Davis

= English 6 =

== Welcome to English 6! I will be uploading the homework and any other reminders and resources for class on this page in case you are absent or didn't copy all of it down. If you are absent or miss English for the day, please sign up for a tutorial to receive the notes/materials and to complete Interactive Notebook requirements for the day. If you have any trouble accessing a file or have any questions, email me at: sdavis@latinpcs.org. ==

== Here are the links to our two Interactive Notebooks' Table of Contents. These Google Documents match the board that is posted in the I.N. Station in our room. If you are absent, you can check here to see if you missed a notebook page. ==
 * === [|Reading Table of Contents] ===
 * ===[|Writing/Grammar Table of Contents]===


 * Week 37: Tuesday (May 31) - Friday (June 3)**

5/31 || **Adaptations Work:**
 * Day: || What we did: || Homework: ||
 * Tuesday

Students worked in their short story groups to develop an adaptation of the short story they have been studying for the past two days in class. || Independent reading or writing || 6/1 || **Adaptations Work and Presentations:**
 * Wednesday

Today students finished working on their adaptations. Afterwards, groups that were interested in sharing had the opportunity to share their work. || Independent reading or writing || 6/2 || **Peter Pan:**
 * Thursday

Today we read the dramatic (play) version of //Peter Pan// in class. || Independent reading or writing || 6/3 || **Peter Pan:**
 * Friday

Today we did a film comparison between the play/scripted version of //Peter// //Pan// to a film adaptation. || Independent reading or writing ||


 * Week 36: Monday (May 23) - Friday (May 27)**

5/23 || **Movie Adaptations:**
 * Day: || What we did today: || Homework: ||
 * Monday

Today we finished watching //Mirror, Mirror// in class to conclude our study on fairy tale adaptations. Students watched the film while completing a movie guide that asked them to think about the critical parts of the adaptation and how it "fractured" the original fairy tale. || Complete your movie guide. Make sure you have full and complete answers for each question.

|| 5/24 || **Compare and Contrasting Adaptations:**
 * Tuesday

Today we began class by finishing any last few minutes of the film that were left over from Monday. Afterwards, students worked on an in-class activity that asked them to compare and contrast the different adaptations in order to determine which story was "best", which was the "true story", and which was its "own piece of work" as opposed to an "imitation". At the end of the class, students read over choices for short story groups, which will take place tomorrow and on Thursday. || No Homework


 * If you still owe me your //Giver// response, work on it tonight or you will be called in to work during lunch/recess.**

|| 5/25 || **Short Story Groups:**
 * Wednesday

Today in class, students worked in small groups to read self-selected short stories. They will be reading and working together to make an adaptation of the short story in class over the next few days. || Adaptation Reflection

|| 5/26 || **Short Story Groups:**
 * Thursday

Today in class, students worked in small groups to read self-selected short stories. They will be reading and working together to make an adaptation of the short story in class over the next few days. || No Homework || 5/27 || **No Class: Field Trip to Philadelphia** ||  ||
 * Friday


 * Week 35: Monday (May 16) - Friday (May 20)**

5/16 || **Independent Writing:**
 * Day: || Today in Class: || Homework: ||
 * Monday

Today I was out sick. Students had a substitute teacher and were given computers to work on independent writing projects. || Go online and do some research on the Grimm Brothers, authors of the Grimm Fairy Tales. Make a list of five facts on these authors and come prepared with your list tomorrow. || 5/17 || **"Little Snow-White"**
 * Tuesday

Today we learned about the history of fairy tales, especially in relation to the Grimm tales. We then brainstormed our shared memories of the purpose, style, and audiences normally associated with fairy tales. Afterwards, we read "Little Snow-White" by the Grimm Brothers and considered the different literary tools used to create the fairy tale. Afterwards, we considered how this might be different than what we normally thought about fairy tales.

|| Tools Worksheet (Do the first column)

|| 5/18 || **"8: The Previously Untold Story of the Previously Unknown 8th Dwarf"**
 * Wednesday

Today we read a poetic adaptation of "Snow White" and considered how the adaptation changes the elements of the fairy tale into that of a satire. || Complete the second column (front and back) of the worksheet

|| 5/19 || **Fractured Fairy Tales and DEAR**
 * Thursday


 * B and C Period did not meet today due to the Constitution Exam***

Today students were given an option to either DEAR or create their own fractured fairy tales (in poem form, story board form, or comic strip form). || No homework ||


 * Week 34: Monday (May 9) - Friday (May 13)**

(5/9) || **Group Work:**
 * Day: || What we did in class: || Homework: ||
 * Monday

Today, all sections worked on their group projects. Each class period is currently on this timeline:

(5/10) || **Group Projects and Independent Writing Projects:**
 * B Period:** Once more class period to finish
 * C Period:** 1 more class periods to finish
 * D Period:** 1 more class periods to finish
 * E Period:** 1 more class period to finish
 * F Period:** Done || No homework ||
 * Tuesday

Today, the following periods completed the following agendas in class:


 * B Period:** Did not meet today due to PARCC testing


 * C Period:** Worked on their group projects


 * D Period:** Worked on their group projects


 * E Period:** Worked on their group projects


 * F** **Period:** Writing class--students had a mini-lesson on commas to set off nonrestrictive phrases and clauses.

|| Choose the essay prompt you want to answer for your in-class writing.

|| (5/9) || **Writing Day: Using commas to off-set nonrestrictive phrases and clauses**
 * Wednesday


 * B Period:** Finished group projects.


 * C Period:** Writing class--students had a mini-lesson on commas to set off nonrestrictive phrases and clauses. Then, students presented their projects.


 * D Period:** Did not meet today due to PARCC testing


 * E Period:** Writing class--students had a mini-lesson on commas to set off nonrestrictive phrases and clauses.

(5/10) || **Different Agendas in each class**
 * F Period:** Did not meet today due to PARCC testing || Plan your in-class writing/essay for Friday ||
 * Thursday


 * B Period:** Writing class--students had a mini-lesson on commas to set off nonrestrictive phrases and clauses. Then, students had time to present their projects.


 * C Period:** Did not meet today due to PARCC testing


 * D Period:** Writing class--students had a mini-lesson on commas to set off nonrestrictive phrases and clauses. Then, students had time to present their projects.


 * E Period:** Commas to set off explanatory phrases. Then, students presented their projects.

(5/11) || **//The Giver//** **Seminar and In-class writing** || Periods C, D, E, F: No homework
 * F Period:** Students planned their in-class essays/writing for Friday. || Plan your in-class writing/essay for Friday ||
 * Friday

Period B: Complete your //The Giver// writing responses. Remember to time yourself and limit yourself to only 45 minutes.



||


 * Week 33: Monday (May 2) - Friday (May 6)**

(5/2) || **Nonfiction Connections to //The Giver//**
 * Day: || What we did in class: || Homework: ||
 * Monday

Today in class we made a list of theme statements associated with //The Giver//. Afterwards, we reviewed strategies for reading and analyzing nonfiction. Students then did a close group read of the article attached below. Afterwards, they individually completed a worksheet that asked them to compare and contrast the article to the novel.

|| Complete your final paper (Due on Wednesday)

|| (5/3) || **No English Class: Baltimore Field Trip Today** || Complete your final paper (Due on Wednesday) ||  || (5/4) || //**The Giver**// **In-Class Project: Introduction**
 * Tuesday
 * Wednesday

Due to PARCC testing, students will not have a tradition end-of-novel quest on //The Giver//. Instead, they will have a two part project--a group project and an open-book, in class writing. This was introduced to students today. Afterwards, students were given time to meet an plan with group members. || No homework--rest for the PARCC || (5/5) || **Group Projects**
 * Thursday

Today, all students took the first section of the ELA PARCC exam at the same time. In individual classes before and after, students worked on their group projects in class.

(5/6) || **Group Projects:**
 * Note: E period did not meet today and C period only met for 20 minutes due to PARCC testing.** || Independent Reading ||
 * Friday

6th Graders continued to wow and amaze while working on their group projects today! Students had the class period to continue writing their //The Giver// theme songs, construct their signpost posters and mobiles, write their "The real ending" scripts, and write and design their community brochures and newspapers. Ask your student what they are working on in class; every project is so creative and truly showcases their cumulative knowledge from this year.


