can follow along with the text by CLICKING HERE
- ELA Journal Questions
Reminders/Homework:
- READ!
- Typing.com Intermediate #9-12
- Due Friday, 10 January 4pm
- No Red Ink Capitalization and Conjunctions Assignment
- Due Friday, 17 January 4PM
- Turn in any late/missing assignments by THIS FRIDAY, 10 JANUARY 2020.
- Q2 Ends next week!!
"This I Believe" in audio!
We're going to listen to three texts today. They are linked below.
After you finish listening to all of them, answer the questions in your ELA Journal.
Directions:
- Listen to ALL THREE of the following audio clips. Ms. Keller will play them for you in class. You can follow along with the text by CLICKING HERE
- “The Power of Hello” by Howard White, Nike Executive, 2008
- “The Act of Giving Thanks” by Michelle Lee, 2014
- “Baking by Senses and Memories” by Emily Echols, 2014
- Answer the questions in your ELA Journal in complete sentences.
8 January - Listening to This I Believe Audio
Monday, 6 January 2020
Monday, 6 January 2020
Today's Goal: CCSS.ELA-LITERACY.W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Agenda:
- Read!
- Goal Setting & Growth Mindset Rotations
- SMART Goal 2020
Reminders/Homework:
- READ!
- This I Believe Personal Brainstorm (Google Classroom)
- Typing.com Intermediate #9-12
- Due Friday, 10 January 4pm
- No Red Ink Capitalization and Conjunctions Assignment
- Due Friday, 17 January 4PM
- Turn in any late/missing assignments by THIS FRIDAY, 10 JANUARY 2020.
- Q2 Ends next week!!
Goal Setting & Growth Mindset
Today is all about setting your intentions for 2020. Fill in the blanks on the Resolutions worksheet as you work your way through the different stations (You'll be turning this worksheet in at the end of class). If you were absent today, use the instruction pages provided to complete the worksheet and turn in it when you return to class.
- Resolutions Worksheet
- New Year's Resolutions and Growth Mindset Stations (Don't do station #3 - we already did that at the start of the year)
- Articles for Station 5
SMART Goal 2020
Now that you've had some time to reflect and think about your goals and resolutions for 2020, it's time to pick one and get specific. Use the template provided in Google Classroom to work through and create a more detailed plan to achieve one of the goals you've outlined in class today. Make sure to click "Turn in" when you're done. If you don't finish in class, this is your homework.
Thursday, 19 December 2019
Thursday, 19 December 2019
Today's Goal: CCSS.ELA-LITERACY.RI.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.ELA-LITERACY.RI.6.5 - Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
CCSS.ELA-LITERACY.RI.6.6 - Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
The Plan:
- Read
- Read and annotate "The Bird Who Broke Through the Window" together
- ELA Journal Questions
- This I Believe Personal Brainstorm (On Google Classroom)
Reminders/Homework:
- READ!
- Make sure all ELA Journal Entries are completed thoughtfully.
- This I Believe Personal Brainstorm should be completed by the time you come back from Winter Break in January. Talk to your people, get ideas from family, and fill it in as thoughtfully as you can.
- Finish your Book Review if it is not already completed
- No Red Ink "Noun & Verb Agreement"
- Due Friday, 20 December 2019
- Typing.com Intermediate #9-12
- Due Friday, 10 January 4pm
The Bird Who Broke Through the Window19 December - The Bird Who Broke Through the Window"The Bird Who Broke Through the Window"
We will read and annotate this together. I will give it to you on paper!
Purpose for Reading: What does Dylan believe and how did he come to believe it?
We will annotate in this way:
- Write our purpose for reading at the top
- number each paragraph
- Circle and define words we need definitions for
- highlight/underline key ideas in each passage and make note of why it's important
When we are done, there are three questions to copy and paste into your ELA journal.
This I Believe Personal Brainstorm
This document on Google Classroom asks you to think about important moments in your life, just like Dylan thought about and shared an important moment in his life and what it taught him.
You have today and all of winter break to work on this document. The reason you have such a long time is because I know the questions are not easy, and I want you to have time to talk to your family and friends and really take time to reflect upon the answers. Sometimes a loved one can help remind us of things that we learned or challenges we faced that we might have forgotten about.
