LAST YEAR: 2018-2019
Sixth Grade: Module One, Narrative Writing
Sixth Grade: Module One, Narrative Writing
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Please see the Homepage for a detailed explanation of procedures and expectations.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Scroll down to the bottom of the page
for more details of the New York State Learning Standards
that will be covered in this unit.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Scroll down to the bottom of the page
for more details of the New York State Learning Standards
that will be covered in this unit.
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The Hero's Journey
Sixth Grade ELA Module One, Unit 3
The Hero’s Journey: Lesson 1
Homework, Tuesday, October 30, 2018: Begin thinking about your hero
Classwork, Monday, October 29, 2018
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Sixth Grade ELA Module One, Unit 3
The Hero’s Journey: Lesson 1
Homework, Tuesday, October 30, 2018: Begin thinking about your hero
Classwork, Monday, October 29, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Miss Morris will begin the class by handing out the new writing packet
- Miss Morris will introduce the topic: The Hero’s Journey
- Has anyone heard of this before?
- Students will watch https://www.youtube.com/watch?v=d1Zxt28ff-E to learn about what a hero goes through on their journey
- Students will then number the packet pages
- Students will turn to pages 1 and 2 of the packet
- We will go over the various steps of a hero’s journey together and will address any questions that arise
- Miss Morris will be sure to explain that their version of a hero’s journey will be much shorter
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
HERO'S JOURNEY STUDENT SAMPLE ESSAY:
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Hero's Journey Note Packet
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The Hero’s Journey: Lesson 2
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Wednesday, October 31, 2018: Begin thinking about your hero; Choose/narrow down 3 themes that you might want to use in your hero’s journey
- Classwork, Tuesday, October 30, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will turn to pages 3 and 4 in their packet
- We will discuss what the purpose of a theme is
- Students will have the opportunity to write their ideas on the board in a big brainstorm list
- Students will watch https://www.flocabulary.com/unit/theme/ and will discuss the various themes and stories in this video
- Students will watch https://www.youtube.com/watch?v=LUngH-qQGAk and identify different themes throughout disney movies.
- We will then look through the packet pages and go through the various themes
- Students will have the chance to brainstorm some ideas that they might want to use in their narrative essay.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Choose/narrow down 3 themes that you might want to use in your hero’s journey
The Hero’s Journey: Lesson 3
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Thursday, November 1, 2018: Continue thinking about your hero’s journey
- Classwork, Wednesday, October 31, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will turn to pages 5 and 6 in their packet
- Miss Morris will explain that today they will be reading an example of a hero’s journey
- Students will take turn volunteering to read various parts of the story
- As we go through, students should be looking for the different parts of The Hero’s Journey that they notice/what stood out to them
- We will pause along various parts of the story to discuss the meaning behind the words, what is the theme, and what are some of the main points along the journey?
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
The Hero’s Journey: Lesson 4
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Friday, November 2, 2018: Page 12: Hero’s Profile - think about your main character (hero) in the story. What does he or she look like? Draw and write down your ideas.
- Classwork, Thursday, November 1, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will turn to page 10 in their packet
- Miss Morris will explain the modified Hero’s Journey they they will be writing their essay on
- We will go more in depth about the meaning of this story and what writing one looks like
- Miss Morris will model an example with the story of Rapunzel in Tangled.
- Students will watch https://www.youtube.com/watch?v=8qfvo9VLOG4 for a quick overview of Tangled and the hero's journey
- Once we have gone through the Modified Hero’s Journey, students will flip to page 11 of their packet.
- This page addresses questions that they should be thinking about as they begin to form their thoughts and ideas about the essay.
- Students will be encouraged to briefly write down some notes or list things that they would want to include from these questions
- Students will have time to work on their homework if there is time at the end of class
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Page 12: Hero’s Profile – think about your main character (hero) in the story. What does he or she look like? Draw and write down your ideas.
The Hero’s Journey: Lesson 5
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Monday, November 5, 2018: Finish pages 14 and 15 if not done in class.
- Classwork, Friday, November 2, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will turn to pages 14 and 15 in their packet
- This class period students will be working on developing the plot of their Hero’s Journey
- These two pages allows them to list/write down their thoughts on each stage within the journey
- Students will be encouraged to be looking at the example read in class, and the information presented at the front of their packet for a refresher
- Miss Morris will explain what the “Supreme Ordeal” is – one big challenge at the very end of the story that the hero must face and conquer before returning home
- Students will use this as an outline for their essay – each one of these steps that the hero takes should be AT LEAST a paragraph
- Students will have the entire class period to finish this, if it is not done, it will be assigned for homework
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Finish pages 14 and 15 if not done in class.
The Hero’s Journey: Lesson 6
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Tuesday-Tuesday, November 6-13, 2018: Completed essay is due at the beginning of class on November 13 for peer editing.
- Classwork, Monday-Friday, November 5-9, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will have the entire week to start typing their essay
- The essay should be completed by Tuesday, November 13th
- Students will be encouraged to think critically about their hero, their quest, and the various parts of the hero’s journey that they need to include in their essay
- Students should remember to use dialogue and action words throughout their essay
- Miss Morris will review what dialogue looks like in a story
- Students will log in to their computers and begin working
- Miss Morris will address any questions that arise.
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
- Essay is due on November 13th.
The Hero’s Journey: Lesson 7
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Wednesday November 14, 2018: None
- Classwork, Tuesday, November 13, 2018
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will turn to page 19 of the packet
- Miss Morris will go over the COPS editing checklist
- This is a nice way for students to organize their editing thoughts and to make sure that they are checking their grammar, punctuation, and spelling throughout the essay
- Students will read through their essay and complete the COPS checklist. They should ask themselves, “Do I have everything on this checklist?”
- Students will check items off as they go
- After this task is complete, students will find a partner and peer edit their essay
- Miss Morris will walk students through the process of peer editing
- The information on peer editing can be found on page 17 of the packet
- We will read this information together and talk about what some of the important steps are to peer editing
- Students will then move around the room and peer edit each other’s work.
- They should be asking themselves, “Does this story make sense? Does it follow the Hero’s Journey Archetype?”
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
The Hero’s Journey: Lesson 8
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Homework, Thursday, November 15, 2018: None
- New York State Social Studies Framework: Click HERE for the New York State Social Studies Framework.
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
Social Studies Standards:
CSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- Materials: Hero’s Journey packet, pencil
- Activate Prior Knowledge:
- Remember at the beginning of the year, you discussed what made a real life super hero?
- Who are some heroes in your life?
- What qualities do they possess?
- Learning Target:
- Students will engage in different forms of text and video to distinguish the different steps in a Hero’s Journey.
- Students will use a modified Hero’s Journey to write their own essay.
- What are the different steps in a Hero’s Journey?
- What are some of the qualities that heroes possess/
- What is a theme?
- How do you effectively write and create a hero’s journey?
- Skill Development:
- Students will be able to ask questions and describe the different stages of The Hero’s Journey
- Students will identify what makes a compelling narrative
- Students will compare the life of their hero and his/her journey to that of a classmate
- Who are some of the heroes in your life?
- What ‘hero’s journey’ have you been on? Has anyone else that you know been on one?
- How can you take the lesson learned from writing your own narrative and apply it to your life?
- Guided Practice/Teaching Strategies and Accommodations :
- Students will have the opportunity to read their essays out loud to the class
- Miss Morris will go over how to show emotion while you read in order to make your audience feel like they are on the journey with your hero
- Independent Practice:
- Students will be graded in their overall participation throughout the lesson. In order to obtain full credit, students will need to be actively engaged and willing to participate in the various activities.
