Monday, 8/26, 2019
Daily Learning Objective: I can work with my classmates effectively to infer and analyze by drawing evidence from the text.
Unit: Facing Fear
Standards:
Unit: Facing Fear
Standards:
- LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions.
- LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Warm-Up (Diagnostic): Classroom Cereal Grammar Assessment (pg.1-2)
Practice: Review Inference & Character Traits
Apply: Break into small groups to complete The Ravine Packet.
Wrap-up: Clean up stations and reset the room.
*If finished early: Silent reading
Homework: Read GBC novels for 30-60 minutes. Check Google Classroom for this week's Flipgrid prompt.
Practice: Review Inference & Character Traits
Apply: Break into small groups to complete The Ravine Packet.
Wrap-up: Clean up stations and reset the room.
*If finished early: Silent reading
Homework: Read GBC novels for 30-60 minutes. Check Google Classroom for this week's Flipgrid prompt.
Tuesday, 8/27, 2019
Daily Learning Objective: I can identify the theme, plot elements, as well as describe how a character develops throughout a story.
Unit: Facing Fear
Standards:
Standards:
- LAFS.6.RL.1.2 Determine a theme or 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.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Assessment: "The Ravine" Unit Exam (25 pts)
Diagnostic: Classroom Cereal Grammar Assessment (pg.3-4)
Apply: SuccessMaker (Language Arts)
If finished early: Silent Reading
Homework: Read GBC novel for 30-60 minutes
Diagnostic: Classroom Cereal Grammar Assessment (pg.3-4)
Apply: SuccessMaker (Language Arts)
If finished early: Silent Reading
Homework: Read GBC novel for 30-60 minutes
Wednesday, 8/28, 2019
Daily Learning Objective: Determine the meanings of words and phrases as they are used in a text.
Standard: LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Unit: Facing Fear
Standard: LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Unit: Facing Fear
Diagnostic: Classroom Cereal Grammar Assessment (pg.5-6)
Lesson Warm-Up: Introduction of fear versus phobias. Students will watch a short video about the amygdala and the fight or flight response. Then, students will complete Fear vs Phobia cloze notes during instruction.
www.youtube.com/watch?v=jEHwB1PG_-Q
youtu.be/xNY0AAUtH3g
Practice: Students will work with their partner to review the Healthline Article and will pick 1 phobia that they find interesting to share with the class.
Apply: Students will create a mind map about fear in their journals.
*If students finish work early: Silent reading
Homework: Read GBC novel for 30-60 minutes
Lesson Warm-Up: Introduction of fear versus phobias. Students will watch a short video about the amygdala and the fight or flight response. Then, students will complete Fear vs Phobia cloze notes during instruction.
www.youtube.com/watch?v=jEHwB1PG_-Q
youtu.be/xNY0AAUtH3g
Practice: Students will work with their partner to review the Healthline Article and will pick 1 phobia that they find interesting to share with the class.
Apply: Students will create a mind map about fear in their journals.
*If students finish work early: Silent reading
Homework: Read GBC novel for 30-60 minutes
Thursday, 8/29, 2019
Daily Learning Objective: I can analyze how a particular part of an article fits into the overall structure.
Standards:
Standards:
- 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.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Diagnostic: Classroom Cereal Grammar Assessment (pg.7-8)
Warm-up: Students will watch a review of how to model the meanings of headings, subheadings and sidebar. They will also learn how to find evidence.
Practice: Students will skim through the article, " Fears and Phobias" and highlight headings, subheading and sidebar.
Apply: After highlighting, students will go back and then read the article thoroughly. Citing text evidence, they will complete the "What Causes Phobias" worksheet.
*If finished early: Silent Reading
Homework: Read GBC novel for 30-60 minutes and complete weekly Flipgrid prompt.
Warm-up: Students will watch a review of how to model the meanings of headings, subheadings and sidebar. They will also learn how to find evidence.
Practice: Students will skim through the article, " Fears and Phobias" and highlight headings, subheading and sidebar.
Apply: After highlighting, students will go back and then read the article thoroughly. Citing text evidence, they will complete the "What Causes Phobias" worksheet.
*If finished early: Silent Reading
Homework: Read GBC novel for 30-60 minutes and complete weekly Flipgrid prompt.
Friday, 8/30, 2019
Daily Learning Objective: I can take text evidence and use it appropriately to explain a topic.
Unit: Facing Fear
Standards: LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Unit: Facing Fear
Standards: LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Diagnostic: Classroom Cereal Grammar Assessment (pg.9-10)
Warm-Up: Students will complete a session of SuccessMaker (Language Arts)
Practice: Students will finish citing evidence from the article.
Apply: Students will use their cited evidence from Thursday to begin drafting their informative essay.
*If finished early: Silent reading or work on Flipgrid.
Warm-Up: Students will complete a session of SuccessMaker (Language Arts)
Practice: Students will finish citing evidence from the article.
Apply: Students will use their cited evidence from Thursday to begin drafting their informative essay.
*If finished early: Silent reading or work on Flipgrid.