It has a few parts. Please take some time to read through it today and begin working on the parts you can.
Tuesday, 17 December 2019
Tuesday, 17 December 2019
Today's Goal: Identify and discuss what values are important to you.
CCSS.ELA-LITERACY.SL.6.1.C - Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
CCSS.ELA-LITERACY.SL.6.1.D - Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
The Plan:
- LET'S READ (Skim the blog post, then read your book.)
- Values Sort Activity
- Values Bracket
- ELA Journal Questions
Reminders/Homework:
- READ!
- FINISH ELA JOURNAL REFLECTION QUESTIONS FROM TODAY.
- Finish your Book Review if it is not already completed
- No Red Ink "Noun & Verb Agreement"
- Due Friday, 20 December 4pm
- Typing.com Intermediate Lessons #9-12
- Due Friday, 10 January, 4pm
Value Sort Activity & Questions
Together as a class we will be working through a list of core values to determine the values and beliefs that are most important to us as individuals. Follow the instructions in the slides to work together with your partner. Then, respond to the questions on today's ELA Journal assignment (attached here)
IF ABSENT!
Do the following in your ELA Journal instead:
- Visit a list of core values. Here is a pretty good one; it's very long.
- Choose 5 Core Values that you find to be extremely important in your life.
- Explain what each of these values are (define them) and why they matter to you. (That sounds like at least two sentences for each value to me)
17 December 2019 - Value Sort ReflectionFriday, 13 December 2019
Friday, 13 December 2019
Today's Goal: CCSS.ELA-LITERACY.RI.6.10 - By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
The Plan:
- Read!
- "This I Believe" Introduction - Assignment is accessible on Google Classroom
- Ketchup Time
Reminders/Homework:
- Finish your Book Review if it is not already completed
- Typing.com Intermediate #5-8
- Due TODAY 4pm
- No Red Ink "Noun & Verb Agreement"
- Due Friday, 20 December, 4pm
"This I Believe" Introduction
"This I Believe is an international organization engaging people in writing and sharing essays describing the core values that guide their daily lives. Over 125,000 of these essays, written by people from all walks of life, have been archived here on our website, heard on public radio, chronicled through our books, and featured in weekly podcasts. The project is based on the popular 1950s radio series of the same name hosted by Edward R. Murrow." - from the website ThisIBelieve.org
We are going to be reading and analyzing the original introduction to this project, explained by Radio Host Edward R. Murrow.
You will be using a platform called Go Formative, but the assignment is assigned in Google Classroom, and it will take you to the appropriate place. You will be working with a partner, and you will need to read each section aloud to each other before answering the questions.
- Open the assignment.
- Read the title and byline and answer the first question.
- Read the first section aloud to each other, then work together to answer the question that follows.
- Work through the reading and the questions (there are 8 questions) together with your partner. You can work together but you must still complete the assignment on your own computer as well.
- Answer in complete sentences. Do not forget the RA strategy. Be specific and do not use personal pronouns unless the question specifically says you can.
This is not an easy text. It is not meant to be. Ask questions, support each other, and see if together, you can figure out what difficult sentences mean. That's the task of being a careful reader. You are capable and you can do it.
Ketchup Time!
When you finish, you have some time to make like a tomato and CATCH UP.
You have options, IN THIS EXACT ORDER. Do not move on to the next one until you are positive that the first is complete:
- Finish your Book Review
- Finish the Typing.com Lessons #5-8 that are due today
- Revise your essay (there may or may not be comments, but all of your documents do have a rubric at the end of the document. Please go look at it. All students who want a revised score should make time to meet with Ms. Keller for a few minutes at RAM or after school one day to go over some suggestions, though it is not required.)
- NoRedInk "Noun & Verb Agreement" Assignment.
Wednesday, 11 December 2019
Wednesday, 11 December 2019
Today's Goal: CCSS.ELA-LITERACY.W.6.4 -Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Agenda:
- Read
- Genre Notes (In your Independent Reading Notebook)
- Book Reviews!
Reminders/Homework:
- Finish your Book Review on Google Classroom
- Typing.com Intermediate #5-8 (4 lessons)
- Due Friday, 13 December, 4pm
- Hatchet Essay Revision due Friday December 20th
Genre Notes
In your "Independent Reading Notebook" where you track your books, you will find a tab at the bottom that says "Genre Notes."
