Q2W4 – November 5-November 9, 2018
PLEASE make sure your child has their earbuds EVERY day! Many of the platforms we use will read the passages and/or directions to them. Students’ grades are being affected when they are unable to utilize these features.
Fears and Phobias Project 6th Grade Language Arts
Book Jacket Book Report
Comic Strip Summary Book Report
Interview Main Character Book Report
Scrapbook Page Book Report
MIXED DOK Questions Verbs Chart
Costa’s Level of Questions
|Subject Area||ELA/Reading |
|Unit of Instruction||Curriculum Focus: Structure in Informational Text|
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.
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.
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.
|Learning Targets and Learning Criteria|
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)
- 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. (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. (RI.2.6)
- Determine a central idea and how it is conveyed through particular details (RI.1.2)
- 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 Lesson 5: Citing Evidence to Make Inferences
- PowerPoint project on Fears/Phobias. Students will work in pairs, choose a fear or phobia, research the needed information, create a PowerPoint in class, and present their research. Details attached for your convenience.
Reading Log due Monday, November 5 (#10 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 48, 56, & 62
- Summary Writing Activity pg 48
- Multimedia Presentation on Fears/Phobias
- Nightly Reading Log due on Mondays. Parents must sign every week.
- As a class, we will begin reading the adaptation for young readers of A Storm Too Soon by Michael Tougias. We are planning to begin this novel study on November 13
- Students will sign up for the book report style they will complete. As soon as the student has completed their book report, they will present it. The final day to turn in and present is Friday, December 7.
- Formative grades: 10 reading logs (10 pts each) and the presentation itself
- Summative grade: written portion of their book report
- Book report choices and the rubric are attached for your convenience.
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.
1st and 5th period: @h2dfgg
3rd and 7th period: @4ke2d3
4th and 8th period: @7e8g3