6 th Grade English 1 st 6 Weeks. Table of Contents DateTitle of AssignmentPage # Aug. 29Writing6 Aug. 29Why do we write?7 Aug. 29Writing Territories8

6th Grade English

1st 6 Weeks

Table of ContentsDate 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. 29-30

Heart Mapping 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. 6Journal: 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

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 outside of your heart;

you may dislike or even

hate them

Things/People inside your heart that are special to

you; the closer to the center the more you love

or like them




August 30, 2012• Title: Heart Mapping pg. 10

Things/People outside of your heart;

you may dislike or even

hate them

Things/People inside your heart that are special to

you; the closer to the center the more you love

or like 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


• 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 walked through the doorway.”

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 slowly moved his right 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.


• 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 Moment1. 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.


• Title: Explode a Moment Notes

“Ode to Family Photographs”

“more of my feet”

“head cut off”

“eyes half-closed”

“smear of chocolate on his face”

“giraffe looking over her

shoulder”

“candy in my mouth”




“general who lost an arm”

“father with his eyes half-closed”

“head cut off”

“standing on one leg on a rock, with a

smear of chocolate”

“bird with a pretzel in its

beak”

“car’s front bumper”





“general who lost an arm”

“head cut off”

“standing on one leg on a rock, with a

smear of chocolate”


shoulder”

“bird with a pretzel in its beak”




“famous general who lost an arm”


“Pedro standing on one leg on a rock, with a smear of

chocolate”

“bird with a pretzel in its beak”


shoulder”

“head cut off”

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.


• Finish explode a moment• Highlight/Underline• Say Back strategy• Discussion Questions


Using Snaps and Thoughts to Explode the Moment

Mr. Randles, WWS


• 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 walked through the doorway.”

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 slowly moved his right 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)?


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.

Say Back

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.


• 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) pg. 17• Open-Ended Responses– 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.*


• 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.


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?





September 6, 2012

• Title: Quickwrite pg. 18• Journal: Choose a topic from your



• Mini Lesson: Continue OER activity• “Alligator Poem”• Group share: Finish OER questions (#5-9)


• A=Answer all of the questions• I=Integrate (include) important evidence

(quotes with “ ”)• M=Make meaningful connections


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.


• 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)

– 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

Conflict


• 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, 2012Title: Personal NarrativeTopic: 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


• Power write-3 topics• 11 minute essay• Pair share 11 minute essay and complete “2

wish and 1 star” feedback


• 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


minutes, tell how it connects to a movie that you have seen.

11-minute essay


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.


• 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…

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

philosophyforkids.com

http://www.google.com/imgres?imgurl=http://philosophyforkids.com/images/buttons/story_beginnings.gif&imgrefurl=http://philosophyforkids.com/story-beginnings.shtml&usg=__Qr7etgxzV9mwpLSlMI-Kwh32xx4=&h=74&w=123&sz=3&hl=en&start=1&zoom=1&tbnid=MBnCqANrpp5WRM:&tbnh=54&tbnw=89&ei=6b9oTou9O8iCsgLP2tGFDg&prev=/search?q=story+beginnings&hl=en&sa=N&gbv=2&tbm=isch&itbs=1


• 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


• Title: Leads• Leads to Avoid– Dictionary definition– A question to the reader– A bromide or cliché– A lead that isn’t focused

Examples of LeadsLead #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-ActivityExamples of LeadsTopic: 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-ActivityExamples of LeadsTopic: 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-ActivityExamples of LeadsTopic: 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, 2012Title: Quick List-List of Threes1. Memories that make me

laugh2. Memories that make me

cry3. Things I regret4. Embarrassing moments5. Bittersweet memories or

unexpected outcomes6. Favorite places7. Favorite times of day8. My first…

9. Things I have excelled in10. People who have

inspired me11. Sacrifices others made

for me12. Three lessons I have

learned about love13. Three lessons I have

learned about hate14. My biggest fears15. My favorite items

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 --Hearing– Taste --Smell– Sight

September 13, 2012

• Title: Quickwrite• Journal: Choose a topic from your


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


• Title: Senses• Definition: Help to explain how you

experience the world.

5 Senses

SmellTouch

Taste

Sound Sight

http://seekersguidance.org/blog/wp-content/uploads/2010/05/283319-fbmother-s-hand-holding-baby-s-foot-posters.jpg

http://www.google.com/imgres?imgurl=http://bp2.blogger.com/_MZkn_sBHacM/RozM_VXjNoI/AAAAAAAAAAs/qvAfo-bLzlU/s400/hot+dog.jpg&imgrefurl=http://kungpaochitlins.blogspot.com/2007/07/competitive-eating-is-disgusting.html&usg=__pYurwnwbWvwwwoFJbImpHrdwpHU=&h=310&w=350&sz=35&hl=en&start=28&zoom=1&um=1&itbs=1&tbnid=HL_7mTFV8Y0m_M:&tbnh=106&tbnw=120&prev=/images?q=eating+food&start=20&um=1&hl=en&safe=active&sa=N&ndsp=20&tbs=isch:1