Today we will discuss and take notes on the last three genres/categories on our chart:
- Autobiography/Biography/Memoir
- Nonfiction
- Poetry
You have no ELA Journal Questions for these today
Book Reviews!
You will find your own personal copy of this document in Google Classroom.
It has:
- a space for you to write your book review
- a list of ideas we made last class, plus some others that other classes thought of
- links to book reviews
You get to let out all your feelings and opinions right now. Just keep in mind that you must write about a book you have on your independent reading list that you have finished in the past few weeks.
You must also be detailed. Do not leave out ideas and say "you'll just have to read it to find out." You can talk about what you thought about very specific details and share those specific details. This is fine. Maybe just avoid major plot spoilers, but if you put a spoiler warning at the top, then it's fair game.
You may not write your book review about Hatchet.
Monday, 9 December 2019
Monday, 9 December 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.9 - Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
In addition: Analyze book reviews to prepare to write a book review in class on Wednesday by identifying the necessary elements required for the task.
Agenda:
- Read
- Genre Notes (In your Independent Reading Notebook)
- Genre Reflection Questions 2 (in your ELA Journal)
- Book Review Analysis
9 December - Genre Reflection 2 & Book Review ListGenre Notes
In your "Independent Reading Notebook" where you track your books, you will find a tab at the bottom that says "Genre Notes."
Today we will discuss and take notes on three MORE genres/categories:
- Fantasy
- Science-Fiction
- Graphic Novels
Copy & paste today's assignment into your ELA Journal and answer the questions in complete sentences and thorough answers with details:
- Is Star Wars a fantasy or sci-fi universe? Defend your answer using details from the story. (If you haven’t seen Star Wars, share one fantasy and one sci-fi movie or tv show and how you know. Be specific and use details from the story.)
- What is your favorite graphic novel or series? Why? How do the images help tell the story?
Book Reviews
Today you will review a selection of book reviews to learn about their important elements
Your job: Read the book review that is assigned to you and make a list of everything that you notice that the writer DID in their book review. What makes it a good book review? What's significant about this piece of writing? What important pieces of information did the write include (and not include) about the book?
HOMEWORK:
- Finish all work in your ELA Journal
- Bring in a book that you've finished in the last month or so. If you can't, you won't be in trouble, but it will help. You will be working to write a book review next class.
- Typing.com Intermediate Lessons #5-8 (4 Lessons) due Friday December 13th at 4PM
- NoRedInk.com "Verb-Noun Agreement" Practice due Friday December 20th at 4PM
Thursday, 5 December 2019
Thursday, 5 December 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.9 - Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories
Agenda:
- Read
- Genre Notes
- IAB Practice - Editing & Revising
5 December 2019 - Genre Reflection 1Genre Notes
In your "Independent Reading Notebook" where you track your books, you will find a tab at the bottom that says "Genre Notes."
Today we will discuss three genres:
- Realistic Fiction
- Historical Fiction
- "Traditional" Literature, sometimes called "Classics" (Here's a list of some)
If you were absent today, please check Ms. Keller's Independent Reading Log to get the notes that you missed!
In your reading log, we'll take some notes together. Then, in your ELA Journal, you'll copy and paste today's ELA Assignment and answer the questions on your own.
IAB Practice - Editing & Revising
So now that you're familiar with the general way the IAB Practice tests work, we're going to do just one more before we take a bit of a testing break.
Work together with your assigned partner to answer the questions for this section. Today we're focusing on the concepts of editing and revising, so it'll be a lot like what you did with your Hatchet Essay Checklist.
HOMEWORK:
- NoRedInk "Commonly Confused Words" Practice
- Finish the Quarter 2 Diagnostic if you didn't finish it in class on Tuesday!
Tuesday, 3 December 2019
Tuesday, 3 December 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Agenda:
- Read!
- IAB Partner Practice
- NoRedInk Quarter 2 Diagnostic
IAB Partner Practice
In less than 6 months we will be taking the 6th Grade ELA SBAC Test, and honestly - tests can be really scary and intimidating. In an effort to make these tests just a little bit less scary and make sure that we're all as prepared as possible, today and Thursday you're going to be working with a partner to complete a practice portion of the test.
