Room’101...Think Aloud Extended Response Using information from the text and your own ideas, discuss the author’s purpose for writing this elegy. Do you think the poet wrote this

6th Grade Lessons for Week of September 17, 2012

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Stacey Chavours _September 17, 2012 Room 101 _____ 6th Grade Language Arts Essential Question: How do readers analyze unknown words to determine the meaning of an unfamiliar word? Standard: RL.6.4: Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Bell-ringer: 10 minutes – Silent read and reading log. Word Study: 10 minutes: Go back and review the affixes test. Pass out this week’s affix list. Word Sort 15 minutes Show students how to do a word sort. Students should be sitting with the partner at the same spelling level according to the spelling inventory. Using the projector, complete a word sort of the VCCV syllable pattern same/different. Write down the words on a paper and have them do the same in their writer’s notebook. Pass out each pair of students a bag of words according to the level of the students. They should complete the word sort and write it down in their writer’s notebook. Post-Reading: 30 minutes: As a post reading assignment of All Summer in a Day, have students read the web page about Venus. Focus on the structure of a web page including title, subtitle, caption, illustrations, search engine and link. Go to p. 53 in the Elements of Literature text. Analyze the words used in the web site using clues from the text to understand the impact the words have on the site’s tone. Reading: 10 minutes: Give the plot test online. Narrative Writing: 10 minutes: Use the online blog on my web page and have students answer the following prompt: Describing Extreme Weather What’s the most extreme weather you’ve ever had to face? Tell about what happened to you that day or night. (If nothing much happened, use your imagination.) Describe what you saw, heard, tasted, felt, and smelled on your bad-‐weather day. Be sure to identify your setting. Exit Pass


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Stacey Chavours _September 18, 2012 Room 101 _____ 6th Grade Language Arts Essential Question: How do authors keep their readers engaged throughout a narrative? Standard: W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences. Bell-ringer: 10 minutes – Silent read, find affixes for poster and reading log. Students should use a sticky note to mark where they find words using the suffix –ible or –able. Vocabulary: 10 minutes – Introduce the Triple Entry Vocabulary strategy. Explain this is a reading strategy to help them become better readers. Pass out the diagram for students to tape it in their Writer’s Notebook. Have students pick one of their –ible or –able words and write it in the word and definition section. They should write the sentence and draw a picture. Word Work: 10 minutes – Model the blind sort by having a student call out each word and then I write it down. Give students the blind sorting accuracy chart. Shuffle a pile of long vowel words with each on a small piece of paper or index card. On a piece of paper, give the student three columns to make: short a (CVC), long a (CVCe), and r-‐Controlled (CVr).

rash, blame, charm, past, tape, tarp, flag, chase, park, black, flame, shark, flash, shake, farm

Call out the words in random order without showing the word. The student will write the word below the correct column. I will check the sort after it is completed. Use the accuracy chart and have the student write down the incorrect words. Complete this once or twice more if the student did not get all of the words correct. Grammar: 20 minutes – Pronoun review Vague Pronoun Reference Explain: If the reader can’t tell which word a pronoun refers to that makes a vague pronoun reference. Pronouns stand in for nouns, keeping writing succinct and less repetitive. What a pronoun replaces has to be easy for the reader to see. Pronouns also establish the point of view of the narrator. Pronouns set the tone of our writing by establishing a point of view. (First person, second person, third person) Show examples on overhead in the two column note format and read while students write on two column notes: First person: (I, we voice) The first person point of view lets the narrator be a central part of the story, allowing readers to feel the immediacy of events and feelings. Second person: (you voice) The second person point of view involves the reader in the story as part of the writer’s thinking. Third person: (he, she, it, they voice) The third person point of view can give the reader a sense that the writer is removed from his or her subject. In fiction, the reader can see all of the characters’ thoughts without being a character in the story. Show student error: We ate at McDonald’s for breakfast, it was delicious. I got a breakfast biscuit, hash browns, and orange juice. It looked beautiful, it had a picture. That had dolphins and sharks and fish. It was really nice inside McDonald’s. Show students errors: “it parade” Put the mentor text on the overhead and give as a handout. Mentor text:


