Objectives:
Students will be able to...
Standards: RI.6.1 - Cite Evidence RI.6.4 - Define unknown words Do Now: See PowerPoint Whole Group: "Mammoth Shakes and Monster Waves" read aloud - Mr. Williams will read the next section of the anchor text out loud and students will follow along. While reading, students will be completing a cause and effect graphic organizer. Collaborative: Students will work in pairs to answer questions regarding the anchor text as well as to complete the Cause and Effect graphic organizer. Individual: Exit Ticket: See PowerPoint. Homework:
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Objectives:
Students will be able to... 1. Demonstrate clear understanding of the first section of "Mammoth Shakes" by writing a college-READY summary that includes technical language from the text. Standards: RI.6.1 - Cite evidence RI.6.2 - Determine the main idea of a text RI.6.4 - Determine the meaning of words as they are used in a text, including technical meanings. Do Now: (5 minutes) See PowerPoint Whole Group: (60 minutes) Unit Introduction (25 minutes)
Read Aloud (35 minutes)
Collaborative: (20 minutes)
Independent: (20 minutes)
Exit Ticket (10 minutes): See PowerPoint. Homework:
Objectives:
Students will be able to... 1. Prepare for the ELA interim assessment by taking a practice test and learning test-taking strategies. 2. Progress on Summit Playlists. Standards: RI.6.1, 6.4 Do Now: See PowerPoint Whole Group: Use this powerpoint to complete the handout given to you by Mr. Williams. Frequently Missed Questions Collaborative: ELA Interim assessment guided practice - Students will be working with Mr. Williams to read and answer a passage from the practice interim using the test-taking strategies from the presentation. Individual: 1. Work on the Practice Interim Assessment individually. Remember, you only have to do the multiple choice questions, but you must justify (explain) your answers on a separate sheet of paper. To access the test...
2. Once students have completed the practice assessment, they may work on Summit Exit Ticket: See PowerPoint Objectives:
Students will be able to... 1. Prepare for the interim assessment by working through practice questions. 2. Progress on Summit Playlists Do Now: See PowerPoint Whole Group: Collaborative/Independent work time expectations review. Stations: (45 minutes each) Collaborative
Independent Students at the independent station should be working on the following activities, in this order:
Exit Ticket: See PowerPoint Objectives:
Students will be able to... 1. Finish and submit their Fear Essay 2. Prepare for the ELA Interim Assessment by working on a practice assessment with a partner. Standards: W.6.1, W.6.2 Do Now: (10 minutes) See PowerPoint Whole Group: (20 minutes) 1. Introduction to the new Summit Playlists 2. ELA interim assessment walk through - To prepare for next week's assessment, we have to make sure that everyone is able to log in to the testing platform. To make sure the account works, follow the directions below to.
Stations: (45 minutes each) 1. Independent: Students in independent station should be working on the following activities:
2. Collaborative: Students will be working in partnerships to take a practice interim assessment. To find the assessment you will be working on, follow the directions below.
Exit Ticket: (5 minutes) See PowerPoint Homework: 1. We have a spelling test tomorrow at the beginning of class! Make sure to study the spelling list. 2. Your fear essay should have been turned in today. If it was not, it is late. If you have not finished it, work on it at home and turn it in as soon as possible. Objectives:
Students will be able to... 1. Complete their fear essay by writing an introduction and conclusion paragraph. 2. Give and receive feedback from their peers to revise and improve their essay. Standards: W.6.1, W.6.2. Do Now: (10 minutes) See PowerPoint Whole Group: (10 minutes) We will be quickly reviewing introduction and conclusion paragraphs. Independent: (40 minutes) Students will be finishing their essay. By the end of the independent work time, students should have a complete or near-complete essay, including a introduction, three CEEL paragraphs, and a conclusion. The essay should be written or typed out. Collaborative: (30 minutes) With your partner, you will be exchanging essays and working to revise and edit your essay. Based on the feedback you receive from your partner, you will make changes to your essay before turning in the final draft for grading. Word Study: (10 minutes) Students will receive a word study activity to help them prepare and study for our spelling test on Friday. Exit Ticket: See PowerPoint Homework: 1. Word Study worksheet. 2. Your Fear Essay is due on Thursday. Most of you are done or close to done. Because we will not be spending any more class time on the essay, be sure to finish it for homework if you feel like there are things you need to add/change. 3. Summit Playlists are now past due. If you have not completed them, you have a zero in the gradebook. Make sure to pass them off so I can give you points for them. Objectives:
