Q3W04 – January 28 – February 1, 2019


On Wednesday, January 23, I sent home your child’s printed grade sheets for both ELA and Reading.  Your child was to ask you sign it and return the papers to me on January 24.  I have not received many back.  Gradebook is updated frequently, so check it often.  Please encourage your child to stay on top of their work and remediate at every opportunity that is provided to them.  

Thank you for your support.

TeacherMerriann Frederick
Subject AreaELA/Reading
Grade Level6
Week #4
Unit of InstructionCurriculum Focus: Compare Presentation of Events & Informative Writing
Standard(s) Taught

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another.

LAFS.6. W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Learning Targets and Learning Criteria

Learning Target

 Students will provide detailed analysis of how a key individual, event or idea is introduced, illustrated and elaborated in a text. (RI.1.3)

Students will provide a comparison and contrast of one author’s presentation of events with that of another. (RI.3.9)

Learning Criteria

Students will:

  • Use details from the text to explain how an individual, event, or idea is introduced, illustrated, or elaborated in the text. (RI.1.3)
  • Support what is directly stated in the text or to draw inferences. (RI.1.3)
  • Will analyze similarities and differences in how authors present ideas or events. (RI.3.9)
  • Use key details to explain how authors are similar or different in their approach. (RI.3.9)
Classroom Activities
  • Informative Essays: central idea & supporting details, cause & effect, text structure/features, text evidence, and domain specific vocabulary
  • Tech Thursday – please make sure students have their earbuds!  (We will have our technology day on Thursday of this week due having a substitute on Tuesday.  Please remind your child to be on their BEST behavior.)
  • Textbook: It Worked For Me In Life & Leadership by Colin Powell and Colin Powell: Military Leader by Warren Brown used to complete compare/contrast graphic organizer and writing connection
  • Close Reader workbook: “Community Hero: Chief Wilma Mankiller” and “from Every Day is a New Day”
  • Grammar practice with vague pronouns and comma usage
Assignments Due
  • Tech Thursday computer work: 1 assignment in ThinkCERCA, if a student scores 60% or lower, they will have ONE time to remediate.  In IXL, students must complete AA.1Due by 2/4  (both platforms are formatives)
  • Compare/Contrast graphic organizer with writing connection Due by 2/1 (summative)
  • Grammar practice with pronouns and commas Due by 2/1  (formative)
  • Close Reader workbook Due by 2/1 (formative)
Additional Resources

Our novel is an adaptation for young readers of A Storm Too Soon: A True Story of Disaster, Survival, and an Incredible Rescue by Michael J. Tougias.  *Non-fiction*

We will continue reading our novel in the 3rd quarter.

 Extension Activity

  • Student created novel test questions & answers for Chapters 1-6
  • Students will work in their literature circle to create a board game on Chapters 1-6


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