 * Note: D period did not meet today due to Math PARCC testing. Students will have time to work on their projects next week.** || Write an intriguing, unique, and not "yes/no" essay prompt for //The Giver.// ||


 * Week 32: Monday (April 25) - Friday (April 29)**

4/25 || **Editing and Transition Words:**
 * Day || What We Did Today: || Homework: ||
 * Monday

Today we focused our attention toward transition words in during our warm-up. Afterwards, students were given a check-list for their completed body paragraphs/drafts to guide their editing. If students were behind in their writing or did not complete their homework, they must make up their classwork tonight. || Read and Annotate Ch. 15-17

[|Audio Book for Ch. 15]

[|Audio Book for Ch. 16]

[|Audio Book for Ch. 17] || 4/26 || **Types of Conflict:**
 * Tuesday

Today in class we reviewed the two big classifications of conflict: **internal** and **external**. Afterwards, we reviewed the four subsets of conflict: **man. v. man; man v. self; man v. society;** and **man v. nature**. Students the sat in group to work through a series of conflict identification source cards and to identify the type of conflict (both the big classification and the subset). Afterwards, students transitioned into their notebooks and wrote down the types of conflicts that are emerging in //The Giver//. Finally, table groups completed a group exit ticket that asked them to consider which, of all the conflicts, is the main conflict in the novel and why. || Read Ch. 18 and 19 (no need to annotate tonight)

[|Audio Book for Ch. 18]

[|Audio Book for Ch. 19] || 4/28 || **Jonas's Changes:**
 * Wednesday

Today we began class with a discussion on chapters 18-19. Afterwards, students mapped out the important plot points up through Ch. 19 on a plot mountain. Part of the challenge was deciding what the shape of the mountain would be because the length of the sides of the mountain are influenced by the main conflict. Afterwards, we made concept maps on the six signposts that help to develop Jonas's character change in the novel. || Read and annotate Ch. 20-21.

[|Audio Book for Ch. 20]

[|Audio Book for Ch. 21] || 4/29 || **End of //The Giver//:**
 * Thursday

Today in class we finished reading //The Giver// together. This novel is known for its very ambiguous and debatable ending. After reading, we discussed what we thought the ending actually means. || No homework || 4/30 || **Movie Tools Comparison:**
 * Friday

Today we watched the last thirty minutes of //The Giver//, the movie, in an effort to compare and contrast the different tools movies use when translating written pieces for the screen. || Work on your final papers! They are due on Wednesday. ||


 * Week 31: Monday (April 18) - Friday (April 22)**

4/18 || **Compare and Contrast Transition Words:**
 * Day: || What we did today: || Homework: ||
 * Monday

Today we reviewed the importance of transition words. It is important to always use transition words in our writing, but they are critically and important in compare and contrast writing. After a mini-lesson on compare and contrast transition words, students watched the first 20 minutes of //The Giver//, the movie, and tracked how the two mediums were different and alike. Then, they completed and exit ticket that asked them to write a paragraph using compare and contrast words to analyze the book and film. || Read and Annotate Ch. 11-12

[|Audio Book Link to Ch. 11]

[|Audio Book Link to Ch. 12] || 4/19 || **Setting and Conflict:**
 * Tuesday

Today we talked about the deeper and different ways we can analyze setting. Then, we moved on to considering how the setting in //The Giver// helps to support growing conflicts. || Setting Worksheet

(Email me if you lose your copy. I am unable to post it to this website.) || 4/20 || **Imagery:**
 * Wednesday

Today we closely focused on how Lois Lowry uses imagery to activate our senses when reading about Jonas's memories. This clearly makes the reading more compelling, but the use of this tool also fully and completely supports a growing conflict in the novel. The imagery supports how much more vivid Jonas's world now is compared to the rest of his community and we, as readers, are left wondering how this will affect him going forward. || Read and Annotate Ch. 13-14.

[|Audio Book Link to Ch. 13]

[|Audio Book Link to Ch. 14] || 4/21 || **Planning Compare and Contrast Essays:**
 * Thursday

Today we talked about how to break down and compare/contrast essay prompt and how to begin Venn Diagram planning for the essay. After the mini-lesson on planning, students had time to work on completing their own Venn Diagram plans.

|| Conflict Worksheet

(Email me if you lose your copy. I am unable to post it to this website.) || 4/22 || **Compare and Contrast Structure:**
 * Friday

Today we talked about the structure of a compare and contrast essay and then we constructed our thesis statements. Students were given time to get individual feedback and then begin working on their body paragraphs.

|| Complete the body paragraphs for your essay. ||


 * Week 30: Monday (April 11)- Friday (April 15)**

4/11 || **Tone and Mood in //The Giver//**
 * Day: || What we did today: || Homework: ||
 * Monday

Today we reviewed the concepts of tone and mood and applied our understandings of these two literary tools to //The Giver//. Before beginning with tone and mood, though, we did a quick flashcard warm up with our easily confused words list. Afterwards, we practiced, as a class, annotating and identifying tone and mood in the novel.. Afterwards, students worked in groups to annotate another portion of //The Giver// for both tone and mood. Finally, they completed an exit ticket to demonstrate how well they understood today's lesson. || Read and Annotate (predictions, signposts, questions) Ch. 5-6 in //The Giver.//

[|Audio Book Link for Ch. 5]

[|Audio Book Link for Ch. 6] || 4/12 || **Finding Examples of Conflict and Setting Building Tools**
 * Tuesday

Today, we discussed the various rules in //The Giver//'s community. We consider why the community has all of these rules and how they can be both positive and negative in terms of their effects on the lives of the community members. Afterwards, students completed a quick exit ticket to show how deeply they considered the role of the rules and their effects on the setting. Then, we read Ch. 7 in the novel (some were in small groups and some did a read aloud. || Read and annotate (predictions, signposts, questions) Ch. 8 in //The Giver.//

[|Audio Book Link for Ch. 8] || 4/13 || **Introduction to the new Writing Project**
 * Wednesday

Today, students were introduced the Q4 writing projects. They filled out a project idea for their independent writing projects and then we talked about the new compare and contrast writing project. Afterwards, we reviewed for tomorrow's quiz.

|| Study for your quiz.

|| 4/14 || **Quiz: //The Giver// Ch. 1-8, vocab, easily confused words** || Read and Annotate Ch. 9 and 10.
 * Thursday

[|Audio Book Link for Ch. 9]

[|Audio Book Link for Ch. 10] || 4/15 || **No English Class! All day Science Class Field Trip** || Complete Thursday night's homework ||
 * Friday


 * Week 29: Monday (April 3) - Friday (April 7)**

4/3 || **Book Launch: //The Giver//, by Lois Lowry**
 * Day: || What we did today: || Homework: ||
 * Monday

Today we launched our new novel, //The Giver// by Lois Lowry. Upon arriving in class, students were given a copy of their novel to use over the course of the unit. Then, we read the Note from the Author and Ch. 1. Class ended with students completing a Venn Diagram Exit Ticket, which asked them to compare our world to Jonas's world. || Read Ch. 2 in //The Giver// and complete the chapter summery worksheet. This worksheet must be either taped or glued into your Reading IN to receive full credit for this assignment.

[|Audio Book Link for Ch. 2]

|| 4/4 || **Ch. 1-2 Analysis: Foreshadowing and Prediction**
 * Tuesday

Today in class we talked about the critical components in the beginning of a novel: Character and Setting. After completing a context clues Do Now on vocabulary in //The Giver,// we reviewed how and why it is important we track and learn about characters and setting first, we began looking at some ideas that are repeated again and again in the first two chapters--what does the author really want us to focus on? What seems important? Then we used those examples to identify foreshadowing and to make a prediction.

|| Read Ch. 3 in //The Giver// and complete the chapter summery worksheet. This worksheet must be either taped or glued into your Reading IN to receive full credit for this assignment.

[|Audio Book Link for Ch. 3]

|| 4/5 || **Ch. 2-3 Analysis: Symbolism**
 * Wednesday

At the start of class, our Do Now focused on our new list of Easily Confused words. For the remainder of class, we looked at an important tool Lois Lowry uses to both foreshadow and also strengthen our knowledge of character and setting: **symbolism**. We did a class-wide close reading analysis and uncovered important information through a deeper understanding of the novel's symbolism techniques. || Dictionary Definitions for your new vocabulary list

|| 4/6 || **Easily Confused Words and Symbolism/Foreshadowing Posters**
 * Thursday

Today our class started with a Do Now focused on a new set of Easily Confused Words. Afterwards, students worked on mini-posters that explained their takeaways from the first three chapters in //The Giver//. || Read Ch. 4 and complete your notes worksheet.