- All of the activities and articles in this packet are to be completed. This will assist students in their essay later in the unit.
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Homework: None
Classwork:
Day One: Visit from Ms. Z. (AWESOME!)
Classwork:“The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
“The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
Homework: None
Classwork:
Day One: Visit from Ms. Z. (AWESOME!)
Classwork:“The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
“The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
- LEARNING TARGETS:
- I can explain what an archetype is.
- I can explain how different stories follow the hero's journey archetype.
- I can plan my own hero's journey archetype.
- Unpacking the Learning Targets: As a class we will discuss the learning targets of the lesson.
- What does "archetype" mean?
- As a class read "Module 1: The Hero's Journey."
- Look at the graphic organizer: Narrative Story Line- Hero's Journey.
- How does the Lightening Thief and Percy Jackson fit into this graphic organizer?
Classwork:
hj_rubric.docx
Download File
hj_rubric.pdf
Download File
Homework: Fill out the graphic organizer, The Hero's Profile, page 12 (see below).
Classwork:
Homework: Students will fill out the “Hero’s Journey Narrative: Plan Graphic Organizer," pages 20-21. Fill out only the first column (My Hero's Journey, Sequence of Events). Fill it out as if you were the author to "The Golden Key." How would the author of "The Golden Key" fill out that column?
Classwork: Lesson 2: “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative.
Homework: Fill out the questions (1-8) on page 13 of your workbook. Fill the questions out on loose-leaf or in your writing notebook.
Classwork:
Homework: None.
Classwork:
Homework: Students will document their ideas onto the "Hero's Journey Narrative: Plan Graphic Organizer" found on page 20 in their workbooks. (An additional copy of the page 20-21 organizer was handed out in class.) This is to be handed in and is for a grade. The more details that are included the better.
Classwork:
Homework: Three graphic organizers should be complete in the workbook (see below). These were assigned at an earlier date and should already be completed. Add notes and detail to these organizers. This will help you draft your narrative more easily.
Classwork:
Homework: Page 24, Mid-Unit assessment: Crosswalk between My Hero's Journey Narrative and "The Hero's Journey" Informational text. Essay due on Friday.
Classwork: Lesson 3: Mid-Unit Assessment.
Homework: None.
Classwork: Lesson 3: Establishing a Context for My Hero’s Journey Narrative.
Homework: None.
Classwork: Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Homework:
Classwork: Lesson 5: Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs
Homework: None.
Classwork:
hj_ppt_show_dont_tell.pptx
Download File
Show Don't Tell PowerPoint pdf:
hj_ppt_show_dont_tell.pdf
Download File
Homework: None.
Classwork:
Homework: None.
Classwork:
Homework: Work on you Hero's Journey at home. Either continue typing and creating and adding to your story, or work on editing what you have already printed.
Classwork:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey
Homework: None
Classwork:
Homework: None
Classwork:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey Narrative Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Homework: The final copy of the Hero's Journey Narrative is due Friday morning at 8:00am. Great work, Writers!
Classwork:
Homework: None
Classwork:
Lesson 7: End of Unit Assessment—Final Draft of Hero’s Journey Narrative
Please note: the following are notes that I am writing for my own information. This note is not edited. This is a rough draft.
check out tessa's emails about supplements. may 11 and 12, 2015
WORK ON REVISION AND SELF EDITING AND SELF EVALUATION. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
Supplement: core knowledge...on modules engage ny grade 2 listening and learning strand has background knowledge on greece. before i start the unit.
As soon as the student teacher is done, be sure to give a NYS writing test to evaluate the students' test-taking writing skills!!!!! Use Shackelton's Stowaway and Caverns of Blue Ice. Give them the test as a pretest and then go through the entire test together. Have students rewrite their answers for a different grade. Give them two grades for that essay. Then give the students a different NYS test to reevaluate the situation.
- LEARNING TARGETS:
- I can explain the Hero's Journey Rubric and how it will help me create my best work.
- I can create a list of skills that I plan on working on as I create my own Hero's Journey.
hj_rubric.docx
Download File
hj_rubric.pdf
Download File
Homework: Fill out the graphic organizer, The Hero's Profile, page 12 (see below).
Classwork:
- Continue from where we left off on Lesson 1.
- As a class continue to read "The Hero's Journey."
- Before beginning work on the graphic organizers, read the questions found on page 13 of the students packet. My Hero's Journey, Questions to think about, part one.
- Students will work on filling out the graphic organizers: Differentiated Exit Ticket Scaffold, Hero's Profile found on page 12 of the student packet.
- This graphic organizer will be for a grade.
- You may complete the Narrative Story Line- "Hero's Journey" found on page 10 of the student packet for extra credit.
Homework: Students will fill out the “Hero’s Journey Narrative: Plan Graphic Organizer," pages 20-21. Fill out only the first column (My Hero's Journey, Sequence of Events). Fill it out as if you were the author to "The Golden Key." How would the author of "The Golden Key" fill out that column?
Classwork: Lesson 2: “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative.
- As a class, we will refer to the posted learning targets.
- We will discuss the vocabulary words found on the Prezi.
- Discuss how the learning targets link to the previous lesson and how what we are going to do today links to yesterday's lesson.
- As a class, we will read and analyze the model narrative "The Golden Key" found on page 17-18 in the student packet.
- The class will answer the following questions:
- -Who was the hero in the story?
- -What did she have to do? Why?
- -What happened at the end?
- In small groups, students will begin analyzing the model narrative "The Golden Key" as they fill out “Hero’s Journey Narrative: Plan Graphic Organizer."
- Fill out only the first column (My Hero's Journey, Sequence of Events). Fill it out as if you were the author to "The Golden Key." How would the author of "The Golden Key" fill out that column?
Homework: Fill out the questions (1-8) on page 13 of your workbook. Fill the questions out on loose-leaf or in your writing notebook.
Classwork:
- Students will begin to fill out the questions (1-8) on page 13 of your workbook. Fill the questions out on loose-leaf or in your writing notebook.
Homework: None.
Classwork:
- As a class, we will discuss our analysis of "The Golden Key."
- In small groups, students will continue to analyze and annotate "The Golden Key" using the informational "The Hero's Journey" text directing our attention to Act 1, Act 2, and Act 3 (found on pages 7-9 in the student packet).
Homework: Students will document their ideas onto the "Hero's Journey Narrative: Plan Graphic Organizer" found on page 20 in their workbooks. (An additional copy of the page 20-21 organizer was handed out in class.) This is to be handed in and is for a grade. The more details that are included the better.
Classwork:
- Students will spend the class period deep in thought as they "map out" the sequence of events and all the details of their hero's journey.
- Students will use the guiding questions on page 19 of their workbook (Questions to think about, part two) to generate ideas about their hero's journey.
- Students will document their ideas onto the "Hero's Journey Narrative: Plan Graphic Organizer" found on page 20 in their workbooks. (An additional copy of the page 20-21 organizer was handed out in class.)
- Students will begin to structure the ideas that have been written on the graphic organizers more formally onto an organizer that will facilitate turning the ideas into writing.
- Emphasis: The initial organizers were used for initial thinking and ideas. Students will now going to be thinking about how those notes and ideas can be used to write a narrative like "The Golden Key."
- Individually, students will fill out the middle column of the "Hero's Journey Narrative: Plan Graphic Organizer" found on pages 20-21 in the student packet. (An extra copy was handed out to each student on Monday.) Students will now fill this organizer out with ideas from their own story.