Students will be able to... 1. Begin writing introduction and conclusion paragraphs and assembling their Fear essay. Standards: W.6.1, W.6.2 Do Now: (10 minutes) See PowerPoint Whole Group: (20 minutes) 1. CEEL Review: link sentence starters 2. Organizing our essay: Introduction and Conclusion Paragraphs Collaborative: (10 minutes) Students will quiz their elbow partner on the word study list. Independent: (45 minutes) 1. Finish CEEL Paragraphs (you should have at least three paragraphs with three unique claims about how fear affects the body). 2. Write your introduction and conclusion that you will place at the beginning and end of our essay. 3. Begin typing your essay in a google document. You will be submitting your typed essay to Mr. Williams tomorrow at the end of class. Exit Ticket: (10 minutes) See PowerPoint Homework: 1. Word study worksheet is due tomorrow. Mr. Williams will check it at the beginning of class. 2. Our fear essay must be finished tomorrow. We will have time to put the finishing touches on what we've already been working on, but if you feel like you need more time to finish, you may need to work on it at home. Objectives:
Students will be able to... 1. complete all three CEEL body paragraphs for Fear essay. Standards: W.6.1, W.6.2 Do Now: (10 minutes) See PowerPoint Word Study: (10 minutes) Mr. Williams will introduce our new word list. Students will be given time to copy down the words, then to cover them and spell them once. While students are working, Students should have out their CEEL paragraphs so that Mr. Williams can check them and make groups according to students' needs. Whole Group: (20 minutes) 1. APA citation review - Mr. Williams will briefly review APA citation guidelines and answer any questions that students have. 2. Now that students are familiar with APA citations. We will work together as a class to determine how "Fears and Phobias should be cited. Once we have determined the proper citation, students will be given time to add the correct citation into their CEEL paragraph. Independent: (30 minutes each) 1. Students who have completed multiple body paragraphs that have been approved by Mr. Williams will be allowed to continue working on the Fear essay by themselves. 2. Students will work on ELA/History playlists on Summit. Exit Ticket: (10 minutes) See PowerPoint Homework: Complete the word study activity with the spelling list. Summit Playlists are due today! If you haven't finished them, you are losing points, finish them as quickly as possible to improve your grade. Objectives:
Students will be able to... 1. Prepare to write their Fear Essay by completing at least two CEEL body paragraphs. 2. Cite evidence using APA format. Standards: W.6.1, W.6.2 Do Now: (10 minutes) As we discussed yesterday, it is important that we select evidence that supports our claim when writing a CEEL paragraph. To practice this, students will log in to the laptops and go to this website. Students will answer as many of the questions as you can in the time that is given to them. Word Study: (10 minutes) Students will be receiving their new word study list. We will begin studying them in preparation for the spelling test that will occur next week. Whole Group: (20 minutes) 1. CEEL check for understanding - We will once again review our first CEEL paragraph to make sure that it meets all the requirements. 2. APA Citations - We will learn how to properly cite the evidence we use. To do that, we will be using the APA format for citations. Collaborative: (10 minutes) Students will work in partners to properly cite various different resources. While they are working on this, students should have out their CEEL graphic organizer on their desk for Mr. Williams to check. **Students will be broken up depending on how much of the CEEL paragraph worksheet they have completed.** Stations: (25 minutes) Depending on how much of the CEEL graphic organizer students have completed, students will either be working on their own or with Mr. Williams.
Individual: (30 minutes) Because part of the CEEL paragraphs we are writing focuses on evidence, we will be spending the last part of class working on the Summit ELA playlist "Types of Evidence." By the end of class, I must check off at least 2 playlist resources from the "Types of Evidence" playlist. Exit Ticket: (5 minutes) See PowerPoint Homework: 1. The English and History playlists are due by the end of the day tomorrow! I expect all students to at least be ready to take the test by the end of the day tomorrow. If you have access to a computer at home and are not caught up on Summit, you should be working on it at home. 2. Complete the word study list by writing down the spelling words using the worksheet. Objectives:
Students will be able to... 1. Review elements of CEEL paragraph structure. 2. Prepare for the performance assessment by gathering evidence and begin writing their essay in CEEL format. Standards: RI 6.1, RI 6.2, W 6.1, W 6.2 Do Now: (10 minutes) See PowerPoint Whole Group: (20 minutes) CEEL Review CEEL example paragraph activity check for understanding Stations: (30 minutes) Based on your responses to the do now yesterday, you will be grouped together and assigned to work on different activities. Most of the class mentioned that it would be beneficial to study more by rereading the "Fears and Phobias" article. That is what we will be doing while in stations.
Independent: (30 minutes) Mr. Williams will briefly review the CEEL graphic organizer that was passed out yesterday. Students will then be allowed to work on filling in their graphic organizer to help answer the question "how does fear affect the body?" Mr. Williams will be working with specific students who need additional guidance. Exit Ticket: (10 minutes) See PowerPoint |
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June 2018
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