[|Audio Book: Ch. 4]

|| 4/7 || **Point of View in //The Giver//**
 * Friday

Today we reviewed the different types of Point of View. Afterwards, students found textual evidence for Point of View in //The Giver//. They went into the text and looked for quotes that show how the Third Person Limited Point of View allows readers to learn what Jonas thinks about his community, release, the rules, and his upcoming assignment. || Complete the Ch. 3-4 Comprehension Worksheet. If you have lost your copy, please email me. ||


 * Week 28: Monday (March 21) - Thursday (March 24)**

3/21 || **Quiz and Writing/DEAR:**
 * Day: || What we did in class: || Homework: ||
 * Monday

Students took a vocabulary and easily confused words quiz. Afterwards, they were given the choice between writing (working on their independent writing projects) and DEAR. || Work on your Independent Writing Project || 3/22 || **Subject-Verb Agreement:**
 * Tuesday

Today's writing mini-lesson began with a warm-up review on apostrophes and was followed by a short lesson on subject-verb agreement. The last portion of class was reserved for working on writing projects. || Work on your Independent Writing Project || 3/23 || **Subject-Verb Agreement:** || Turn in what you have of your Independent Writing Project so far tomorrow. You must also turn in a physical copy of a completed rubric for yourself. || 3/24 ||  || No Homework
 * Wednesday
 * Thursday

Happy Spring Break! See you in a little over a week! ||


 * Week 27: Monday (March 14) - Friday (March 18)**

3/14 || **Asking Text-Based Questions** (Periods B, C, E):
 * Day: || Today in Class: || Homework: ||
 * Monday

Today students utlized the signposts and other close reading tactics to write and develop their own text-based questions.


 * Analyzing Tools in Harrison Bergeron** (Period D--Last Wednesday's lesson)

F period did not meet today due to the Pi Day Assembly. || Using the Right Word Worksheet || 3/15 || **Literary Tools and Theme:**
 * Tuesday

Today we furthered our understanding of literary devices in "Harrison Bergeron". Students learned that literary devices are almost like big highlighters that force us to pay extra attention to information in a story. They used select examples of literary devices to infer what the important message from the author is in the story. || Work on your Independent Writing Project (it is due, in some form, by next Thursday. The rubric will be handed out tomorrow). || 3/16 || **No School** ||  || 3/17 || **Writing Day: Apostrophes**
 * Wednesday
 * Thursday

Today we reviewed apostrophe rules. Afterwards, we reviewed the rubric for the Independent Writing Project and worked on independent writing.

|| Work on your Independent Writing Project. || 3/18 || **Quiz Review and Writing Project**
 * Friday
 * Friday

Today we reviewed for Monday's quiz and worked on our Independent Writing Projects. || Study for your Quiz on Monday and work on your Independent Writing Project.

||


 * Week 26: Monday (March 7) - Friday (March 11)**

3/7 || **Final DBQ Papers:**
 * Day || Today in Class: || Homework: ||
 * Monday

Students received personal feedback and writing goals for their DBQ papers. We reviewed the rubric together and then students had time to work on their papers, peer edit, or conference. Students set their due date as either tomorrow or Thursday. Please keep in mind you will also have a short vocabulary assignment tomorrow night.

|| Final **Printed** Papers are due by Wednesday or Thursday! || 3/8 || **Final DBQ Papers:**
 * Tuesday

Students received personal feedback and writing goals for their DBQ papers. We reviewed the rubric together and then students had time to work on their papers, peer edit, or conference. || Final **Printed** Papers are due by Wednesday (tomorrow!) or Thursday! || 3/9 || **"Harrison Bergeron": Utopian Short Stories**
 * Wednesday

Today we began with a quick On the Fence activity with questions surrounding equality, fairness, government control, and laws. Afterwards, students brainstormed and did a pre-reading Frayer Model activity with two words that are critical to understanding "Harrison Bergeron". Finally, we read "Harrison Bergeron" together.

|| Vocabulary Context Clues

|| 3/10 || **Analyzing Author's Tools in "Harrison Bergeron"**
 * Thursday

Today all classes (except D period, which is on yesterday's lesson due to the National Latin Exam) analyzed the different literary tools that helped to construct the theme in "Harrison Bergeron". || Vocabulary Dictionary Definitions

|| 3/11 || **Library Day** || "Harrison Bergeron" Amendment Writing
 * Friday

||


 * Week 25: Monday (February 29) - Friday (March 4)**

2/28 || **Unit 4 Launch: What is a Utopia?**
 * Day: || What we did today: || Homework: ||
 * Monday

Today we launched our new unit on //The Giver.// We will not start this book until after Spring break, though. First we are going to spend a little time with some nonfiction and short stories that are about Utopias and Dystopias. Today we spend time uncovering the histories and etymologies of the two words. || Utopia Brainstorming HW

|| 3/1 || **Utopias Nonfiction Reading:**
 * Tuesday

Today, students spent time in reading groups using nonfiction signposts to find evidence on present day "utopias". || Quiz on Friday! This study guide can help you with tonight's homework!

Easily Confused Words Practice HW Worksheet

|| 3/2 || **Field Trip: No Class** || No HW || 3/3 || **Quiz Review and Final Papers:**
 * Wednesday
 * Thursday

Today we reviewed vocabulary and corrected the easily confused works WS from homework last night. || Study for your quiz tomorrow || 3/4 || **Quiz and Final Papers:**
 * Friday

Students took a quick vocabulary and easily confused words quiz. Afterwards, they had time to work on their independent writing projects or DEAR reading. || Spend 30 minutes working on your independent project. ||


 * Week 24: Monday (February 22) - Friday (February 26)**

2/22 || **DBQ Planning:**
 * Day: || What we did today: || Homework ||
 * Monday

Today we talked about a new planning method for the DBQ. Students used a "buckets" planning method to isolate and choose helpful evidence for their DBQs. || 1. Vocabulary Context Clues HW

2. Finish your classwork from today

|| 2/23 || **DBQ Drafting and Citations:**
 * Tuesday

Today we reviewed the basic "must-haves" of a strong introduction and body paragraph and how to cite different sources in our DBQs. Afterwards, students were given time to begin drafting and writing their DBQ.

|| 1. Vocabulary Dictionary Definitions

2. Finish your introduction paragraph if you did not finish it in class.

|| 2/24 || **Transition Words:**
 * Wednesday

Today's mini-lesson was focused on the use of transitions words. Students considered how transition words help their writing sound fluid, connected, and filled with ease. Afterwards, students continued to draft their papers.

|| Easily Confused Words Worksheet

|| 2/25 || **Explanation Sentences:**
 * Thursday

Today we reviewed the purpose and point of explanation sentences. We talked about how explanation sentences must always explain how a quote or piece of evidence supports the topic sentence and overall claim and argument in the paper.

|| Drafts are due tomorrow by the end of class! Make sure you work on enough tonight to finish them by the end of class tomorrow. || 2/26 || **Finishing up Drafts and Independent Writing Projects:**
 * Friday

Today, students had the class period to finish drafting their DBQs. I began conferencing with those who were done and others were working on their independent writing projects. || No Homework! Congratulations on finishing your first DBQ draft! ||


 * Week 23: Tuesday (February 16) - Friday (February 19)**

2/16 || No School Today! Enjoy your snow/ice day! ||  || 2/17 || **Review:** Today we reviewed for the quest tomorrow. The quest has been rescheduled from today to tomorrow to account for the snow day yesterday. || Study for your quest tomorrow. You will need to study from your completed Study Guide and your Reading I.N.
 * Day: || What we did today: || Homework: ||
 * Tuesday
 * Wednesday

|| 2/18 || **Quest:**
 * Thursday

Today students took a quest on //The Witch of Blackbird Pond// and Point of View. || No homework! || 2/19 || **NF Signposts and DBQ Introduction:**
 * Friday

Today we learned about a system of signposts that help us read and annotate Nonfiction texts for greater comprehension and understanding. Afterwards, students were introduced to their new in-class writing project: A DBQ (Document Based Question). We discussed the concept of a DBQ, how we are combing it with our study of persuasive writing, and its point and purpose. Afterwards, students began reading and annotating their DBQ sources. || Finish reading and annotating your DBQ sources.

||


 * Week 23: Monday (February 8) - Friday (February 12)**

2/8 || **Tone and Mood:**
 * Day: || What We Did Today: || Homework: ||
 * Monday

Today we defined **tone** and **mood** in a text. We discussed the difference between these two literary elements and how point of view and word choice affect how they are developed in a text. Afterwards, we practice identifying different tones in a text and then began reading Ch. 18 in //The Witch of Blackbird Pond//. || Read and Annotate Ch. 18 in //TWoBP//

https://www.youtube.com/watch?v=SgcvAxwqVsc || 2/9 || **Tone and Mood: Day 2**
 * Tuesday

Today we expanded our understanding of tone and mood. We analyzed a portion of CH. 18 for tone and mood and then we began reading Ch. 19. As students read Ch. 19, they tracked what big events caused a change in tone or mood. || Finish reading Ch. 19 and completing the classwork chart.