- This is for a grade!
Homework: Three graphic organizers should be complete in the workbook (see below). These were assigned at an earlier date and should already be completed. Add notes and detail to these organizers. This will help you draft your narrative more easily.
Classwork:
- Students will listen as the document "The Key Elements of Mythology" informational text found on page 16 in the student packet is read aloud.
- Students will use "The Key Elements of Mythology" informational text "to determine which elements of myth and which significant theme they are going to communicate in their hero's journey narratives."
- Students will take a moment and star the theme (on page 16) that they want their story to follow.
- Based on any new thinking and learning, students will update, add to and revise the notes they have taken on all three graphic organizers.
- Three graphic organizers should be complete in the workbook (see below). These were assigned at an earlier date and should already be completed. Add notes and detail to these organizers. This will help you draft your narrative more easily.T
- 1) The Hero's Profile, page 12,
- 2) The Key Elements of Mythology, page 16, decide which key element that you plan on using in your Hero's Journey Narrative,
- 3) The Hero's Journey Narrative: Plan Graphic Organizer, pages 20-21, fill out the Sequence of Events middle column as if you were the author of the Golden Key Model Narrative.
Homework: Page 24, Mid-Unit assessment: Crosswalk between My Hero's Journey Narrative and "The Hero's Journey" Informational text. Essay due on Friday.
Classwork: Lesson 3: Mid-Unit Assessment.
- Using page 24 from the packet as a guide, students will write an essay on loose-leaf to fulfill the mid-unit assessment task. "How does your plan for a hero's journey align with the archetype of "The Hero's Journey"?
- Students will use page 25 in the packet to help as the students write the essay.
- Each essay should be at least a page and a half on loose-leaf.
- Each essay should be at least five paragraphs.
- This is for a grade.
Homework: None.
Classwork: Lesson 3: Establishing a Context for My Hero’s Journey Narrative.
- As a class we will go over the vocabulary words for Lesson 3.
Homework: None.
Classwork: Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Homework:
Classwork: Lesson 5: Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs
- We will be learning about action verbs and sensory words by looking at "The Golden Key" example from the Module.
- We will be highlighting the parts in the text that has dialogue, sensory words, and strong verbs.
- Students will look at page 29 in their myth packet and we will discuss the strong action verbs.
- Students will change three verbs in "The Golden Key" to make them into strong verbs.
Homework: None.
Classwork:
- Today in class we will go over the writing technique "Show, Don't Tell." This technique is used for making our writing more mature and developed.
- We will also be doing a writing exercise where students choose a sentence from the PowerPoint and rewrite it so that it is more descriptive and utilizes "Show, Don't Tell." (Note for Mrs. Looney: SEE POWERPOINT AND HANDOUTS BELOW!)
- Students will begin writing their first draft of their Hero's Journey.
- Students write silently and quickly.
- Students will use their graphic organizers to help shape their story.
hj_ppt_show_dont_tell.pptx
Download File
Show Don't Tell PowerPoint pdf:
hj_ppt_show_dont_tell.pdf
Download File
Homework: None.
Classwork:
- Students will continue writing their Hero's Journey.
- Today we will be learning about dynamic and static characters.
- We will be taking notes on a PowerPoint we complete in class. We will take these notes in our packets.
- Dynamic vs. Static Characters PowerPoint pptx:
hj_ppt_dynamic_vs_static.pptx
Download File
Dynamic vs. Static Characters PowerPoint pdf:
hj_ppt_dynamic_vs_static.pdf
Download File
Dynamic vs. Static Characters chart:
hj_dynamic_and_static_characters_chart.docx
Download File
Homework: None.
Classwork:
- Today we will be learning about how to plot stories and the general outline of a story.
- We will discuss the following story plotting terms exposition, inciting incident, rising action, climax, falling action, resolution, and denouement as they relate to the Hero's Journey.
- Students will also be introduced to the assignment My Hero's Journey.
- My Hero's Journey assignment guidelines:
hj_writing_assessment_sheet.docx
Download File - Students will continue writing their Hero's Journey.
Homework: Work on you Hero's Journey at home. Either continue typing and creating and adding to your story, or work on editing what you have already printed.
Classwork:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey
- Today in class we will outline our own personal Hero's Journey by creating a comic of the seven steps of the Journey. Students will draw their comics in their Hero's Journey packets.
- Students will have the opportunity to put dialogue into their Hero's Journey.
- Students will change at least three verbs in their Hero's Journey to strong verbs.
- Students will discuss what a conclusion is.
- Students will discuss what compelling means.
- Students will compare the lightening thief conclusion and The Golden Key conclusion.
- Students will use a graphic organizer to compare the two story conclusions.
- Students will complete a compelling conclusion anchor chart. The anchor chart can be found on page 34 in their Module 1, unit three Hero's Journey packet.
- Students will edit their Hero's Journey narratives if their is more time at the end of class.
- Today in class we will have a short lesson about dialogue (see PowerPoint below).
- We will use the remaining time to work on our essays and conference about our progress.
- dialogue.pptx
Download File
Homework: None
Classwork:
- Today in class we will intentionally watch a video which features writing advice from Rick Riordan:
- https://www.youtube.com/watch?v=81iwOVdWfIY
- After watching this video to focus our minds on writing, students will have the rest period to work on outlining their Hero's Journeys.
- Students will continue working on their Hero's Journey Narrative.
- Students should be done writing most of the Hero's Journey Narrative by the end of today besides the conclusion.
Homework: None
Classwork:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey Narrative Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
- Students will compare the lightening thief conclusion and The Golden Key conclusion.
- Students will use a graphic organizer to compare the two story conclusions.
- Students will complete a compelling conclusion anchor chart. The anchor chart can be found on page 34 in their Module 1, unit three Hero's Journey packet.
- Students will continue to write their Hero's Journey Narrative.
- Students should be finished writing their conclusion today so they can edit their work tomorrow.
Homework: The final copy of the Hero's Journey Narrative is due Friday morning at 8:00am. Great work, Writers!
Classwork:
- Students will finish editing their Hero's Journey Narrative.
- Students will re-read their Hero's Journey Narrative over and over again until they think it is perfect.
- Students will print off a final copy of their Hero's Journey Narrative to turn into class tomorrow.
Homework: None
Classwork:
Lesson 7: End of Unit Assessment—Final Draft of Hero’s Journey Narrative
- Students will share their Hero's Journey Narrative in front of the class.
- Each student will read their narrative to the class.
- Students will be respectful to their fellow peers.
- Homework: Start working on the final draft of your Hero's Journey story which is DUE FRIDAY!!
Classwork: - Today in class we will be peer editing our Hero's Journey drafts. We will be assessing each others' drafts based on the Hero's Journey rubric.
Hero's Journey Rubric:Hero's Journey Rubric:
hj_rubric.docx
Download File
hj_rubric.pdf
Download File
Please note: the following are notes that I am writing for my own information. This note is not edited. This is a rough draft.
check out tessa's emails about supplements. may 11 and 12, 2015
WORK ON REVISION AND SELF EDITING AND SELF EVALUATION. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
Supplement: core knowledge...on modules engage ny grade 2 listening and learning strand has background knowledge on greece. before i start the unit.
As soon as the student teacher is done, be sure to give a NYS writing test to evaluate the students' test-taking writing skills!!!!! Use Shackelton's Stowaway and Caverns of Blue Ice. Give them the test as a pretest and then go through the entire test together. Have students rewrite their answers for a different grade. Give them two grades for that essay. Then give the students a different NYS test to reevaluate the situation.