It's only 12 questions, and it focuses on Reading Literature (which is literally what we've spent the last 2 months practicing!) so I'm hoping that this can be a low-stakes way to ease into this mindset. I will be analyzing your results from this practice test to see what we need to focus on as we continue to work through the school year, so please do your best.
NoRedInk Quarter 2 Diagnostic
Log into NoRedInk.com and complete the new assigned quiz titled "Quarter 2 Diagnostic."
There are all new concepts that we're working on this time around, so remember to do your best because that will affect how much you have to work to master the assigned topics over the next few weeks!
If you finish early, you may work on the first assignment, titled "Commonly Confused Words" which will be due this Friday!
HOMEWORK:
- NoRedInk "Commonly Confused Words" Assignment due Friday at 4PM
Friday, 22 November 2019
Friday, 22 November 2019
Today's Goal: Relax! :)
By the time you come to class today, you should have finished your Hatchet Essay and clicked "Turn in" (If not, I'll be making you do that immediately when you get here...)
Today, we're just going to sit back and enjoy the cinematic masterpiece that is the 1990 film, "A Cry in the Wild."
REMINDERS:
- You have two options for revisions over break that will help improve your grade if you choose. You have until Tuesday, December 3rd:
- NoRedInk Growth Quiz Re-Take (if you got a 6/10 or lower on the original)
- Signpost Extra Assignment (for a possible 6 more points on your Signpost Quiz)
Enjoy your week off. I'm thankful to have you all in my life!
Wednesday, 20 November 2019
Wednesday, 20 November 2019
Today's Goal: CCSS.ELA-LITERACY.W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
The Plan:
- Read / Revision Opportunities
- Review Rubric/ Assessment activity
- Revision Checklist
Revision Opportunities
Good news - I am finally all caught up on grading!!
Now, some of you may not be 100% satisfied with your NoRedInk Growth Quiz score, or your Signpost Score. However, you know my motto, right? There's always an opportunity to improve. So before you start emailing me, I've got two options for you to consider:
- NoRedInk - If your score on the Growth Quiz did not meet the standard of "Proficient," I have assigned you a "Growth Quiz Re-take." All you have to do is log into NoRedInk and it should be there. (If it's not there, it means you scored high enough on the quiz to not need to complete a retake) Complete this Re-take before you return from Thanksgiving Break and I will update your Quiz score to reflect your new score. This is your only chance to re-take the quiz, so take your time and do your absolute best.
- Signpost Quiz - If you are not happy with your score on the Signpost Quiz, I have an extra assignment that I will allow you to complete over Thanksgiving Break to earn up to 6 additional points. I've linked the assignment here on this page. *Please note that just by simply doing the assignment, you are not guaranteed 6 additional points. You have to do it well.
Signpost PracticeReview Rubric/Assessment Activity
Below is what the rubric says about your evidence and reasoning (explanation)
It is scored on a scale of 1 through 4. Which is which?
1: Below Grade-Level
2: Approaching Grade-Level
3: At Grade-Level
4: Above Grade-Level
I will give you and your table five paragraphs.
Your job is to decide which paragraph achieves which rubric score.
Argument Writing ChecklistEssay Revision Checklist
You will spend the remainder of the class period working with a partner to review and revise your Hatchet Essay.
- First, work through the checklist on your own and make any necessary corrections. (You'll have about 20 minutes to do this)
- Next, switch papers and computers with your partner and have your partner work through the checklist as well to see if you missed anything.
Work together as a pair to help each other make corrections and edits as necessary.
When you think your essay is ready to go, you need to read your essay out loud to your partner to double check that everything sounds correct.
HOMEWORK:
- If you did not finish your checklist in class, you'll need to sit with an adult to complete the rest. (I'm collecting your checklists on Friday, and YES they will be worth points)
- Complete your Final Draft of your Hatchet Character Change Essay and click "Turn in" on Google Classroom
- Typing.com Intermediate Lessons #1-4 due Friday at 4PM
Monday, 18 November 2019
Monday, 18 November 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Agenda:
- Read
- Hatchet Summary
- Hatchet Essay time to complete Introduction and Conclusion paragraphs
This is sort of what your paper will visually look like whenyou're done with the summary activity.