https://www.youtube.com/watch?v=SgcvAxwqVsc || 2/10 || **End of the Novel:**
 * Wednesday

Today we considered what conflicts have yet to be solved in the //The Witch of Blackbird Pond//. Afterwards, we finished reading the novel. || 1. Complete Part I of the Study Guide

2. All periods **(except C period)** finish reading the novel--there should only be about 2 pages left for most.

|| 2/11 || **Apostrophes:**
 * Thursday

Today we began focusing on apostrophes in writing class. We reviewed basic apostrophe rules covered in fifth grade before moving on to a set of new rules that we are covering this year. Afterwards, students had about 20-25 minutes to work on their independent writing projects. || Complete Part II of the Study Guide

|| 2/12 || **Library Day:**
 * Friday

Today, students went to the library and talked with Mrs. Hamm about finding mentor texts for their independent writing projects. Afterwards, they were able to either DEAR or work on their writing. || Complete Part III of the Study Guide and review for your quest (It is on Wednesday).

||


 * Week 22: Monday (February 1) - Friday (February)**

2/1 || **Symbolism:**
 * Day: || What We Did Today: || Homework: ||
 * Monday

Today we talked about what symbolism in literature is and how symbols are use to help readers find implicit theme in a text. || Read and Annotate Ch. 15 in The Witch of Blackbird Pondhttps://www.youtube.com/watch?v=TG_12_4em1I&list=PLylWFNxUuSfY-rWeb9K5hh-zzuHMwBXuR// || 2/2 || **Words of the Wiser:**
 * Tuesday

Today we talked about the Notice and Note annotation method "Words of the Wiser". This annotation signpost is used a way to find **explicit** **theme** in a novel. Then, students either read independently, in small groups, or in a read out loud group to track signposts in Ch. 16 in The Witch of Blackbird Pond. || Finish Ch. 16 if you did not in class.

Complete the Ch. 16 Signposts Tracking Worksheet.

|| 2/3 || **Adverbs and Independent Writing Project Work**
 * Wednesday

Today in class, we picked back up again with adverbs and reviewed the different types of information they give us. Afterwards, students had time to begin working on their independent writing project. Some began working on the project itself, other worked on a planning sheet that asked them to specify their audience, goals, and purpose of the project. This is a project students will continue to work on over the course of the new quarter. They will also work on an persuasive essay (to be announced next week), but this is the independent component of Writing Workshop. || Watch this video on [|diagramming adverbs.] Take notes in your Writing Interactive Notebook! || 2/4 || **Diagramming Adverbs and Writing Project Work:**
 * Thursday

Today students reviewed their homework notes on diagramming adverbs. Then, we diagramming some sentences together and in groups. Afterwards, students were split into different groups based on the type of Independent Writing Projects they are completing. Each group had a choice of how to plan based on the type of project they are completing. I had individual planning conferences with those who are either ahead or having trouble planning. || Work on your Independent Writing Project for 15-20 minutes. || 2/5 || **Implicit and Explicit Theme Review:**
 * Friday

Today we reviewed the difference between implicit and explicit theme. We talked about the different tools that give us information for each and also about how we get that information in The Witch of Blackbird Pond. Students made Thee Mobiles that showcase their understanding. || Read and annotate Ch. 17 in //The Witch of Blackbird Pond.// Here is the link to the audiobook. You will need to skip a little bit into the video to hear the start to the Ch. 17.

https://www.youtube.com/watch?v=QiJeJPwTQD0&list=PLylWFNxUuSfY-rWeb9K5hh-zzuHMwBXuR&index=16 ||


 * Week 21: Wednesday (January 27) - Friday (January 29)**

1/27 || //**The Witch of Blackbird Pond**// **Concept Maps**
 * Date: || Today in Class: || Homework: || Announcements: ||
 * Wednesday

Today we spend our class re-introducing ourselves to our current novel. We reviewed the signposts, possible emerging themes, and main conflict. Then, students worked in groups of up to four to make concept maps around the big ideas and theme building parts of the novel. || E Period: Complete page 16 in your I.N.

C, D, F: No homework || B period--we haven't seen each other for a while. No homework tonight and we will catch up in class on Thursday. || 1/28 || **Dialogue v.s. Narration**
 * Thursday

Today we talked about the differences between dialogue and narration. We defined each word and talked about how each contributes to the development of conflict, characters, and theme.

1/29 || **Week Wrap Up:**
 * Homework: Read Ch. 13-14 (All classes, except B period, should annotate)** ||
 * Friday
 * Friday

Today we closely analyzed an excerpt from Ch. 14 for all of the tools we have discussed an talked about over the past week or so (Metaphor/Allegory, Dialogue/Narration, Connotation). || Complete the worksheet (You will need your copy of //The Witch of Blackbird Pond)//

||  ||

1/19 || **Descriptive Writing: Connotation, Denotation, and Imagery**
 * Week 20: Tuesday (January 19) - Friday (January 15)**
 * Date: || Today in class: || Homework || Announcements: ||
 * Tuesday

Today in class we talked about how words have two different types of meanings: Connotative and Denotative meanings. We also talked about how authors use imagery to help readers better visualize and experience a novel. All three of these types of word choices help the author build point of view, characterization, and emerging theme. || Read and Annotate //The Witch of Blackbird Pond// Ch. 10 (for connotation, imagery, and signposts)

__Audiobook Link:__

https://www.youtube.com/watch?v=TG_12_4em1I&list=PLylWFNxUuSfY-rWeb9K5hh-zzuHMwBXuR || Friday's quizzes were handed back today in every class (Except E period..I forgot to pass them back and they will be handed out tomorrow. Grades are visible on Powerschool.) || 1/20 || **Contrasts and Contradiction:** **Lessons on Signposts**
 * Wednesday

Today we talked about the sign post, Contrasts and Contradictions. We took a reading check-in assessment, copied sign post notes, and began reading Ch. 11 to begin tracking this particular signpost, along with the another annotation techniques we have learned. || Finish reading ch. 11-12 in //The Witch of Blackbird Pond.// Annotate for the running list of signposts and annotation techniques we have been keeping.

__Audiobook Link:__

https://www.youtube.com/watch?v=TG_12_4em1I&list=PLylWFNxUuSfY-rWeb9K5hh-zzuHMwBXuR ||||  ||||   ||   ||   || 1/21 || **Metaphor and Allegory:**
 * Thursday

Today we talked about how an allegory can help show theme and character change in a novel. || (Except Period B and E)

Complete Page 16 in your IN (have at least 4 rows)

||  || 1/22 || No School--Snow Day! ||  ||   || **Week 19: Monday (January 11) - Friday (January 15)** 1/11 || **Again and Again: Lessons on Signposts (Originally scheduled for Friday, but was moved to today)**
 * Friday
 * Date: || Today in Class: || Homework: || Announcements: ||
 * Monday

Today we revisited an important annotation signpost for fiction: Again and Again. We talked about how this signpost helps to develop a symbol and possibly a growing theme in the novel. To do this, we read and focused on Ch. 4 and 5 together in class. || Finish reading Ch. 5 in //The Witch of Blackbird Pond.// Annotate for Again and Again! || Quiz on Friday!

|| 1/12 || **Tough Qustions: Lessons on Signposts**
 * Tuesday

Today we talked about a second annotation signpost: Tough Questions. We use this signpost annotation to help us identify the inner struggle of the main character. This || Ch. 6-7 in //T////he Witch of Blackbird Pond.// Annotate for Again and Again, as well as any other thoughts or questions you have!

Ch. 6: Ch. 7: || Quiz on Friday! || 1/13 || **Writing Day: Adverbs and Vocab Review**
 * Wednesday

Today we talked about the adverb and how it functions in a sentence. We did not begin diagramming, but we did label them and identity what words they modify and describe. Then, we did our regular artwork vocabulary review. || Make a study guide or flashcards for the quiz tomorrow.

|| Quiz on Friday! || 1/14 || **Writing Day: Independent Writing Project Introduction!**
 * Thursday

Today students were introduced to a new component of Writing Workshop: Independent Writing Projects! They learned about the trajectory of this project and began brainstorming their first project idea. We also reviewed for the quiz tomorrow.

http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=1676893#.VpeXUEhRY8w || Study for your vocabulary and short reading quiz!