Homework: None.
Classwork:
Homework: Finish the first column on your Hero's Journey packet.
Classwork
Hero's Journey Day 1 PowerPoint:
the_hero’s_journey_day_1_pop_culture.pptx
File Size:9711 kb
File Type:pptx
Download File
Hero's Journey Graphic Organizer:
hero’s_journey_organizer.docx
File Size:81 kb
File Type:docx
Download File
Homework: Finish filling out the Hero's Journey organizer if not finished in class.
Classwork
Classwork
Hero's Journey Graphic Organizer:
hero’s_journey_organizer.docx
File Size:81 kb
File Type:docx
Download File
Homework: None.
Classwork
Show, Don't Tell PowerPoint pptx:
hj_ppt_show_dont_tell.pptx
File Size:565 kb
File Type:pptx
Download File
Show Don't Tell PowerPoint pdf:
hj_ppt_show_dont_tell.pdf
File Size:218 kb
File Type:pdf
Download File
Homework: Write at least 10 dynamic and 10 static characters on our T-charts in our packets.
Classwork
Dynamic vs. Static Characters PowerPoint pptx:
hj_ppt_dynamic_vs_static.pptx
File Size:5638 kb
File Type:pptx
Download File
Dynamic vs. Static Characters PowerPoint pdf:
hj_ppt_dynamic_vs_static.pdf
File Size:5214 kb
File Type:pdf
Download File
Dynamic vs. Static Characters chart:
hj_dynamic_and_static_characters_chart.docx
File Size:12 kb
File Type:docx
Download File
Homework: Students will complete the character description sheet in the Hero's Journey Packet.
Classwork
My Hero's Journey assignment guidelines:
hj_writing_assessment_sheet.docx
File Size:19 kb
File Type:docx
Download File
Homework Due Friday, October 2, 2015: Finish your Hero's Journey outline.
Classwork, Thursday, October 1, 2015:
Homework: Finish revising your Hero's Journey outline.
Classwork
Homework: None.
Classwork:
Homework: Finish comic page.
Classwork:
Homework: Work on essay.
Classwork:
dialogue.pptx
File Size:1057 kb
File Type:pptx
Download File
Homework: Work on Hero's Journey essay/story. THE FINAL DRAFT WILL BE DUE FRIDAY OCTOBER 16TH!
Classwork:
Homework: Finish first draft of Hero's Journey.
Classwork:
Homework: Finish first draft of Hero's Journey story.
Classwork:
Homework: Start working on the final draft of your Hero's Journey story which is DUE FRIDAY!!
Classwork:
Hero's Journey Rubric:Hero's Journey Rubric:
hj_rubric.docx
File Size:29 kb
File Type:docx
Download File
hj_rubric.pdf
File Size:245 kb
File Type:pdf
Download File
Homework: FINISH YOUR HERO'S JOURNEY FINAL COPY! It must be on loose leaf paper!
Classwork:
Homework : None.
Classwork:
Classwork:
- Today we will be getting a visit from our librarian Ms. Z!
- She will be talking about the Hero's Journey archetype and Star Wars!
- This will help introduce our next unit on the Hero's Journey.
Homework: Finish the first column on your Hero's Journey packet.
Classwork
- Today we will go over a shortened/abridged version of the Hero's Journey we discussed with Ms. Z yesterday using the Wizard of Oz, Harry Potter, and The Lion King.
- Students will be taking notes in our Hero's Journey packets as we go over the PowerPoint.
Hero's Journey Day 1 PowerPoint:
the_hero’s_journey_day_1_pop_culture.pptx
File Size:9711 kb
File Type:pptx
Download File
Hero's Journey Graphic Organizer:
hero’s_journey_organizer.docx
File Size:81 kb
File Type:docx
Download File
Homework: Finish filling out the Hero's Journey organizer if not finished in class.
Classwork
- Today in class we will be reading the story The Golden Key as a class and in small groups.
- After reading the story twice students will fill out the Hero's Journey graphic organizer (see document two days above) with information from the story.
Classwork
- Today in class we will watch a video clip from the myth of Orpheus and Eurydice to introduce the story we're going to read.
- We will then read the story Journey to the Underworld as a class and then in small groups to fill out the Hero's Journey organizer in their packets or attached below.
- If students do not finish the Hero's Journey organizer, it is for homework.
Hero's Journey Graphic Organizer:
hero’s_journey_organizer.docx
File Size:81 kb
File Type:docx
Download File
Homework: None.
Classwork
- Today in class we will go over the writing technique "Show, Don't Tell." This technique is used for making our writing more mature and developed.
- We will also be doing a writing exercise where students choose a sentence from the PowerPoint and rewrite it so that it is more descriptive and utilizes "Show, Don't Tell."
Show, Don't Tell PowerPoint pptx:
hj_ppt_show_dont_tell.pptx
File Size:565 kb
File Type:pptx
Download File
Show Don't Tell PowerPoint pdf:
hj_ppt_show_dont_tell.pdf
File Size:218 kb
File Type:pdf
Download File
Homework: Write at least 10 dynamic and 10 static characters on our T-charts in our packets.
Classwork
- Today we will be learning about dynamic and static characters.
- We will be taking notes on a PowerPoint we complete in class. We will take these notes in our packets.
Dynamic vs. Static Characters PowerPoint pptx:
hj_ppt_dynamic_vs_static.pptx
File Size:5638 kb
File Type:pptx
Download File
Dynamic vs. Static Characters PowerPoint pdf:
hj_ppt_dynamic_vs_static.pdf
File Size:5214 kb
File Type:pdf
Download File
Dynamic vs. Static Characters chart:
hj_dynamic_and_static_characters_chart.docx
File Size:12 kb
File Type:docx
Download File
Homework: Students will complete the character description sheet in the Hero's Journey Packet.
Classwork
- Today we will be learning about how to plot stories and the general outline of a story.
- We will discuss the following story plotting terms exposition, inciting incident, rising action, climax, falling action, resolution, and denouement as they relate to the Hero's Journey.
- Students will also be introduced to the assignment My Hero's Journey.
My Hero's Journey assignment guidelines:
hj_writing_assessment_sheet.docx
File Size:19 kb
File Type:docx
Download File
Homework Due Friday, October 2, 2015: Finish your Hero's Journey outline.
Classwork, Thursday, October 1, 2015:
- Today in class we will intentionally watch a video which features writing advice from Rick Riordan:
- https://www.youtube.com/watch?v=81iwOVdWfIY
- After watching this video to focus our minds on writing, students will have the rest period to work on outlining their Hero's Journeys.
Homework: Finish revising your Hero's Journey outline.
Classwork
- Today in class we will be revising our outlines in class and beginning to work on our Hero's journey stories.
Homework: None.
Classwork:
- Today in class we will outline our own personal Hero's Journey by creating a comic of the seven steps of the Journey. Students will draw their comics in their Hero's Journey packets.
Homework: Finish comic page.
Classwork:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will continue to outline our own personal Hero's Journeys by creating a comic of the seven steps of the Journey. Students will draw their comics in their Hero's Journey packets.
Homework: Work on essay.
Classwork:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a short lesson about dialogue (see PowerPoint below).
- We will use the remaining time to work on our essays and conference about our progress.
dialogue.pptx
File Size:1057 kb
File Type:pptx
Download File
Homework: Work on Hero's Journey essay/story. THE FINAL DRAFT WILL BE DUE FRIDAY OCTOBER 16TH!
Classwork:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a full period to work on our Hero's Journey stories.
- The teacher will conference with half of the class about their progress on their stories.