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The sweet-‐shop . . . was the very centre of our lives. To us, it was what a bar is to a drunk, or a church to a Bishop. Without it, there would have been little to live for. Bit it had one terrible drawback, this sweet-‐shop. The woman who owned it was a horror. We hated her and had good reason for doing so. Her name was Mrs. Pratchett. She was a small skinny old hag with a mustache on her upper lip. . . She never smiled. She never welcomed us when we went in, and the only times she spoke were when she had said things like, “I’m watchin’ you so keep your thievin’ fingers off them chocolates!” Or “I don’t want you in ‘ere just to look around! Either you forks out or you gets out! But by far the most loathsome thing about Mrs. Pratchett was the filth that clung around her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-‐crumbs and tea stains and splotches of dead egg-‐yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grime (pp. 34-‐35) – Roald Dahl, Boy: Tales of Childhood – Look at the sentences as a class. Find the pronouns and highlight them. Discuss what the pronouns refer to, how we can tell, and whether the references are clear. Model by drawing an arrow back to the antecedent. With a partner, students continue highlighting each pronoun and drawing an arrow to its antecedent. Abut halfway through the assignment, stop and discuss the progress as a class, working through any confusion. Narrative Writing: 20 minutes - Questions for Memoirists – This lesson focuses on the theme and significance in their narrative writing. Say, “Today I want you to begin the process of investing in and reflecting on your lives through the memoir. We’ll start by identifying events of each of your lives that signify meaty moments that help to define the person you are and the one you’re becoming. The list Questions for Memoirists is designed to help you uncover memories that matter to you, events in your life that make you itch to capture and consider them. Take two pieces of tape and affix this list to the back of page 17 in your Writer’s Notebook. Then read through the questions. You’ll develop a list of memoir worthy related experiences on p. 18.” Show students the example of memoir worthy experiences then give students time to write. Literature: 15 minutes – Practice for the extended response test next week using scaffolding. Pass out the Extended Response rubric, paper and poem Remembrance of a Friend. Read the rubric together. Read the poem. Think aloud and fill in the graphic organizer. Use text examples “my sight is blurred by tears” and own idea that he needs to be brought comfort so he writes the elegy. “Dandelions will grow over your grave” with own idea flowers bring us joy and we use them to celebrate. Students will practice with their partners using the poem The Little Boy. Exit Pass


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Stacey Chavours ____ _September 19, 2012 Room 101 ______ ____ 6th Grade Language Arts Essential Question: Why do readers need to include textual evidence to support their inference or conclusion? Standard: RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Bellringer: 15 minutes: Silent read and reading log and students should write down at least ten of the affixes on this week’s list. When finished reading, add it to the Word Wall. Grammar: 10 minutes Explain singular and plural pronouns. Explain antecedent match up errors. Pronoun agreement error is a mismatch between the pronoun and its antecedent, involving gender, number, or person. Use the mentor text Kira Kira. Hand out the Kira Kira worksheet. Explain how to complete it. Word Work: 15 minutes Spelling – have students give each other a spelling test on their words using white boards. Narrative Writing: 20 minutes Questions for Memoirists – This lesson focuses on the theme and significance in their narrative writing. Say, “Today I want you to begin the process of investing in and reflecting on your lives through the memoir. We’ll start by identifying events of each of your lives that signify meaty moments that help to define the person you are and the one you’re becoming. The list Questions for Memoirists is designed to help you uncover memories that matter to you, events in your life that make you itch to capture and consider them. Take two pieces of tape and affix this list to the back of page 17 in your Writer’s Notebook. Then read through the questions. You’ll develop a list of memoir worthy related experiences on p. 18.” Show students the example of memoir worthy experiences then give students time to write. Literature: 25 minutes – Continue with the extended response practice by writing an extended response using the overhead then have students write one with a partner. Exit Pass


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Stacey Chavours ____ _September 20, 2012 Room 101 ______ ____ 6th Grade Language Arts Essential Question: Why do readers need to include textual evidence to support their inference or conclusion? Standard: RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Bellringer: 15 minutes: Silent read and reading log and students should write down at least ten of the affixes on this week’s list. When finished reading, add it to the Word Wall. Word Work: 15 minutes Give students the spelling test according to their word sorts. Literacy: 30 minutes Elements of Literature – Powerpoint presentation Show students the Collection 2 powerpoint presentation and have them write questions and answers using the Cornell Note format. Writing: 15 minutes Begin the Writing Workshop on p. 27 of the Elements of Language book. Exit Pass