Make sure you have a book to bring to class with you tomorrow! || Quiz Tomorrow! || 1/15 || **Quiz and DEAR Day:**
 * Friday

Today we took a quiz and had a DEAR day. || Ch. 8 and 9 in //The Witch of Blackbird Pond.//

//Link to full audiobook on youtube. Search through the list on the right for the specific chapters you need.//

https://www.youtube.com/watch?v=TG_12_4em1I&list=PLylWFNxUuSfY-rWeb9K5hh-zzuHMwBXuR ||  || **Week 18: Monday (January 4)- Friday (January 8)** 1/4 || **Book Launch: //The Witch of Blackbird Pond//**
 * Date: || Today in Class: || Homework: || Announcements: ||
 * Monday

Welcome back from break and to 2016! Today in class we reviewed some big takeaways about Puritanism we learned and read about before break. Then, we traveled back in time to the 1600s and read Ch.1 in our newest novel, //The Witch of Blackbird Pond.// || Complete the first column of your vocabulary packet (Context Clues). Remember to either circle, underline, or highlight the context clues in the sentences that help you write your own definitions.

|| Bring your Reading INs and tape to class tomorrow! || 1/5 || **Third Person Limited Point of View:**
 * Tuesday

Today in class we reviewed the differences between the three types of third person point of view. We analyzed the narration in //The Witch of Blackbird Pond// and thought about about the use of Third Person Limited helps the narrator build bias and tell Kit's story.

|| Complete the dictionary definitions portion of your vocabulary packet.

||  || 1/6 || **Letters about Literature: Day 1**
 * Wednesday

Today we began planning and writing our LAL. Students will be working on this in class today and tomorrow. All submissions for the competition must be submitted on time (by class time) on Monday to be mailed off for the contest. || Read Ch. 2-3 in //The Witch of Blackbird Pond//. Annotate and keep in mind the signposts we talked about before, especially the following: Again and Again.

Chapter 2: Chapter 3: ||  || 1/7 || **Letters about Literature: Day 2**
 * Thursday

Today we focused on putting our letters into letter format and fully constructing our ideas in our LALs. || //The Witch of Blackbird Pond// Worksheet (available in two formats).



||  || 1/8 || **Again and Again: Lessons on Signposts**
 * Friday

Today we revisited an important annotation signpost for fiction: Again and Again. We talked about how this signpost helps to develop a symbol and possibly a growing theme in the novel. To do this, we read and focused on Ch. 4 together in class. || Complete your LAL. || If you need me to print your LAL for the contest, please email it to me or share it with me (over google documents) by 8 pm on Sunday night.

If you are entering yours for the competition, please get your permission/release slip signed by someone at home. ||

12/14 || **Visual Nonfiction Sources:**
 * Week 17: Monday (December 14)- Friday (December 18)**
 * Date || Today in Class || Homework and Due Date || Announcements ||
 * Monday

Today in class, we spent time learning about how to make observations and inferences about visually-driven nonfiction sources. We also applied our three nonfiction annotation questions: 1) What surprised me? 2) What did the author (or artist assume I knew? 3) How did this change, add to, or support my thinking?

Class Packet: || Final Papers due on Thursday! These should be printed! || Anyone who has a writing goal surrounding transition words can use this document!

|| 12/15 || **Puritan Nonfiction Reading:**
 * Tuesday

Today we talked about how visual sources and written nonfiction sources can work together to provide a fuller picture for a piece of content. We began with the K-W portion of a K-W-L, then read and annotated "Puritans", and finally we ended with the L portion for an exit ticket.


 * E Period did not meet today. Please just work on your paper.** || Final Papers due on Thursday! These should be printed! || Anyone who has a writing goal surrounding transition words can use this document!

|| 12/16 || **Main Idea and Supporting Evidence:**
 * Wednesday

Today we spent more time focusing on the "Puritans" nonfiction reading we read and annotated yesterday. In class, we took it a step further and began looking at the article section by section to determine main idea. We analyzed and summarized each section's main idea and then picked out three pieces of supporting evidence that help to bolster the main idea. Students worked on a graphic organizer to visually organize their thoughts on main idea and evidence. || Final papers are due tomorrow! They should be printed! || Anyone who has a writing goal surrounding transition words can use this document!

|| 12/17 || **Finishing up work day!** || No Homework ||  || 12/18 ||  ||   ||   ||
 * Thursday
 * Friday


 * Week 16: Monday (December 7)-Thursday (December 10)**

12/7 || **NF Day 3: Big Question #3** Today we focused on the third of the big nonfiction reading questions: //How did this challenge, confirm, or change my ideas or understandings?// || Finish your annotations and chart work from today in class.
 * Date || Today in Class || Homework and Due Date || Announcements ||
 * Monday

Print out a copy of your draft for class tomorrow and on Wednesday.

||  || 12/8 || **Editing Checklist:** Students focused on self-editing their work today in class. They followed a check-list and actively work to RADAR and check over their own work. When they finished, they peer edited and/or moved on to teacher feedback (depending on where they are in the writing process).
 * Tuesday

|| Complete your nonfiction reading take-home check-in assessment. Make sure to fully annotate according to the directions so I can follow your line of thinking.

(Email me if you need a copy of the article) ||  || 12/9 || **Mini-Groups and Writing Time:** Today, students were split up into three groups to focus on different types of editing based on the needs in their draft: 1. Transition Words and Sentence Fluency 2. Argument construction and use of evidence 3. Sentence Clarity and Paragraph Construction
 * Wednesday

After hearing the mini-lesson, each group focused on working towards their particular groups writing goals in their drafts. They will all receive individual feedback on their drafts for next week's final paper. || Search on the internet, in a book, or in a magazine for an image, symbol, or document that shows or displays __strength__. (You can define what "strength" is for this assignment). Be prepared to share and your ideas tomorrow in class and show your document/resource/item. ||  || 12/10 || **DEAR day and Writing Conferences** Today, students DEARed and some met for writing conferences in class. || No homework (...unless you are behind in the paper writing process. Use this weekend to catch up!) ||  || 12/11 || **No School: Parent-Teacher Conferences** ||  ||   ||
 * Thursday
 * Friday

**Week 15: Monday (November 30)-Thursday (December 3)** 11/30 || **Debunking NF Facts and Evidence Step I, Day I (What Surprised Me?)**
 * Date || Today in Class || Homework || Announcements ||
 * Monday

Today we began what will become a three week exploration into really picking apart nonfiction articles. Students worked in reading groups to read and annotate a nonfiction article what evidence, supporting topics, and takeaways that surprised them. Their annotations were guided by anchor questions and reading strategies presented during a mini-lesson at the beginning of class. || Finish reading and annotating your assigned article from class today. Then fill in at least 4 rows of the accompanying chart. || Quizzes will be handed back for tomorrow! A couple of students still need to take the assessment, so they will not be sent home yet.

Drafts due by Monday. || 12/1 || **Debunking NF Facts and Evidence Step I, Day II (What Does the Author Expect Me To Know?)**
 * Tuesday

Today, our focus on nonfiction shifted to questioning our author a little bit more. We revisited our class article from yesterday, but today we read the article through a new lens. We began class with a mini-lesson that asked us to review author's purpose--all authors write with a goal or purpose in mind. With that being said, they sometimes expect their readers to understand ideas, words, or concepts we may not easily understand. What are the parts of the article the author just expected us to "get" easily that we did not fully "get"? Annotations focus on helping readers identify more challenging parts of an article. Soon, we will focus more closely on strategies to address those challenging parts to try and understand them better. || Annotate your assigned article for Author's Expectations. Then, fill at least 4 rows of the accompanying chart.

|| Drafts due by Monday. || 12/2 || **Writing Workshop:** **Fluent Sentences**
 * Wednesday

Today, our writing workshop mini-lesson focused on helping students think about writing fluently when they are transferring their outline notes to their papers. How can I use more varied and diverse sentence starters and transition words? What is a good way to include another example without always saying "Another example is..."? How can I use a read out loud strategy to read my ideas back to myself to see if I am writing what I am trying to say? After the mini-lesson, students were given independent work time to write their drafts. || Make sure you have your introduction paragraph through your second body paragraph complete. || Drafts are due by Monday. Please let me know if you finish early! || 12/3 || **Writing Workshop:** **Conclusion Paragraphs**
 * Thursday

Today, our mini-lesson focused on writing clear, concise, and focused conclusion paragraphs that do more that merely re-state everything in the introduction paragraph. Students then had time to write their own conclusion paragraphs and work towards finishing their drafts. Any students who completed their draft today either met with me to edit and review or began a peer editing process. || Drafts due by Monday! Please let me know if you finish early so I can begin my commenting homework early :-) ||  || 12/4 || **No School: Parent/Teacher Conferences** ||   ||   || **Week 14: Monday (November 23)- Tuesday (November 24)** 11/23 || **Book to Film Translation:** Today in class we compared and contrasted the different tools used to build conflict, character, and theme in film and books. This class set students up for tomorrow's half day schedule. They will use their notes and take aways from today to complete a book to film analysis on //The Outsiders.// || No homework. ||   || 11/24 || //**The Outsiders**//**: Movie Showing** Today, all of the sixth graders watched //The Outsiders// in the MPR. Afterwards, they completed a written reflection that asked them to compare the point of view and character development in the book to that done in the movie. || No homework! Happy Thanksgiving! ||   || **Week 13: Monday (November 16)- Friday (November 20)** 11/16 || **Theme Project:**
 * Friday
 * Date || Today in Class || Homework || Announcements ||
 * Monday
 * Tuesday
 * Date || Today in Class || Homework || Announcements ||
 * Monday

There is a substitute in class today and students are working on a self-guided, independent theme analysis project for //The Outsiders//. This project is worked 35 points and was created as a way to create the third way students can demonstrate their knowledge of character change and theme (they are writing a paper and also taking a quest). || Work on your study guide for the quiz on Friday (Due Wednesday) || F Period will lose some time in class today, so they were get time on Wednesday to work on their project.