Homework: Finish first draft of Hero's Journey.
Classwork:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a full period to work on our Hero's Journey stories.
- The teacher will conference with the other half of the class about their progress on their stories.
Homework: Finish first draft of Hero's Journey story.
Classwork:
- Today we will be taking beginning of the year baseline assessments.
Homework: Start working on the final draft of your Hero's Journey story which is DUE FRIDAY!!
Classwork:
- Common Core Standards addressed:
- i. ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
ii.ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. - Today in class we will be peer editing our Hero's Journey drafts. We will be assessing each others' drafts based on the Hero's Journey rubric.
Hero's Journey Rubric:Hero's Journey Rubric:
hj_rubric.docx
File Size:29 kb
File Type:docx
Download File
hj_rubric.pdf
File Size:245 kb
File Type:pdf
Download File
Homework: FINISH YOUR HERO'S JOURNEY FINAL COPY! It must be on loose leaf paper!
Classwork:
- Core standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. - Today we will have a work period to work on finishing our final drafts of our Hero's Journeys.
- Students should be incorporating the feedback they received from their peers yesterday into their stories.
Homework : None.
Classwork:
- Today in class we will be sharing our completed Hero's Journeys in small groups.
Homework due Friday: Complete the "Writing Interview" sheet found below. Put the completed work in the homework file folders. Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Thursday: "Writing Interview" sheet.
Classwork, Thursday: "Writing Interview" sheet.
- Mrs. Bess will check in with us about how well our new organized binder is working for us.
- Mrs. Looney will guide the students through the "Writing Interview" sheet. She will explain each question and share its importance.
- Each student will have time to work on this sheet in class. It is to be completed at home and turned in tomorrow.
Writing Interview Sheet:
writing_interview_sheet.pdf | |
File Size: | 903 kb |
File Type: |
Writing Interview Sheet Sample:
writing_interview_sheets_example.pdf | |
File Size: | 1098 kb |
File Type: |
Homework due Monday: Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Friday: "Wave Your Flag," by K'naan.
Classwork, Friday: "Wave Your Flag," by K'naan.
- LEARNING TARGET: I can create a list of themes found in the song "Wave Your Flag."
- Using the NYS rubric, students will self-assess the beginning-of-the-year writing assessment.
- Goals: students will write their writing goals on paper to be displayed outside the classroom.
- We will continue with our beginning-of-the-year discussions about expectations.
- Culture: the knowledge, beliefs, customs, and values of a group of people.
- Society: a community of people who share a common culture.
- In social studies this year, we will be learning about different cultures and societies. In our classroom, in our school, in our Scio community we are part of a society. We have our own culture. This culture consists of values and rules that guide us. In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year possible.
- In celebration of the wonderful first few days that we have had together, we will watch and listen to an inspiring song written by K'naan called "Wave Your Flag." As a class we will discuss what a theme is. We will brainstorm a list of themes that we can infer from this song and the lyrics.
WEEK OF MONDAY: Finding the theme of the song "Hall of Fame."
- FOCUS: Reading Closely and Writing to Learn
- Common Core Standards addressed:
- ELA.CC.6.L.1: Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking.
- ELA.CC.6.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- RL.6.2. 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.
- RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
- RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
- A. Introduce claim(s) and organize the reasons and evidence clearly.
- B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
- C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Homework due Tuesday: None.
Classwork, Monda: Discussion and annotation of the theme of the song "Unwritten," by Natasha Bedingfield.
Classwork, Monda: Discussion and annotation of the theme of the song "Unwritten," by Natasha Bedingfield.
- LEARNING TARGET:
- I can write a heading using the MLA format.
- I can highlight key words as I read the directions.
- I can highlight the key tasks as I read the directions.
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- I can write a claim to guide my essay.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- As a class we will read the directions for our assignment and highlight key words.
- As a class we will read the directions for our assignment and highlight key tasks.
- After having listened to the song another time, students will determine what the theme of the song is.
- As a class we will talk about what "theme" is and how to find the theme.
- Mrs. Looney will begin modeling how to read each line of the song and annotate the song.
- Annotation Symbols: http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/32/Reading%20with%20a%20Pencil.pdf
- In partners, students will reread the remainder of the song each line one at a time. In the margins of the song, students will annotate as they discuss the theme of the song.
- How do we prove the "theme" of this song?
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose two parts of the song that are evidence to support their theme. Highlight at least two parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- If the partners do not finish rereading each line, students will finish the annotation for homework and will highlight two lines of the poem support their claim.
- What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
"Unwritten" Essay Directions:
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"Unwritten" Lyrics:
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"Unwritten" PowerPoint:
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Homework due Wednesday: None.
Classwork, Tuesday: Discussion and annotation of the theme of the song "Unwritten," by Natasha Bedingfield.
Classwork, Tuesday: Discussion and annotation of the theme of the song "Unwritten," by Natasha Bedingfield.
- LEARNING TARGET:
- I can define the meaning of "theme."
- I can list examples of themes found in songs and books.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- After having listened to the song another time, students will determine what the theme of the song is.
- As a class we will talk about what "theme" is and how to find the theme.
Homework due Thursday Finish annotating evidence that proves the theme of the song "Unwritten," by Natasha Bedingfield. Be sure to highlight two lines of the poem support their claim. Get agenda signed.
Classwork, Wednesday: Discussion and annotation of the song "Unwritten," by Natasha Bedingfield.
Classwork, Wednesday: Discussion and annotation of the song "Unwritten," by Natasha Bedingfield.
- LEARNING TARGET:
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- As a class we will continue to talk about what "theme" is and how to find the theme.
- Mrs. Looney will begin modeling how to read each line of the song and annotate the song.
- Annotation Symbols: http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/32/Reading%20with%20a%20Pencil.pdf
- In partners, students will reread the remainder of the song each line one at a time. In the margins of the song, students will annotate as they discuss the theme of the song.
- How do we prove the "theme" of this song?
Homework due Friday: None.
Classwork, Thursday:
Classwork, Thursday:
- LEARNING TARGET:
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- As an introduction to the class we will watch a very short clip from the video The Lie We Live. We will begin at 6:40. Students will see and hear a different perspective of a similar theme.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- How do we prove the "theme" of this song?
- What are some examples of themes of this song?
- What lines "prove" the theme of the song?
- Students will put "stars" by the words or lines that they think support the theme of the song.
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose two parts of the song that are evidence to support their theme. Highlight at least two parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- If the partners do not finish rereading each line, students will finish the annotation for homework and will highlight two lines of the poem support their claim.
- What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
Homework due Monday: The outline is due on Tuesday in your writing notebook. See the handout below for suggestions.
Classwork, Friday:
"Unwritten" Outline Handout:
Classwork, Friday:
- LEARNING TARGET:
- Using my annotations, I can infer the theme of a song.
- I can create a list of themes found within the song.
- I can write a claim to guide my essay.
- I can plan an essay while creating an outline.
- I can read, annotate, and understand directions.
- I can choose three quotes to support my claim.
- As a class, we will review the task of the essay and review examples of the theme. What are some examples of themes found in this song?
- Mrs. Looney will model the process of writing an outline. We will begin our outline by reading, annotating, and understanding the directions.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose three parts of the song that are evidence to support their theme. Highlight at least three parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- Students will create an outline to guide their writing. They may use the Outline Handout found below to help them write their outline. A GRADE WILL BE GIVEN FOR THE QUALITY OF THE INFORMATION INCLUDED IN THE OUTLINE.
- How do we prove the "theme" of this song?
