Q2W3 – October 29-November 2, 2018

Parents, 

Please make sure your child brings their earbuds/headphones with them EVERY DAY.  Many of the computer platforms we use will read the passage and/or provide instructions.  Students that do not have the ability to hear the audio are scoring lower on their work.  

If you send in an inexpensive set of earbuds in a baggie with their name on it, I will gladly keep them in the room.

Thank you in advance.

Mrs. Frederick  

TeacherMerriann Frederick
Subject AreaELA/Reading
Grade Level6
Week #3
Unit of InstructionCurriculum Focus: Structure in Poetry and Informational Text
Standard(s) Taught

LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (Structure in Poetry)

LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. (Structure in Poetry)

LAFS.6.RI.1.2: Determine a 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. (Informational Text)

LAFS.6.RI.2.5: 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. (Informational Text)

LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (Informational Text)

Learning Targets and Learning Criteria

Learning Target

Students will provide an analysis of how a particular sentence, chapter, scene or stanza contributes to the development of the theme, setting or plot. (RL.2.5)

Students will provide an explanation of how an author develops the point of view of the narrator or speaker in a text. (RL.2.6)

Students will provide a statement of a theme or central idea of a text. Students will provide a description of how the theme or central idea is conveyed through particular details.  Students will provide a summary of the text distinct from personal opinions or judgments. (RI.1.2)

Students will provide an analysis of how a particular sentence, chapter, scene or stanza fits into the overall structure of a text. (RI.2.5)

Students will provide an explanation of how the author’s point of view or purpose is conveyed in the text. (RI.2.6)

 Learning Criteria

Students will:

  • Analyze the purpose of specific sentences, paragraphs, chapters, or sections on the overall structure and meaning. (RI.2.5)
  • Focus on how specific structural elements work together and/or help to develop ideas. (RL.2.5 & RI.2.5)
  • Determine the author’s point of view or purpose in a text & to explain the strategies the author uses to convey point of view/purpose. (RL.2.6 & RI.2.6)
  • Determine a central idea and how it is conveyed through particular details (RI.1.2)
Classroom Activities
  • Read & analyze the poem “Life Doesn’t Frighten Me”
  • Read & analyze the short stories “Fears and Phobias,” “In the Spotlight,” and “Wired for Fear.”
  • Analyze the text and the purpose of specific sentences, scenes, or stanzas and the effect on the overall structure & meaning
  • Determine the central idea and determine the details
  • Determine author’s POV and explain strategies used to convey POV or purpose
  • Ready Reading Lessons 18 & 19 on argumentative essays
  • Center rotations to include small group, Ready Reading, iReady, ThinkCERCA, NewsELA, etc
  • ******STUDENTS MUST HAVE THEIR EARBUDS WITH THEM EVERY DAY******

 

Assignments Due

Reading Log due Monday, October 29 (#9 of 10 collected)

  • Reading Logs due on Mondays. Students are to be reading a grade appropriate or higher, fiction or nonfiction, book/novel of their choice for 20-25 minutes nightly.  Students have received a reading log to summarize what they have read each night.  Parents must sign every week
  • Enrichment vocabulary and spelling flash cards – NO VOCABULARY THIS WEEK
  • Analyzing the text pg 40
  • Summary Writing Activity pg 48
  • Multimedia Presentation on Fears/Phobias
  • *****STUDENTS MUST HAVE THEIR EARBUDS WITH THEM EVERY DAY******
Additional Resources

Additional Resources

  • Nightly Reading Log due on Mondays. Parents must sign every week.
  • As a class, we will begin reading A Storm Too Soon by Michael Tougias. We are planning to begin this novel study on November 13 
  • *****STUDENTS MUST HAVE THEIR EARBUDS WITH THEM EVERY DAY*****

Extension Activity

  • Students will receive information in the near future regarding their first book report due during the second quarter. Date and rubric TBA

 

 *Accommodations:          

ESE – Special Considerations based on IEP

504– Special Considerations based on Accommodation Plan  

ESOL – Appropriate printed material, pre teaching activities, various instructional approaches, student engagement and thinking activities, differentiation, check for content comprehension, resources for assistance, reinforce study skills, linguistic modifications, specific vocabulary, alternative assessment.

Remind Codes:

1st and 5th period:  @h2dfgg

3rd and 7th period:  @4ke2d3

4th and 8th period:  @7e8g3