Quiz Friday! ||
 * Tuesday 11/17 || **Theme Project:**

There is a substitute in class today and students are working on a self-guided, independent theme analysis project for //The Outsiders//. This project is worked 35 points and was created as a way to create the third way students can demonstrate their knowledge of character change and theme (they are writing a paper and also taking a quest). || Work on your study guide for the quiz on Friday (Due Tomorrow, Wednesday)

|| Quiz Friday! || 11/18 || **Introduction Paragraphs:**
 * Wednesday

Today, students received their outlines back with comments on it. After, they had a mini-lesson on writing a solid introduction paragraph. Then, we did a vocabulary review session. || **Periods B, C, D, E:** Write a draft of your introduction paragraph tonight (you can choose to do this on google documents or on paper).

11/19 || **Introducing Quotes:**
 * F Period:** Finish your study guide and watch the following [|link on Introduction Paragraphs] through minute: 7:40. || Quiz Friday! ||
 * Thursday

Today, students had a mini-lesson on the first step for transforming their outlines writing into paragraphs: introducing quotes. Afterwards, they were given independent work time to begin writing their drafts on the computer. || Study for your quiz || Quiz Tomorrow! || 11/20 || **Quest and DEAR:**
 * Friday

Today, students took a quest on //The Outsiders// and their vocabulary words. After, they were given time to DEAR. Some students were in writing conferences/check-ins during class. || No Homework ||  ||


 * Week 12: Monday (November 9)- Friday (November 13)**

11/9 || **Close Text Analysis and Theme Statements:** Today in class students worked in groups to closely analyze and annotate select portions from CH. 12 in //The Outsiders.// Their analysis work helped them develop theme statements for the novel. || Vocabulary Work: Circle/highlight/underline context clues in the example sentences. Then, write what you think the definitions are in the third column. **Do not use a definition for this work tonight!**
 * Date: || Today in Class: || Homework: || Announcements: ||
 * Monday

||  || 11/10 || **Writing Project and Thesis Statements:** Today, students were introduced to their new Writing Project, an expository essay on character change and theme in //The Outsiders.// They wrote their thesis statements and began composing topic sentences.
 * Tuesday

|| 1. Vocabulary Work: Match the dictionary definitions to the words on your vocabulary chart.

2. Finish your topic sentences if you did not do so in class.

||  || 11/11 || **Textual Evidence:** Today we focused on how to choose appropriate textual evidence when outlining a paper. We also discussed how to explain a quotation effectively. || Make sure you have completed your outlines (except the "D"s through Roman numeral II) ||  || 11/12 || **Conclusion Sentences:** Today we talked about how to write an effective conclusion sentence. || Complete your outline tonight. ||  || 11/13 || **Library Day** || Creative Writing ||   ||
 * Wednesday
 * Thursday
 * Friday

**Week 11: Monday (November 2)- Friday (November 6)** 11/2 || **Changes in Main Characters:**
 * Date || Today in Class: || Homework: || Announcements: ||
 * Monday

Today we talked about how we study changes within the main character, specifically, to find the primary theme in a novel.

*D period only met for 30 minutes today due to the audit. || Finish reading and annotating Ch. 9 for homework. (Annotate for sign-posts)

Here is a link for the audiobook for those who are using this resource. || There is a vocabulary quiz this Friday!

Narrative Writing Projects were handed back today. || 11/3 || **Words of the Wiser:**
 * Tuesday

Today we closely analyzed a portion of Ch. 9 in order to continue searching for implicit theme. || Finish reading and annotating Ch. 10-11.

Here is a link for the audiobook for those who are using this resource. || Vocabulary quiz on Friday! || 11/4 || **End of The Outsiders!**
 * Wednesday

Today we finished The Outsiders together in class. || Sentence Diagramming Worksheet. ||  || 11/5 || **Outlining Papers 101:**
 * Thursday

Today we learned how to organize an outline with Roman Numerals. We practiced organizing the information and filling in models. Next week, we will begin outlining our new papers. || Study for your vocabulary quiz tomorrow.

||  || 11/6 || **Vocabulary Quiz and DEAR** || Creative Writing ||   ||
 * Friday

**Week 10: Monday (October 26)- Friday (October 30)**

10/26 || **Implicit Theme:** Today we talked about the difference between implicit and explicit theme. One key tool used to determine implicit theme is character change. Conflict causes characters to change and learn lessons. From these lessons, readers are able to find implicit themes in the novel. || Finish reading Ch. 7
 * Date: || Today in Class: || Homework: || Announcements: ||
 * Monday

Here is a link for the audiobook for those who are using this resource. || Narrative assignments will be handed back by Friday. || 10/27 || **Reading for Implicit Theme and Annotation:** Today we talked about basic expectations for annotations once we are in the middle and core of a novel. How much is too much? What is too little? We talked about key "sign posts" that make us want to stop and annotate. These sign posts all help us continue to track the development of implicit theme. Afterwards, students were split up into reading groups to read and annotate Ch. 8. || Finish reading and annotating Ch. 8. Highlight where signposts are are in the text and write written annotations that say why it is an important part/make an inference.
 * Tuesday:

Here is a link for the audiobook for those who are using this resource. ||  || 10/28 || **Diagramming Adjectives in Sentences with Linking Verbs:** Today we reviewed how to diagram sentences with adjectives that have linking verbs as opposed to action verbs.
 * Wednesday:

|| Make sure you have annotations in Ch. 8. Fill out this worksheet on the signposts that appear in the chapter.

||  || 10/29 || **Topic Sentences and Evidence:** Branching off of last week's focus on the **thesis statement,** today we talked about what a topic sentence is and how a body paragraph supports it. Further, we visually mapped how topic sentences support the thesis statement and how evidence and explanation supports the topic sentence. || Choose one of these three options:
 * Thursday:

1. Write a story that uses each of the vocab words appropriately.

2. Make flash cards or a quizlet (send me the quizlet link!)

3. Write sentences that use the vocab words in a way that uses context clues to define the words.

4. Draw images that help you understand and study the meaning of the words.

||  || 10/30 || **DEAR or Spooky Storytelling and Writing** Students were given two options on this half day before Halloween--DEAR independently or join a creative writing circle focused on writing spooky stories.
 * Due Monday**
 * Friday:

The last two periods of the day did not meet today. || N/A ||  ||

**Week 9: Monday (October 19)- Friday (October 23)** 10/19 || **Conflict and Character Change:** Today in class we discussed how a developing and changing conflict directly impacts our characters. As the conflict changes and develops, so do the primary characters in our novel. || Read Ch. 6. Annotate for "Again and Again" moments and Character Change.
 * Date || Today in Class: || Homework: || Announcements: ||
 * Monday

Here is a link for the audiobook for those who are using this resource. || Quiz on Friday! || 10/20 || **Allusions and Theme:** As the conflict causes characters to change, authors use certain tools to help show the most important changes. We discussed allusions before and they make a comeback in Ch. 5. Today we analyze one of the most famous allusions in //The Outsiders//, Robert Frost's "Nothing Gold Can Stay" poem.
 * Tuesday

Notes from today: || Complete this writing prompt. Use your notes from class to help you! || Quiz on Friday! || 10/21 || **Diagramming Adjectives and New Vocabulary:** Today we talked about how to diagram adjectives in sentences in sentences with action verbs. Afterwards, students received their new vocabulary list and began writing definitions based on context clues. || Circle "pop" words in the example sentences in your new vocab packet. Then, write your own definitions of the words in the third column of the table based on context clues. || Quiz on Friday! || 10/22 || **Vocabulary and Thesis Statements:** Today we discussed thesis statements. We took notes and learned what one is and then we did an activity that focused on identifying and writing strong thesis statements. || Either copy or glue the dictionary definitions into the appropriate boxes for your vocabulary words this week.
 * Wednesday
 * Thursday