Hatchet Summary
You will work with a group of 3 or 4 to write the best possible two-three sentence summary of Hatchet that you can.
Here are the steps:
- On your sticky note, write a two-sentence summary of Hatchet. Seriously. two sentences. Write small, and write ONLY what is needed to understand the story. Think about it before you write it, because you only get the one shot.
- Read your summary to your group. Together, combine forces to create one NEW summary that can be two or three sentences. Pick the best words and the most clear information
HINT: Your summary should start with one of two things:
- In the novel, Hatchet, by Gary Paulsen, Brian Robeson is ________
- The novel, Hatchet, by Gary Paulsen, is about ________
Introduction Paragraph
You can use these sentence frames (also found on Google Classroom) to help you.
Your introduction has exactly two things, in exactly this order:
- An introduction/brief summary of Hatchet
- Your thesis statement
Conclusion Paragraph
You can use these sentence frames (also found on Google Classroom) to help you.
The entire purpose of a conclusion paragraph is to sum up the essay and to answer the question: So what? Why does it any of it matter at all?
If you aren't sure, you're going to have to discuss it with some people to figure it out, but here are some ideas for your ending (Pick one).
- Explain why the character change, the way that Brian became, is important in the real world.
- Explain why Brian's character change is important to HIM even after he leaves the wilderness. You have to connect it to things that are not related to surviving in the wilderness, though. You might talk about what he talks about in the epilogue
I don't want to tell you how to end your essay, but I do want to tell you that you need to come up with a reason that this change matters, and who it matters to. It could matter to Brian, it could matter to all people, and it could matter to specific kinds of people. You have to decide, and you have to decide why and SAY it.
Introduction FrameHatchet Conclusion FrameHOMEWORK:
- Finish your COMPLETE DRAFT (all four paragraphs) of your essay in Google Classroom by next class.
- CLICK HERE for the overall essay guidelines.
- FINAL DRAFT: Due Friday, 22 November, 4pm
- Typing.com INTERMEDIATE #1-4
- Due Friday, 22 November 4pm
Thursday, 14 November 2019
Thursday, 14 November 2019
Today's Goal: CCSS.ELA-LITERACY.W.6.1. - Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.1.C - Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Agenda:
- READ!
- Body Paragraph Time!! (Find your NEW document in Google Classroom)
- 4 minute break to shake off all your hard work
- More Body Paragraph Time!!
Hatchet Prompt:
In the novel, Hatchet, by Gary Paulsen, how does Brian Robeson change as a character from the beginning of the story to the end?
Review the Google Doc posted here for the overall essay guidelines.
*Please note in the directions linked here that your essay will be four paragraphs long. Your body paragraphs will not be small. They will be big. They will be a lot of sentences. They will not be lazy.
Hatchet Essay Prompt and OutlineOrganizing Your Essay:
Alright, today we start writing, but it involves some organization first.
There are basically two ways to organize this essay. There may be others, but which way you organize your essay kind of depends on your thesis.
Option #1: Before and After
- Body paragraph 1 = Evidence and explanation of what Brian was like before his changes.
- Body paragraph 2 = Evidence and explanation of what Brian was like after his changes
Option #2: Specific Character Trait Changes (One change in each paragraph)
- Body paragraph 1 = Explain one way that he has changed by giving evidence and explanation of how he was the opposite before and how he has become that now.
- Example: Evidence 1 is about how he was dependent, while evidence 2 in this paragraph demonstrates how he became independent.
- Body paragraph 2 = Explain another way that he has changed by giving evidence and explanation of how he was the opposite before and how he has become that now.
- Example: First evidence demonstrates how he was emotional, and your second piece of evidence demonstrates how he became stronger and more emotionally stable.
Writing Body Paragraphs!
I have attached/will attach a number of resources to Google Classroom, but you can use as many or as few as you want. Your body paragraphs need lots of time and effort, though, because rushing or being lazy will not show off your writing skills. You will need to challenge yourself to dig deeper than you would normally do.
Body Paragraphs need to follow the RACE format, but it is a MODIFIED RACE format.
BODY PARAGRAPH STRUCTURE:
- RA - Topic sentence that addresses what the paragraph will be about
- C - Evidence #1 in a complete sentence
- E - what's the significance of this evidence?
- E - how does it prove that Brian has that character trait?