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Prefixes Roots Suffixes

bi- (two)

super- (over, above,

beyond)

ject (to throw)

dic/dict (to say, to speak; to assert)

-able (able to be; capable of

being)

-ible (able to be; capable of

being) Bifacial Bifocal Biennial

Superabundant Superhuman Supernatural

Projection Eject

Conjecture Object

Diction Dictionary Dictate

Inevitable Probable

Intelligible


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Practice Extended Response

Using information from the text and your own ideas, discuss the little boy’s characteristics. Do you think the little boy sense of self and independence is destroyed? Why or why not? Focus Statement: __________________________________________ Text Own Ideas 1. 2.


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Think Aloud Extended Response

Using information from the text and your own ideas, discuss the author’s purpose for writing this elegy. Do you think the poet wrote this to bring him comfort? Why or why not? Focus Statement: __________________________________________ Text Own Ideas 1. 2.


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!


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© 2002 by Nancie Atwell from Lessons That Change Writers(Portsmouth, NH: Heinemann)

Questions for Memoirists Lesson 3

QUEST IONS FOR MEMOI R I STS! What are my earliest memories? How far back can I remember?

! What are the most important things that have happened to me in mylife so far?

! What have I seen that I can’t forget?

! What’s an incident that shows what my family and I are like?

! What’s an incident that shows what my friends and I are like?

! What’s an incident that shows what my pet(s) and I are like?

! What’s something that happened to me at school that I’ll alwaysremember?

! What’s something that happened to me at home that I’ll alwaysremember?

! What’s a time when I had a feeling that surprised me?

! What’s an incident that changed how I think or feel about something?

! What’s an incident that changed my life?

! What’s a time or place that I was perfectly happy?

! What’s a time or place that I laughed a lot?

! What’s a time or place when it felt as if my heart were breaking?

! What’s a time with a parent that I’ll never forget?

! What’s a time with a grandparent that I’ll never forget?

! What’s a time with a brother or sister that I’ll never forget?

! What’s a time with a cousin or another relative that I’ll never forget?

! Can I remember a time I learned to do something, or did somethingfor the first time?

! What memories emerge when I make a time line of my life so far andnote the most important things that happened to me each year?


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Directions: Put a pronoun in every blank. Make sure that the pronoun matches its antecedent (what the pronoun refers back to or stands in for).

____________ sister, Lynn, taught me ____________ first word: kira-‐kira. I

pronounced ____________ ka-‐a-‐ahhh, but ____________ knew what I meant. Kira-‐

kira means “glittering” in Japanese. Lynn told ____________ that when I was a

baby, ____________ used to take me onto our empty road at night, where we

would lie on ____________ backs and look at the stars while she said over and

over, “Katie, say ‘kira-‐kira, kira-‐kira’.” ____________ loved that word! When I

grew older, ____________ used kira-‐kira to describe ____________ I liked: the

beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.

My mother said ____________ were misusing the word; you could not call a

Kleenex kira-‐kira. ____________ was dismayed over how un-‐Japanese we were

and vowed to send ____________ to Japan one day. I didn’t care where she sent

me, so long as Lynn came alone.

Use these pronouns:

everything she I it I My

us my we she Our me She


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Name ____________________ Directions: Find all the pronouns and put boxes around them. Then draw arrows back to whatever the pronouns are referring to (their antecedents).

The sweet-‐shop in Llandaff in the year 1923 was the very center of our

lives. To us it was what a bar is to a drunk, or a church to a Bishop. Without

it there would have been little to live for. But it had one terrible drawback,

this sweet-‐shop. The woman who owned it was a horror. We hated her and

had god reason for doing so.

Her name was Mrs. Pratchett. She was a small skinny old hag with a

moustache on her upper lip and a mouth as sour as a gooseberry. She never

smiled. She never welcomed us when we went in, and the only times she

spoke were when she said things like, “I’m watchin’ you so keep your thievin’

fingers off them chocolates!” Or “I don’t want you in ‘ere just to look around!

Either you forks out or you gets out!”