http://www.google.com/imgres?imgurl=http://4a4b.wikispaces.com/file/view/ear.jpg/49525655/ear.jpg&imgrefurl=http://4a4b.wikispaces.com/0+Listenings&usg=__p5ULjU1JyLi1gqC2dAFUWe6Dz28=&h=480&w=400&sz=96&hl=en&start=6&zoom=1&um=1&itbs=1&tbnid=D6E_RhFHfeJdQM:&tbnh=129&tbnw=108&prev=/images?q=ear&um=1&hl=en&safe=active&tbs=isch:1

http://www.google.com/imgres?imgurl=http://www.photoshopstar.com/wp-content/uploads/2008/05/eye-color-changed.jpg&imgrefurl=http://www.photoshopstar.com/photo-effects/eery-eye-photo-manipulation/&usg=__PMjAPGdjUJO1vggLtSG_lwsOBaE=&h=304&w=500&sz=42&hl=en&start=2&zoom=1&um=1&itbs=1&tbnid=YIQuNzDd2h6lcM:&tbnh=79&tbnw=130&prev=/images?q=eye&um=1&hl=en&safe=active&tbs=isch:1

http://www.google.com/imgres?imgurl=http://www.biojobblog.com/Nose(3).jpg&imgrefurl=http://www.biojobblog.com/tags/infections/&usg=__g7QXlFtQNYWB1rHz4_IzrxWHKk4=&h=364&w=425&sz=96&hl=en&start=19&zoom=1&um=1&itbs=1&tbnid=41UFYfZnkK-B_M:&tbnh=108&tbnw=126&prev=/images?q=nose&um=1&hl=en&safe=active&tbs=isch:1

Sensory Sunburst

Touch

Taste

Sound

Sight

Smell

http://www.thenervousbreakdown.com/wp-content/uploads/2010/07/sunrise.jpg


• 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 BeginningsJournal: 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.• 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-TPCASTTT-Title-write the title of the poem; what do you

think it might be aboutP-Paraphrase-write a summaryC-Connotation-poetic devicesA-Attitude-attitude of the author; toneS-Shifts-changes in the poemT-Title-how does the title go with the poem?T-Theme-write a statement telling

the meaning of the poem


September 18, 2012 Title: “Oranges” pg 555Title (What do you think it is about?)

Answer:Your answer

Evidence:“Oranges”

Paraphrase (Summary)

Summary in your words-2 sentences Your evidence

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









Answer:Your answer









Answer:Your answer









Answer:Your answer








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.

• Assignment: Read “The Drive-In Movies” p. 45, complete the hexagonal writing, and answer the questions.

drive-in-movie-theaters.com

blog.scottrobinson.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.

http://msnecastro.files.wordpress.com/2009/03/peer-pressure1.jpg

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-ActivityTitle: Hexagonal writing

1. Text Summary-

2. Emotional Appeals and Rhetorical Devices-

3. Author’s Purpose/Intention/ Thesis-

4. Organizational Patterns/Text Structure-

5. Connections-

6. Evaluation-


1. Text Summary-




5. Connections-

6. Evaluation-


1. Text Summary-




5. Connections-

6. Evaluation-


1. Text Summary-




5. Connections-

6. Evaluation-


1. Text Summary-




5. Connections-

6. Evaluation-

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• 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.

http://speedupyoursucc

ess.net/2011/05/25/

successful-habits/

http://www.cookinglight.com/healthy-living/healthy-habits/cooking-light-

healthy-habits-program-00412000069559/

www.davegranlund.com

http://www.cookinglight.com/healthy-living/

healthy-habits/cooking-light-

healthy-habits-program-

00412000069559/

“To Be” Verbs

http://www.google.com/imgres?imgurl=http://blogs.liverpoolecho.co.uk/ecowarrior/bee.jpg&imgrefurl=http://blogs.liverpoolecho.co.uk/ecowarrior/2009/08/urban-bee-keeping---the-way-to.html&usg=__EBYcWXRtFrzPGZzBDroFleiGFAw=&h=357&w=500&sz=28&hl=en&start=11&zoom=1&um=1&itbs=1&tbnid=wtPeiDWQ9znf8M:&tbnh=93&tbnw=130&prev=/images?q=bee&um=1&hl=en&safe=active&tbs=isch:1

The Case of the Killer Be’s-To Be Verbs

• is• am• are• was• were

•be•being•been

http://www.google.com/imgres?imgurl=http://static.howstuffworks.com/gif/bee-8.jpg&imgrefurl=http://animals.howstuffworks.com/insects/bee.htm/printable&usg=__fLwVJ069uvOgmdfo8Nk0nGJvbqY=&h=299&w=400&sz=29&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=lt2vyxGUVI99DM:&tbnh=93&tbnw=124&prev=/images?q=bee&um=1&hl=en&safe=active&tbs=isch:1

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 Climax

How you

changedEvent Resolution to conflictEvent

Documents

6 th Grade English 1 st 6 Weeks. Table of Contents DateTitle of AssignmentPage # Aug. 29Writing6 Aug. 29Why do we write?7 Aug. 29Writing Territories8