Review for your Quiz tomorrow (pages 2-15 in your Reading IN). Bring a DEAR book to class tomorrow. || Quiz tomorrow! This is an **open notebook** and open //T//he //Outsiders// quiz. Make sure you have both your Reading IN and your copy of the novel to take the assessment. || 10/23 || **Quiz and DEAR:** Today we took a Comprehension Quiz on the concepts we have covered in Reading class thus far in our //Outsiders// unit. Afterwards, students had time to DEAR. || Read and annotate Ch. 6
 * Friday

Here is a link for the audiobook for those who are using this resource. ||  || **Week 8: Tuesday (October 13)- Friday (October 16)** 10/13 || **Foreshadowing:** We discussed and took notes on a new author's tool, foreshadowing. Then, we began reading Ch. 3 in //The Outsiders// and looked closely at an instance of foreshadowing to discuss how it lets us make inferences about characters and conflict. || 1. Finish reading Ch. //3// in //The Outsiders. **(For tonight, 10/13)**//
 * Date || What we did in class: || Homework: || Announcements: ||
 * Tuesday

Here is a link for the audiobook for those who are using this resource.

2. Complete the attached worksheet on a character of your choice. **(For tomorrow, 10/14)** || We will not have English class tomorrow. Please be prepared with Ch. 3 read and your worksheet complete by Thursday. || 10/13 || **No Class--Science Field Trip** || Complete Tuesday's HW. || Please bring your **Reading IN** to class tomorrow. || 10/14 || **Making Inferences:** Today we reviewed what an adjective is and how to make solid inferences about characters and conflict based on textual evidence. We began reading Ch. 4 in class. || Complete the Inference HW worksheet **(due tomorrow, 10/16)**
 * Wednesday
 * Thursday

There is a very embarrassing grammatical error on the homework! Please cross out "Answers" and write "Answer" and always be sure to double check your work before making 100 copies :-) || Please bring your **Writing IN** to class tomorrow. Due to the holiday and the field trip, we will not be having a DEAR day tomorrow. If you finish your classwork early, please be prepared with a DEAR book. || 10/15 || **Character Change:** Today we discussed the importance behind studying character change. We read Ch. 4 together looked for evidence of how authors use descriptive language to describe character change. We also reviewed what an adjective is and took notes on this part of speech. || Finish Reading Ch. 4.
 * Note:**
 * Friday:

Here is a link for the audiobook for those who are using this resource. ||  ||

**Week 7: Monday (October 5)- Friday (October 9)** 10/5 || **STEALing Characters:** Today we began our study of //The Outsiders//! Before reading CH. 1, we talked about STEALing characters and the different ways authors let us know important information about main or important characters in novels. After learning about STEAL, we read CH. 1 out loud as a group to practice annotating for STEAL and to enjoy the beginning of the novel together. || Finish reading Ch. 1 in //The Outsiders//. Here is a link for the audiobook for those who are using this resource.
 * Day || What we did in class: || Homework: || Announcements: ||
 * Monday

STEAL notes Worksheet (attached)

|| Tomorrow is a **Reading IN** day. || 10/6 || **Allusions:** Today we talked about what a literary allusion is an how it is one tool an author can use to characterize one of the characters in a story. We did a close reading of the very important allusion on page 15 in //The Outsiders// before starting Ch. 2 in class. || Read Ch. 2 in //The Outsiders.//
 * Tuesday

Here is a link for the audiobook for those who are using this resource. || Tomorrow is a **Reading** day for some and a **W****riting** day for others. Students have been informed and told which group they are in for the next two days. || 10/7 || **Point of View and Characterization:** In class today we talked about how the Point of View in //The Outsiders//. Our discussion and notes were focused on analyzing on First Person Perspective influences how we define and stereotype characters. || Check in Worksheet (Due Tomorrow)
 * Wednesday

|| The new due date for the paper is Tuesday, October 13, but students are welcome to turn it in starting Friday. We have split reading/writing days to account for current internet connectivity issues in our classroom.

Tomorrow is a **Writing Notebook Day!** || 10/8 || **Using a Rubric and Person Goals to make a Final Paper:**
 * Thursday

The class was engaged in reading their personal writing goals and improving their drafts so they are ready to be turned in as a final paper by next Tuesday. || Work on the final version of your paper (due on Tuesday, 10/13) || Tomorrow is a library day for all students. Bring any books to return and/or a book to read if you are not planning on checking a book out. || 10/9 || **Library Day with Ms. Haam** || Final Paper due on Tuesday. Please have a printed copy and a copy of the rubric that was supplied to your this week. || Tuesday will be a **Reading** **IN** day. Enjoy the long weekend! || **Week 6: Monday (September 28th)-Friday (October 2nd)** 9/28 || **Text Features in NF Texts:** Today we expanded our understanding of text features in NF texts. We read on article on teenage culture in the 1950s/early 1960s and identified text features. We began a discussion and analysis on how the features work together to support Main Idea.
 * Friday
 * Day: || What we did in class: || Homework/Due Date: || Announcements: ||
 * Monday

|| First drafts due tomorrow! || Make sure you **share** your draft with me over google documents. If it is not shared by the start of class, it will be marked late.

Tomorrow is a **Reading Notebook** day. || 9/29 || **Text Features and Main Idea:** Today we delved further into the analysis portion of our class from yesterday. Through an article that explains Greaser culture in the 1950s, students worked to draw connects between Main Idea, Text Structure, Text Purpose, Supporting Ideas, and Text Features. || Finish today's classwork (annotations and notes)
 * Tuesday

(See the attached powerpoint for details on how to annotate). || Tomorrow is a **Reading Notebook** day.

Vocabulary Quiz on Friday! || 9/30 || //**The Outsiders**// **Launch Party! (Well, reading class party...)** Today was our kickoff to our first shared novel this year, //The Outsiders//! Through a series of television commercials, photographs, and paintings, students began to acquaint themselves with the world of the characters that they will meet on Monday. || 20-25 minutes of independent reading. || Tomorrow is a **Writing Notebook Day.**
 * Wednesday

Vocabulary Quiz on Friday! || 10/1 || **The Punctuation of Dialogue:** Today students peer edited their first drafts. Our mini-lesson focused directly on correcting punctuation in dialogue and then students were given time to work on editing their drafts. || Study for your Vocabulary Quiz || Tomorrow is a Quiz and **Writing Notebook** **Day.**
 * Thursday

Vocabulary Quiz on Friday!

|| 10/2 || **Quiz and Writing Day:** Today students took a vocabulary quiz. After their quiz, they were given time to continue working on their writing project second drafts. These second drafts will be peer edited and then turned into final papers by next week! || Unit I Reflection || Monday is a **Reading Notebook Day** and you will receive your copy of //The Outsiders//! || **Week 5: Monday (September 21st)-Friday (September 25th)** (9/21) || **Main Idea in NF Texts** Today we were introduced to our first round of text-based vocabulary. Afterwards, we revisited "Wild Boy" and learned how to read a text, on the surface level, for clues to Main Idea. || Create flash cards for your Week 1 Vocabulary Words. **Due Tomorrow**
 * Friday
 * Day: || What we did in class: || Homework/Due Date: || Announcements: ||
 * Monday

|| Quizzes will be handed back later this week.

