Tuesday, March 29, 2016

This is the 6^th Grade Reading Schedule...
By Tuesday - Chapters 5-6 - Two Entries

By Wednesday - Chapters 7-10 - Two Entries

By Thursday - Chapters 11-12 - Two Entries

By Monday - Chapters 13-15 - Two Entries

Warm-Up:

Allow students 5-10 minutes to share their entries from Chapters 2-6.  They should have 5 total entries in their Double Entry Journal by today.  If they have 5, you can give them a STAMP (meaning, extra credit from Busse).

Note: A Double Entry Journal Entry, or DEJ entry, should consist of a quote from the text, the page number, and a response that is more than one sentence.  If any part of the DEJ is missing, please don’t stamp their page.  Please only STAMP once per student.

Work Period:

1. Have students Skip 5 pages past their DEJ and create an entry.  This will be their 1^st entry for the 4^th Nine Weeks.  (They have a Table of Contents at the beginning of their notebook.)

• CN Entry: 3/29: "Character Traits" 
• Independently Write down as many character traits as possible - 3 minutes
• After the 3 minutes are up, in a group of 4:
• On a Blank piece of paper - folded into four equal squares.
• Write each group member's name in a space
• Write a trait, then pass it, write a trait, then pass it, see how many times the page can go around with each member adding one NEW trait each time the paper is passed to them.  Try not to repeat any traits - 4 minutes.
• Individually, add to your list of traits (in Class Notebook) based on what your group created.

2. SpringBoard 2.5 Handout (Student should write his/her name at the top.)

• #1: Review how characters are studied by reading #1 aloud with the kids. Then, with their novel/book as a resource, students can work in pairs to ensure that they write down all the characters we've encountered in the novel's first Six chapters (the handout says four, btw).
• Note: Choose SIX characters.  (If they struggle, recommend Sal, Phoebe, Sal’s Dad, Gram, Gramps, Mrs. Winterbottom, Mr. Winterbottom).  Students may include students from Sal’s new school.  Details should come from the book.
• Add details you recall or from your Double Entry Journal that inform you about this character.  Include traits based on the four strategies for characterization (#1).

3. Do a little sharing aloud of characters and Details.  Think of Page 100 as a warm up.

4. Then, on page 101, pairs of students should complete a detailed analysis.  One can work on Sal, the other Phoebe (#2).  Use Chapters 1-6 to complete the analysis.

• Quote the Text!  Include traits (Inference!)
• Share notes on each character so all students have notes on both characters.

5. Do some sharing of Characterization Notes.

6. Review the requirements of a compare/contrast paragraph (“A part of analyzing…).

o   Review the transitions that appear in the “Grammar and Usage” signal box on the right hand bottom corner.

Closing:

6. Independently, students will create a new Class Notebook Entry:

·      3/29: Comparing Sal and Phoebe.

o   Plan your paragraph by creating a Venn Diagram, Double-Bubble, or some other graphic organizer that will help you determine what you want to compare and contrast about Sal and Phoebe.

o   Draft a paragraph as described in the Expository Writing Prompt.

Homework: Read Chapters 7-10 and create TWO new DEJ entries.