-‐Roald Dahl, Boy: Tales of Childhood


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The Little Boy

by Helen Buckley

Once a little boy went to school. He was quite a little boy And it was quite a big school. But when the little boy Found that he could go to his room By walking right in from the door outside He was happy; And the school did not seem Quite so big anymore. One morning When the little boy had been in school awhile, The teacher said: "Today we are going to make a picture." "Good!" thought the little boy. He liked to make all kinds; Lions and tigers, Chickens and cows, Trains and boats; And he took out his box of crayons And began to draw. But the teacher said, "Wait!" "It is not time to begin!" And she waited until everyone looked ready. "Now," said the teacher, "We are going to make flowers." "Good!" thought the little boy, He liked to make beautiful ones With his pink and orange and blue crayons. But the teacher said "Wait!" "And I will show you how." And it was red, with a green stem. "There," said the teacher, "Now you may begin." The little boy looked at his teacher's flower Then he looked at his own flower. He liked his flower better than the teacher's But he did not say this. He just turned his paper over, And made a flower like the teacher's. It was red, with a green stem. On another day When the little boy had opened The door from the outside all by himself, The teacher said: "Today we are going to make something with clay." "Good!" thought the little boy; He liked clay. He could make all kinds of things with clay: Snakes and snowmen,


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Elephants and mice, Cars and trucks And he began to pull and pinch His ball of clay. But the teacher said, "Wait!" "It is not time to begin!" And she waited until everyone looked ready. "Now," said the teacher, "We are going to make a dish." "Good!" thought the little boy, He liked to make dishes. And he began to make some That were all shapes and sizes. But the teacher said "Wait!" "And I will show you how." And she showed everyone how to make One deep dish. "There," said the teacher, "Now you may begin." The little boy looked at the teacher's dish; Then he looked at his own. He liked his better than the teacher's But he did not say this. He just rolled his clay into a big ball again And made a dish like the teacher's. It was a deep dish. And pretty soon The little boy learned to wait, And to watch And to make things just like the teacher. And pretty soon He didn't make things of his own anymore. Then it happened That the little boy and his family Moved to another house, In another city, And the little boy Had to go to another school. This school was even bigger Than the other one. And there was no door from the outside Into his room. He had to go up some big steps And walk down a long hall To get to his room. And the very first day He was there, The teacher said: "Today we are going to make a picture." "Good!" thought the little boy. And he waited for the teacher


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To tell what to do. But the teacher didn't say anything. She just walked around the room. When she came to the little boy She asked, "Don't you want to make a picture?" "Yes," said the lttle boy. "What are we going to make?" "I don't know until you make it," said the teacher. "How shall I make it?" asked the little boy. "Why, anyway you like," said the teacher. "And any color?" asked the little boy. "Any color," said the teacher. "If everyone made the same picture, And used the same colors, How would I know who made what, And which was which?" "I don't know," said the little boy. And he began to make a red flower with a green stem.


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Remembrance of a Friend By Benjamin F. Williams My sight is blurred by tears as we walk to the field. I wish you were beside me, your paws padding the ground, your pink tongue tasting the air. Your life was long. You, who babysat me when I was nine months old, watching me bounce in my Johnny-jump-up, only your eyes moving as you pretended not to notice when I landed on your snout. You, who Dad lifted and plopped on the sled so you could slide down the driveway with me, my hands burrowed in black fur, your ears drawn back by the icy wind. You, my dog Buster, who will be buried in the field along with your bed that lived under the piano, so in the springtime dandelions will grow over your grave.


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Student-Friendly

Extended Response Reading Rubric

4

• I explain the main idea and important information from the text.

• I connect my own ideas or experiences to the author's ideas. • I use examples and important details to support my answer. • I balance the author's ideas with my own ideas.

3

• I explain some of the main ideas and important information from the text.

• I connect some of my own ideas and experiences to the author's ideas.

• I use some examples and important details to support my answer.

• I balance only some of the author's ideas with my own ideas.

2

• I explain only a few ideas from the text. • I summarize the text without including any of my own ideas or

experiences.

OR

• I explain my own ideas without explaining the text. • I use general statements instead of specific details and

examples.

1

• I explain little or nothing from the text. • I use incorrect or unimportant information from the text. • I write too little to show I understand the text.

0 • I write nothing. • I do not respond to the task.

.


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Room’101...Think Aloud Extended Response Using information from the text and your own ideas, discuss the author’s purpose for writing this elegy. Do you think the poet wrote this

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