Tomorrow is a **Reading IN** Day! || (9/22) || **Main Idea in NF Texts** Today we added on to our understanding of NF texts and further explored finding Main Idea through connecting yesterday's understandings to text structure and purpose (two skills from last week). || Read the NF Text and fill in the attached graphic organizer. **Due Tomorrow** || Tomorrow is a **Writing IN** Day! || Today we began Writing Workshop. We reviewed the project grading rubric for the Writing Project and had a mini-lesson on the importance and power behind including sensory details in narrative writing. || Complete the Main Idea graphic organizer for the article, "1950s" in your Reading IN (page 14). || Tomorrow is a **Writing IN** Day! || (9/24) || **Integrating Dialogue in Narrative Writing** Today was a Writing Workshop. Students learned how to incorporate simple dialogue structure into their narrative writing and then had the rest of class time to continue working on their writing projects. || Spend 20 minutes working on your Writing Project tonight. || Tomorrow is a **Writing IN** Day! Classes will also be shortened to accommodate the half day schedule. || (9/25) || **Writing Day/DEAR** Due to the half day, our classes are shortened today. Students had time to finish working on their drafts and begin "peer checks" on their writing. || Finish your writing Project First Draft by **Tuesday****, 9/29.** It must be shared over google documents (if it was typed) or turned in handwritten. If this document is not shared by classtime in the correct format, it will be marked "late". ||  || **Week 4: Monday (September 14th)-Friday (September 18th)** (9/14) || **Nonfiction Reading Toolkit Day 1: Purpose and Text Structure** Today we reviewed basic sentence diagramming and identifying action and linking verbs. Afterwards, students were introduced to the first tools in comprehending nonfiction texts: Purpose and Text Structure. || Grammar Worksheet
 * Tuesday
 * Wednesday (9/23) || **Sensory Details in Narrative Writing**
 * Thursday
 * Friday
 * Day: || What we did in class: || Homework/Due Date: || Announcements/Reminders ||
 * Monday
 * (Due Tuesday, 9/15)**

|| Reading Comprehension Quiz on Friday! The study guide will be handed out tomorrow in class.

|| (9/15) || **"Wild Boy" Reading and Annotating for Main Idea** Today we read a nonfiction article, "Wild Boy" and were introduced to our nonfiction annotation guide for the year. We read the article as a group and annotated together for Main Idea before students completed the annotations in groups or individually.
 * Tuesday

|| Reading "Around the River Bend" (**Due Wednesday, 9/16)**

|| Quiz on Friday

Summer Reading Project Rubrics were handed back in class today for all periods. || (9/16) || **Writing Project Introduction and Planning** Today students were introduced to their first Writing Project, a first person narrative writing task based on one of our readings from this year. Afterwards, they spent time planning the 5 Ws (Who, What, When, Where, and Why) of their narratives. || Annotate "Around the River Bend" for changes in conflict. (9/17) || **Writing Project Day 1: Plot Mountains** Today we reviewed the connection between conflict, plot, and point of view to get students ready to start outlining and planning the events in in their own narratives. Afterwards, they spent time creating a detailed plot mountain for their Writing Project narratives. || Study for your quiz tomorrow and be prepared with an independent reading book for DEAR after the quiz. || Quiz tomorrow! || (9/18) || **Quiz 2 and DEAR** Today we took a reading comprehension quiz and then had DEAR time. || Creative Writing for 30-40 minutes **(Due Monday, 9/21)**
 * Wednesday
 * (Due Thursday, 9/17)** || Quiz on Friday ||
 * Thursday
 * Friday


 * OR...**

Read independently for 30-40 minutes and write a summary of what you read. || Bring your Reading IN on Monday! || **Week 3: Tuesday (Sep. 8)- Friday (Sep. 11)** (9/8) || **Action vs. Linking Verbs** Today we reviewed the difference between action and linking verbs. We took notes at the start of class and then practiced identifying the different verbs. Afterwards, we discussed how to annotate for conflict and began reading and annotating our short story of the week, "The White Umbrella". || Finish reading "The White Umbrella" and annotate according to the guide we made in class today. You will have a three-five question quiz tomorrow to ensure you read the story. **(Due Wednesday, 9/9)**
 * Day || What we did in class: || Homework/Due Date || Announcements/Reminders ||
 * Tuesday

||  || (9/9) || **Point of View** Today we discussed the different types of point of view in fiction. Afterwards, we considered how the point of view of the story influences the main conflict in "The White Umbrella". || Identifying Point of View Worksheet **(Due Thursday, 9/10)**
 * Wednesday

||  || (9/10) || **Point of View, Conflict and Plot** Today students worked in groups to create plot mountains for "The White Umbrella" based on their knowledge of Point of View and Conflict gathered over the past couple of weeks. Afterwards, they began an independent writing response that asked them to combine some of the analysis skills we have been working on since the start of the year. || Finish your writing response from class today. **(Due Friday, 9/11)** ||  || (9/11) || **Library Day** Today we went to the library and Ms. Hamm led students through a library orientation. || Edit your creative writing piece from last weekend. Be prepared to turn in the edited draft, as well as the final paper, on **Monday**! Print your work if possible. If not, send me an email and you will receive electronic comments. If you choose to work on the computer, you are responsible for clearly showing your edited work and your new, final paper in a distinguishable way. ||  || **Week 2: Monday (Aug. 31)-Friday (Sep. 4)** (8/31) || **Reviewing the 8 Parts of Speech:**
 * Thursday
 * Friday
 * Day || What we did in class: || Homework/Due Date || Announcements/Reminders ||
 * Monday

Today we reviewed content from fifth grade grammar: The 8 parts of speech. We took notes in our Interactive Notebook and created built in flash cards in the I.N. so we can continuously refer to them as we move into diagramming later this week.

|| Final touches to your summer reading project!

Finish your P.O.S. Flashcards


 * Due Date: Tomorrow! Tuesday, September 1! If you typed a paper and have the ability to print it, please do. All google docs must be shared by the start of class!** || Plot/Conflict Quiz on Friday!

Tomorrow is a Reading day. Please bring your Reading I.N. || (9/1) || **Internal and External Conflict:**
 * Tuesday

Today we learned about the different types of conflict that exist in fiction: Internal and External. Then, students who chose to prepare a speech for their project presented their work to the class.

|| Conflict Worksheet

F Period: Complete the worksheet and copy the notes on the last slide from the powerpoint on to page 7 in your Reading IN.


 * Due Date:** **Wednesday, 9/2**

|| Quiz on Friday!

Tomorrow is a Writing Day! Bring your Writing I.N. || (9/2) || **Sentence Diagramming Review:**
 * Wednesday

Today in class we reviewed some basic sentence diagramming from fifth grade: Subject, Verb, Direct Object, and Articles. || Spend 20 minutes answering questions to your study guide/creating a study guide on page 8 of your Reading Interactive Notebook.

|| Quiz on Friday!

Tomorrow is a Reading Day, but we will check your diagramming homework! Bring both notebooks tomorrow. || (9/3) || **English Study Habits and Quiz Prep:**
 * Thursday

Today we spent time reviewing important information for Friday's quiz and different ways to study for a closed book English quiz. Afterwards, students spent time working || Study for your quiz tomorrow and bring an Independent Reading book to class with you for after the quiz. ||  || (9/4) || **Quiz and DEAR:**
 * Friday

Today we took a quiz and had DEAR time. This will be a normal Friday schedule for us. || Spend 30 minutes creative writing on either a piece of loose leaf paper or a google document**.** If you choose to use a google document, make sure to share it with sdavis@latinpcs.org by classtime on Tuesday.

**Week 1: Monday (Aug. 24)- Friday (Aug 28)**
 * Due: Tuesday, 9/8** ||  ||
 * Day || What we did in Class || Homework/Due Date || Announcements/Reminders ||
 * Monday (8/24) || **Introduction to English 6**

Walk through syllabus and expectations

|| * Fill out your portion of the reading survey and have a parent/guardian fill out their portion, too. **(Due Tuesday, 8/25)**
 * Finish //Red Kayak// by Wednesday

|| Have all of your English class supplies by **next Monday!** ||
 * Tuesday (8/25) || **Understanding Interactive Notebooks**

Today we learned about how to begin organizing our Interactive Notebooks (I.N.s). Students were introduced to the Reading Unite Goals and their Choice Summer Reading Project. || * Work on your Summer Reading Project **(Due Tuesday, 9/1)**
 * Make a list of the important characters in //Red Kayak// on a sticky note or a index card.

|| Bring //Red Kayak// to school for classwork starting tomorrow. Have this book with you every day until further notice. ||
 * Wednesday (8/26) || **The Plot Mountain**

Today we learned the official definition of "plot" and the five different parts of a "Plot Mountain" (Exposition, Rising Action, Climax, Falling Action, and Denouement). We took notes and began considering which parts of //Red Kayak// fit into the different parts of the Plot Mountain. || * Work on your Summer Reading Project.
 * Finish filling in the //Red Kayak// plot mountain from class (1event per part of the plot mountain) **(Due Thursday, 8/27)** || Summer Reading Project due on Tuesday! ||
 * Thursday (8/27) || **Conflict**

Today we learned the etymology of the word "conflict" and began to consider what the real **main conflict** in //Red Kayak// really is. || * Work on your Summer Reading Project. || Summer Reading Project due on Tuesday! ||
 * Friday (8/28) || **Conflict and Plot**

Today we combined our two big ideas from the week--Plot Mountains and Conflict. We revisited our //Red Kayak// plot mountains and saw how our ideas about them changed once we knew the correct main conflict for the story. We did a writing assignment that asked us to explain these concepts in a organized form. || * Work on your Summer Reading Project--it is due on **Tuesday, September 1**.

|| Have all of your English class supplies by Monday! ||
 * Finish your Exit Ticket from today (attached below) if you did not finish it in class.