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Students will begin to write an outline for their essay in their notebooks. The outline is due on Monday, September 19.
- The essay is due on Friday, September 23, 2016.
"Unwritten" Outline Handout:
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: completing our outlines, creating a rubric, and writing an essay.
Homework due Tuesday The outline is due tomorrow, Tuesday in your writing notebook. See the handout below for suggestions. Your rubric is due on Wednesday,1. Work on "Unwritten" Essay. Essay is due on Friday.
Classwork, Monday:
Classwork, Monday:
- LEARNING TARGET:
- I can plan an essay while creating an outline.
- I can read, annotate, and understand directions.
- I can write an essay using the RACE Organizer.
- I can use the RACE Organizer Rubric as an example of what my rubric could look like.
- I can use the RACE Organizer Rubric to assess my work.
- I can create my own rubric to assess my work.
- As a class we will go over the homework from the night before. Each student will look at his or her outline and compare the outline to the check list. Students will have a few minutes to improve their outline and jot down more ideas. If students have not completed their outline they may work on it a bit in class.
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Students will create their own rubric to assess their work.
- Students will begin to type their essays on Tuesday.
- Students are expected to work on their essays for homework. Students will email their work so they can work on it at home.
- Students will type their essay. Essay is due Friday.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will follow the MLA format.
Homework due Friday, Monday, and Tuesday:
- The outline was due Tuesday, in your writing notebook. See the "Unwritten" Outline handout found above for suggestions. This is for a grade. You cannot begin your essay without completing your outline.
- You may create a rubric to assess your work for extra credit. See me if you wish to create a rubric.
- Work on "Unwritten" Essay. Essay is due on Friday, September 23, 2016. Essay is to be typed. If you cannot finish typing the essay before it is due, you may finish your work on looseleaf. The goal is to have everyone type their essay and hand it in on Friday by 3:00.
- Students will begin to write their essay, utilizing the outline.
- Students are expected to work on their essays for homework.
- Students will type their essay on at least one entire side of a sheet of paper.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will follow the MLA format. You will receive extra credit if you use MLA format to cite your sources. See the packet for guidance.
LAST YEAR
Homework due sday: None.
Classwork, day:
- LEARNING TARGET:
- I can explain the meaning of "plagiarism."
- I can explain why using quotes as evidence is not plagiarism.
- I can write a heading using the MLA format.
- I can write a heading using the MLA format.
- I can highlight key words as I read the directions.
- I can highlight the key tasks as I read the directions.
- I can annotate the lyrics of a song.
- I can infer the theme of a song.
- I can create a list of themes found within the song.
- I can write a claim to guide my essay.
- If the outline was not complete for homework, it will be difficult to complete the essay.
- Before students begin to write their essays, we will have a discussion about plagiarism. We will discuss the importance of using quotation marks when using someone else's words.
- Students will begin to write their essay, utilizing the outline.
- As a class, we will listen to the song "Unwritten," by Natasha Bedingfield. https://www.youtube.com/watch?v=TtGY4G7II6s
- As a class we will read the directions for our assignment and highlight key words.
- As a class we will read the directions for our assignment and highlight key tasks.
- After having listened to the song another time, students will determine what the theme of the song is.
- As a class we will talk about what "theme" is and how to find the theme.
- Mrs. Looney will begin modeling how to read each line of the song and annotate the song.
- Annotation Symbols: http://www.davis.k12.ut.us/cms/lib09/UT01001306/Centricity/Domain/32/Reading%20with%20a%20Pencil.pdf
- In partners, students will reread the remainder of the song each line one at a time. In the margins of the song, students will annotate as they discuss the theme of the song.
- How do we prove the "theme" of this song?
- What is our "claim" of our essay?
- How do we prove our claim is correct?
- Introduce the RACE Organizer. Please click HERE to get to the RESOURCE PAGE for additional copies of the RACE Organizer.
- Which lines of the song stand out to you as evidence to support your claim? Each person will choose two parts of the song that are evidence to support their theme. Highlight at least two parts of the song. Be able to explain why the chosen parts are evidence to support your claim.
- If the partners do not finish rereading each line, students will finish the annotation for homework and will highlight two lines of the poem support their claim.
- What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
- What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
Homework Due day: Finish assessing "Luke's" essay.
Classwork:
Classwork:
- LEARNING TARGET:
- I can assess Luke's essay using the adapted NYS rubric.
- As a class we will read the passage Beyond the Twilight Zone.
- After reading, students will break into pairs and read an essay by "Luke" about the passage.
- In pairs, students will assess the essay based on the Adapted NYS 5th and 6th Grade Writing Rubric.
- If not finished in class, assessing "Luke's" essay will be for homework.
- Students will be receiving a packet on this day with all of these documents.
Beyond the Twilight Zone:
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Luke's Essay:
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Adapted NYS 6th Grade Writing Rubric:
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Self-Assessment PowerPoint:
selfassessment.pdf | |
File Size: | 196 kb |
File Type: |
selfassessment.pptx | |
File Size: | 234 kb |
File Type: | pptx |
Homework Due Monday: None.
Classwork, Friday
Classwork, Friday
- In class we will be going over a PowerPoint that goes over the rubric from yesterday in detail.
Homework Due Tuesday: None.
Classwork, Monday
Classwork, Monday
- Today in class we will revisit the notes we took and discuss what those notes should look like.
- Then students will read the essay by Addison and give it a grade using the rubric.
Please note: the following are notes that I am writing for my own information. This note is not edited. This is a rough draft.
check out tessa's emails about supplements. may 11 and 12, 2015
WORK ON REVISION AND SELF EDITING AND SELF ASSESS. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
check out tessa's emails about supplements. may 11 and 12, 2015
WORK ON REVISION AND SELF EDITING AND SELF ASSESS. WHAT CAN YOU DO TO MAKE THHIS THE BEST WRITING YOU CAN DO.
TAG: TELL SOMETHING YOU LIKE, ASK A QUESTION, GIVE A SUGGESTION. RED DOT, GREEN DOT.
BERRY LANE: REVISORS TOOLBOX.******** LOOK ON AMAZON.
link to art: create a trading card about the greek god. use tag board.
doug lemov: teach like a champion
growth iinitiative
WEEK OF
Homework Due Wednesday: None.
Classwork, Tuesday
Classwork, Tuesday
- Today we will be getting a visit from our librarian Ms. Z!
- She will be talking about the Hero's Journey archetype and Star Wars!
- This will help introduce our next unit on the Hero's Journey.
Homework Due Thursday: Finish the first column on your Hero's Journey packet.
Classwork, Wednesday
Classwork, Wednesday
- Common Core Standards addressed:
- ELA.CC.6.RL.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.
- ELA.CC.6.W.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Today we will go over a shortened/abridged version of the Hero's Journey we discussed with Ms. Z yesterday using the Wizard of Oz, Harry Potter, and The Lion King.
- Students will be taking notes in our Hero's Journey packets as we go over the PowerPoint.
Hero's Journey Day 1 PowerPoint:
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Hero's Journey Graphic Organizer:
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Homework Due Friday: Finish filling out the Hero's Journey organizer if not finished in class.
Classwork, Thursday
Classwork, Thursday
- Common Core Standards addressed:
- ELA.CC.6.RL.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.
- ELA.CC.6.RL.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
- Today in class we will be reading the story The Golden Key as a class and in small groups.
- After reading the story twice students will fill out the Hero's Journey graphic organizer (see document two days above) with information from the story.
Homework Due Monday: Finish filling out the Hero's Journey organizer for Journey to the Underworld if not finished in class.