- E - more if needed. E IS THE MOST IMPORTANT.
- probably a sentence here to transition from one piece of evidence to the next.
- C - Evidence #2 in a complete sentence
- E - what's the significance of this evidence?
- E - how does it prove that Brian has that character trait?
- E - more if needed. E IS THE MOST IMPORTANT.
- S - Sum it up and help transition to the next paragraph.
At the minimum, that means your body paragraphs will be eight sentences OR MORE.
DO YOU NEED EVIDENCE? YES.
IS THERE A RESOURCE FOR THAT? YES.
CLICK HERE FOR ALL THE EVIDENCE WE GATHERED!
Here are the pictures of the charts on the wall. Follow these steps for ONE body paragraph. You need to do this two times!
HOMEWORK:
- READ YOUR INDEPENDENT READING BOOK! YAY!
- Finish your BODY PARAGRAPHS in Google Classroom by next class.
- CLICK HERE for the overall essay guidelines.
- Typing.com #13-15
- Due Friday, 15 November 4pm
Tuesday, 12 November 2019
Tuesday, 12 November 2019
Today's Goal: CCSS.ELA-LITERACY.W.6.1.A - Introduce claim(s) and organize the reasons and evidence clearly.
Agenda:
- No Red Ink Growth Quiz
- Copy/Paste today's assignment into your ELA Journal
- Hatchet Essay Thesis Statement (In ELA Journal)
- Hatchet Essay Evidence Collection (In ELA Journal)
Hatchet Prompt:
In the novel, Hatchet, by Gary Paulsen, how does Brian Robeson change as a character from the beginning of the story to the end?
Review the Google Doc posted here for the overall essay guidelines.
*Please note that the second page includes a very helpful list of due dates for every part of this essay. It will be in your best interest to make sure you are meeting these deadlines so as not to fall behind.
Hatchet Essay Prompt and Outline12 November - Hatchet Thesis and Body Paragraph OutlinesThesis Statement:
A thesis statement is your claim. It is the thing you will argue and prove and defend in the rest of your essay. This should always be step one in writing an essay.
Some sentence frames you could use for your thesis:
- Before his troubles began, Brian was ____ and ____ because ________, but after he had been stranded for weeks, Brian became _____ and _____ because _______.
- In the beginning of the story, Brian is ______, but by the end of the story, Brian has changed to become more _____ because _______.
- After he realized _______________, Brian became more _________ and _______. Before that realization, Brian was a _____ person because ___________, but he changed because __________.
You must show your teacher your thesis statement and get it approved before going on to the next activity.
Evidence Collection Chart:
In your ELA Journal you will also paste a chart to collect evidence. On here, you will use your thesis statement to return to the evidence tracker results and find the absolute best evidence that helps to prove your thesis to be the correct thesis.
You may use this document that has all the results of the evidence tracker activities we did.
Please note:
- There are two tabs at the bottom. One is for the first half (before he changed) and one is for the second half of the book (where we see the changes).
- I didn't erase answers that are wrong or incomplete. Do not trust this sheet to be perfect; it is NOT perfect.
Brian Evidence TrackerHOMEWORK:
- Finish your Evidence Collection Chart in your ELA Journal BY NEXT CLASS.
- Finish the NoRedInk Quiz if you did not finish in class.
- Typing.com #13-15
- Due Friday, 15 November, 4pm
- This will finish out the beginner levels.
Thursday, 7 November 2019
Thursday, 7 November 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details.
CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.3 - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Agenda:
- Read
- Finish THEME lesson.
- Brian Character Change Evidence Tracker - "New" Brian in the second half of the book.
Independent Reading Logs
Spend some time today in class updating your Independent Reading Log.
Ms. Keller will be coming around to check in on you individually and give you some feedback/suggestions.
If you have time, work on updating your "TBR" list to help decide what books you will be reading next.
BONUS: I challenge you to pick a book from a new genre for your next book. I’ll do it too.
"New Brian" Evidence Tracker
Now that we've finished the book and gathered evidence of Brian early in the novel, it's time to dial in (focus in) on the changes we've seen in Brian.
Starting next class, we will begin writing about how Brian changed (or didn't change) over the course of the novel, so we have a very specific task today:
Use this NEW EVIDENCE TRACKER form to look for evidence with your partner from the LAST 8 chapters of the novel. (Hint: you should have sticky notes on the evidence you could use!)