Classwork, Friday
Classwork, Friday
- Common Core Standards addressed:
- ELA.CC.6.RL.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.
- ELA.CC.6.W.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
- Today in class we will watch a video clip from the myth of Orpheus and Eurydice to introduce the story we're going to read.
- We will then read the story Journey to the Underworld as a class and then in small groups to fill out the Hero's Journey organizer in their packets or attached below.
- If students do not finish the Hero's Journey organizer, it is for homework.
Hero's Journey Graphic Organizer:
hero’s_journey_organizer.docx | |
File Size: | 81 kb |
File Type: | docx |
Homework Due Tuesday: None.
Classwork, Monday
Classwork, Monday
- Common Core Standards addressed:
- ELA.CC.6.RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
- ELA.CC.6.W.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- Today in class we will go over the writing technique "Show, Don't Tell." This technique is used for making our writing more mature and developed.
- We will also be doing a writing exercise where students choose a sentence from the PowerPoint and rewrite it so that it is more descriptive and utilizes "Show, Don't Tell."
Show, Don't Tell PowerPoint pptx:
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Show Don't Tell PowerPoint pdf:
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Homework Due Wednesday: Write at least 10 dynamic and 10 static characters on our T-charts in our packets.
Classwork, Tuesday
Classwork, Tuesday
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will be learning about dynamic and static characters.
- We will be taking notes on a PowerPoint we complete in class. We will take these notes in our packets.
Dynamic vs. Static Characters PowerPoint pptx:
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Dynamic vs. Static Characters PowerPoint pdf:
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Dynamic vs. Static Characters chart:
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Homework Due Thursday: Students will complete the character description sheet in the Hero's Journey Packet.
Classwork, Wednesday
Classwork, Wednesday
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today we will be learning about how to plot stories and the general outline of a story.
- We will discuss the following story plotting terms exposition, inciting incident, rising action, climax, falling action, resolution, and denouement as they relate to the Hero's Journey.
- Students will also be introduced to the assignment My Hero's Journey.
My Hero's Journey assignment guidelines:
hj_writing_assessment_sheet.docx | |
File Size: | 19 kb |
File Type: | docx |
Homework Due Friday: Finish your Hero's Journey outline.
Classwork, Thursday:
Classwork, Thursday:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will intentionally watch a video which features writing advice from Rick Riordan:
- https://www.youtube.com/watch?v=81iwOVdWfIY
- After watching this video to focus our minds on writing, students will have the rest period to work on outlining their Hero's Journeys.
Homework Due Monday: Finish revising your Hero's Journey outline.
Classwork, Friday:
Classwork, Friday:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will be revising our outlines in class and beginning to work on our Hero's journey stories.
Homework Due Tuesday: None.
Classwork, Monday:
Classwork, Monday:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will outline our own personal Hero's Journey by creating a comic of the seven steps of the Journey. Students will draw their comics in their Hero's Journey packets.
Homework Due Wednesday: Finish comic page.
Classwork, Tuesday:
Classwork, Tuesday:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will continue to outline our own personal Hero's Journeys by creating a comic of the seven steps of the Journey. Students will draw their comics in their Hero's Journey packets.
Homework Due Thursday,: Work on essay.
Classwork, Wednesday:
Classwork, Wednesday:
- Common Core Standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a short lesson about dialogue (see PowerPoint below).
- We will use the remaining time to work on our essays and conference about our progress.
dialogue.pptx | |
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Homework Due Friday: Work on Hero's Journey essay/story. THE FINAL DRAFT WILL BE DUE FRIDAY
Classwork, Thursday:
Classwork, Thursday:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a full period to work on our Hero's Journey stories.
- The teacher will conference with half of the class about their progress on their stories.
Homework Due Tuesday: Finish first draft of Hero's Journey.
Classwork, Friday:
Classwork, Friday:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
- ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Today in class we will have a full period to work on our Hero's Journey stories.
- The teacher will conference with the other half of the class about their progress on their stories.
Homework Due Wednesday: Finish first draft of Hero's Journey story.
Classwork, Tuesday:
Classwork, Tuesday:
- Today we will be taking beginning of the year baseline assessments.
Homework Due Thursday: Start working on the final draft of your Hero's Journey story which is DUE FRIDAY!!
Classwork, Wednesday:
Classwork, Wednesday:
- Common Core Standards addressed:
- i. ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
ii.ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. - Today in class we will be peer editing our Hero's Journey drafts. We will be assessing each others' drafts based on the Hero's Journey rubric.
Hero's Journey Rubric:
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Hero's Journey Rubric:
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Homework Due Friday: FINISH YOUR HERO'S JOURNEY FINAL COPY! It must be on loose leaf paper!
Classwork, Thursday:
Classwork, Thursday:
- Core standards addressed:
- ELA.CC.6.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
ELA.CC.6.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. - Today we will have a work period to work on finishing our final drafts of our Hero's Journeys.
- Students should be incorporating the feedback they received from their peers yesterday into their stories.
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- Today in class we will be sharing our completed Hero's Journeys in small groups.
Homework due Wednesday: Get agenda signed. Please have parents fill out paperwork and return it to school to your homeroom teacher. Thank you!
Classwork, Tuesday: First day of school! Welcome!
Homework due Thursday Get agenda signed. Bring in paperwork filled out by parents and bring it to your homeroom teacher.
Classwork, Wednesday: Beginning-of-the-Year Writing Assessment.
Classwork, Tuesday: First day of school! Welcome!
- I can define the word "alliteration."
- I can use an example of an alliteration in a sentence.
- Using the Beginning-of-the-Year PowerPoint, we will begin introductions and begin discussing expectations.
- To help Mrs. Looney remember all the new names, we will play the name game while utilizing our knowledge of alliteration.
- According to the Merriam-Webster dictionary, alliteration is "the use of words that begin with the same sound near one another." For example, "Lisa Looney likes loud lizards."
Homework due Thursday Get agenda signed. Bring in paperwork filled out by parents and bring it to your homeroom teacher.
Classwork, Wednesday: Beginning-of-the-Year Writing Assessment.
- We can help each other organize our binders and homework folders.
- We will go over classroom procedures.
- Each student will complete the Beginning-of-the-Year Writing Assessment.
Homework Due Monday: Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Friday: "Unwritten," by Natasha Bedingfield.
Natasha Bedingfield: "Unwritten."
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track 'Unwritten'..." Taken from Wikipedia.
Lyrics to "Unwritten," by Natasha Bedingfield:
Classwork, Friday: "Unwritten," by Natasha Bedingfield.
- We will continue with our beginning of the year discussions about expectations.
- Culture: the knowledge, beliefs, customs, and values of a group of people.
- Society: a community of people who share a common culture.
- In social studies this year, we will be learning about different cultures and societies. In our classroom, in our school, in our Scio community we are part of a society. We have our own culture. This culture consists of values and rules that guide us. In class today, we will discuss our values and rules and come up with a short list that will help guide us this year to make this the best year we have had in scho
- In celebration of the wonderful first few days that we have had together, we will listen to an inspiring song written by Natasha Bedingfield called "Unwritten."
Natasha Bedingfield: "Unwritten."
"Natasha Anne Bedingfield (born 26 November 1981) is a British singer and songwriter. Bedingfield received a Grammy Award nomination for Best Female Pop Vocal Performance for the title track 'Unwritten'..." Taken from Wikipedia.