HOMEWORK:
- Read your independent reading book. YAY!
- Update your "TBR" List on your Independent Reading Log
Tuesday, 5 November 2019
Tuesday, 5 November 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through particular details
Agenda:
- Read
- THEME (what is it?!)
THEME!
Theme is one of those words that you hear all the time in Language Arts classes. However, it's also one of the hardest concepts for students to grasp. Today we're going to be talking a lot about themes and what you need to consider when trying to figure out the theme of a story. Follow along in today's slides while we work through the idea together as a class.
HOMEWORK:
- Read your independent reading book. YAY!
- Today is your last chance for RACE Revisions. See you (hopefully) after school!
Friday, 1 November 2019
Friday, 1 November 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.3 - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Agenda:
- Signposts Quiz
- Read your independent reading book while you wait for your peers to finish the quiz
- Finish Hatchet
Signpost Quiz
Please do your best. In the places where you have to write your own sentences, make sure you answer the questions thoroughly. I believe in you. You can do it. You've been doing it for weeks. You are strong and capable and resilient.
When you finish, you may read your independent reading book silently while you wait for the rest of your classmates to finish the quiz.
Finish Hatchet
- Prompt: What character traits help describe Brian at this point in the novel and what evidence proves this?
- Find at least ONE passage/quote in each chapter that shows Brian's attitude and reveals a character trait. Try to think about how he is acting OVERALL.
- Put the sticky note in and LABEL what character trait or attitude is reveals about Brian.
- Celebrate your success! You're annotating!
Please take note of what is different about Brian at the end of this book. Beyond everything that happened, how do his experiences affect the way he approaches his life and his choices?
HOMEWORK/Reminders:
- Typing.com Practice 10-12 (Finish the Beginner Lessons)
- Due Friday, 1 November, 4pm
- RACE Assessment Make-Up/Revision Information:
- Two Choices for Revisions:
- You may make revisions on your own that will earn you up to half credit for the revisions made. For example, if you got a 21/27, you can revise and earn up to 3 more points of the six points you were missing). Turn your rubric back in to have Ms. Keller look at it again.
- You may come in after school on or before Tuesday, 5 November, to retake with a new article for up to FULL credit. Tuesday will be the last opportunity.
- Two Choices for Revisions:
Wednesday, 30 October 2019
Wednesday, 30 October 2019
Today's Goal: CCSS.ELA-LITERACY.RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.3 - Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Agenda:
- Read
- Hatchet Chapter 16-17
- "Old Brian" Evidence Tracker
Hatchet Chapter 16-17
Prompt: What character traits help describe Brian at this point in the novel and what evidence proves this?
- Find at least ONE passage/quote in each chapter that shows Brian's attitude and reveals a character trait. Try to think about how he is acting OVERALL.
- Put the sticky note in and LABEL what character trait or attitude is reveals about Brian.
- Celebrate your success! You're annotating!
"Old Brian" Evidence Tracker
Okay, so why have we been putting so many stickies in your book? It hasn't been for nothing, I promise. We're going to use them today, as well as at a few other points in the coming weeks.
We've started to see the changes in Brian since jumping ahead 42 days, right? That's good, but we don't want to forget all the things that happened before those changes, in the first five days of this story.
When we finish the story, we'll be writing about how Brian changed (or didn't change) over the course of the novel, so we have a very specific task today:
Use this EVIDENCE TRACKER form to look for evidence with your partner from the first 12 chapters of the story. (Hint: you should have sticky notes on the evidence you could use!)
HOMEWORK/Reminders:
- Typing.com Practice 10-12 (Finish the Beginner Lessons)
- Due Friday, 1 November, 4pm
- RACE Assessment Make-Up/Revision Information:
- Two Choices for Revisions:
- You may make revisions on your own that will earn you up to half credit for the revisions made. For example, if you got a 21/27, you can revise and earn up to 3 more points of the six points you were missing). Turn your rubric back in to have Ms. Keller look at it again.
- You may come in after school on or before Tuesday, 5 November, to retake with a new article for up to FULL credit. Tuesday will be the last opportunity.
- Two Choices for Revisions:
Report abuse