Lyrics to "Unwritten," by Natasha Bedingfield:
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Homework Due Tuesday: In your writing notebook, make a list of goals and dreams that you aspire to in your life. Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Monday: I'm in Charge of Celebrations, by Byrd Baylor. I'm in Charge of Celebrations, by Byrd Baylor.
Homework Due Wednesday: Finish annotating the meaning of the song "Unwritten." Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Tuesday: Discussion and annotation of the song "Unwritten."
Homework Due Thursday: OUTLINE for essay due tomorrow (Thursday). "Unwritten" ESSAY due Friday, September 12, 2014.
Classwork, Wednesday: Begin writing the outline for the "Unwritten" Essay. The outline is to be written in your writing notebook.
Ideas and suggestions for outline:
How well did you complete your outline?
There should be four parts to your outline: Paragraph 1, Paragraph 2, Paragraph 3, and Paragraph 4.
Give yourself 25 points for each part of your outline that answers all or some of the questions.
Paragraph 1: Introduction 25 points
Did you use a quote from the song? Yes No
Or did you ask a question in your outline? Yes No
Did you add one of the themes for this year? Yes No
Paragraph 2: Explanation of a line from the song that is most important to you. 25 points
Did you use direct quotations when writing the line from the song? Yes No
Did you explain why the line from the song is important to you? Yes No
Paragraph 3: Write about some examples of goals, hopes, and dreams. 25 points
Did you write about some of your goals? What do you want to accomplish in your life? Yes No
Did you write about some of your hopes? Did you write about what you hope to achieve in your life? Yes No
Did you continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams? Yes No
Paragraph 4: Conclusion 25 points
Is your conclusion a recycling of your introduction? Yes No
Did you write about your favorite part of the song again? Yes No
Did you ask your question again? Yes No
Did you write the theme again? Yes No
"Unwritten" Outline:
Classwork, Monday: I'm in Charge of Celebrations, by Byrd Baylor. I'm in Charge of Celebrations, by Byrd Baylor.
- Mrs. Looney will read the book I'm in Charge of Celebrations, by Byrd Baylor.
- Individually, we will begin to think about the goals, hopes, and dreams we aspire to in our lives.
- In the students' writing notebooks, students will begin to write down their goals, hopes, and dreams. Each students' list should contain at least five items. Be sure to write the date on the top of the notebook page. Be sure to add a heading for your list at the top of the notebook page.
- Questions to think about: Do I want to go to college? Which colleges to I hope to attend? What do I want to do with my life? Is there someplace special that I wish to visit? Where do I want to live when I get older? What have I always wanted to do with my life?
Homework Due Wednesday: Finish annotating the meaning of the song "Unwritten." Get agenda signed. Bring in paperwork filled out by parents.
Classwork, Tuesday: Discussion and annotation of the song "Unwritten."
- As a class, we will listen to the song "Unwritten."
- Mrs. Looney will begin modeling how to read each line of the song and annotate the meaning of the song.
- In partners, students will reread the remainder of the song each line at a time. In the margins of the song, students will annotate as they discuss the meaning of the song.
- Which lines of the song stand out to you most? Each person will choose one of two parts of the song that mean the most to them. Be able to explain why that chosen part is important.
- If the partners do not finish rereading each line, students will finish the annotation for homework.
Homework Due Thursday: OUTLINE for essay due tomorrow (Thursday). "Unwritten" ESSAY due Friday, September 12, 2014.
Classwork, Wednesday: Begin writing the outline for the "Unwritten" Essay. The outline is to be written in your writing notebook.
- As a class, we will discuss some of the lines in the song. Which lines are the most important to you? Why?
- If there is time we will listen to the song "Hall of Fame" by The Script. What does this song mean to you? What does it make you think about? How does this song help you to think about your dreams, goals, and hopes?
- Students will look at the list of goals, hopes, and dreams. Students will add to this list.
- Students will write a one-page essay about the song "Unwritten" and how it pertains to their individual goals, hopes, and dreams.
- Mrs. Looney will model the process of writing an outline.
- Students will begin to write an outline for the essay that they will write in class tomorrow. The essay is due on Friday, September 12, 2014.
- BE SURE TO TEACH STUDENTS HOW TO WRITE AN OUTLINE!!!! Start with topic 1, topic 2, etc.
Ideas and suggestions for outline:
- Paragraph 1: Introduction Possibly use a quote from the song. Or ask a question. Or add one of the themes for this year. See the top of this webpage for examples of possible themes for the year.
- Paragraph 2: Explanation of a line from the song that is most important to you. Use direct quotations when writing the line from the song.
- Paragraph 3: Lead into some examples of goals, hopes, and dreams. Continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams.
- Paragraph 4: Conclusion The conclusion is a recycling of your introduction. End with your favorite part of the song, or ask your question again or write the theme again.
How well did you complete your outline?
There should be four parts to your outline: Paragraph 1, Paragraph 2, Paragraph 3, and Paragraph 4.
Give yourself 25 points for each part of your outline that answers all or some of the questions.
Paragraph 1: Introduction 25 points
Did you use a quote from the song? Yes No
Or did you ask a question in your outline? Yes No
Did you add one of the themes for this year? Yes No
Paragraph 2: Explanation of a line from the song that is most important to you. 25 points
Did you use direct quotations when writing the line from the song? Yes No
Did you explain why the line from the song is important to you? Yes No
Paragraph 3: Write about some examples of goals, hopes, and dreams. 25 points
Did you write about some of your goals? What do you want to accomplish in your life? Yes No
Did you write about some of your hopes? Did you write about what you hope to achieve in your life? Yes No
Did you continue to weave some of your favorite lines from the song into this paragraph as it pertains to your goals, hopes, and dreams? Yes No
Paragraph 4: Conclusion 25 points
Is your conclusion a recycling of your introduction? Yes No
Did you write about your favorite part of the song again? Yes No
Did you ask your question again? Yes No
Did you write the theme again? Yes No
"Unwritten" Outline:
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Homework Due Friday: "Unwritten" Essay due Friday, September 12, 2014. Be sure to practice reading your essay at home as each student will read their essay to a partner.
Classwork, Thursday:
Directions for the "Unwritten" Essay:
Classwork, Thursday:
- As a class we will go over the homework from the night before. Each student will look at his or her outline and compare the outline to the check list. Students will give themselves a grade for the completed homework assignment.
- If the outline was not complete for homework, it will be difficult to complete the essay.
- Before students begin to write their essays, we will have a discussion about plagiarism. We will discuss the importance of using quotation marks when using someone else's words.
- Students will begin to write their essay, utilizing the outline.
- Students are expected to work on their essays for homework.
- Students will write their essay on one entire side of a sheet of loose-leaf. We are limiting this assignment to only one side of loose-leaf.
- Hand your story in on a clean, unwrinkled piece of loose-leaf.
- Be sure that your spelling, grammar, and punctuation are correct.
- Be sure to use descriptive, creative sentences.
- Be sure to choose sophisticated words in your writing.
- Please refer to the expectations handout to be sure you are reaching our expectations. For example, each student will write a heading which will include the student's name, the date, and the name of the assignment.(This assignment is called "Unwritten Essay.") The loose leaf paper is clean without any rips. The three holes are located on the left-hand side. The student's handwriting is neat.
Directions for the "Unwritten" Essay:
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Sixth Grade ELA Module One, Unit 3: Myths: Not Just Long Ago.
See classwork and homework below.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module One, Units 1 and 2 are being utilized in Mrs. Beckwith's reading class. Unit 3 is the writing portion of Module One.
Central Text:
Focus:
Writing Task: Narrative. My Hero's Journey. (W.6.2, W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.11c, RL.6.3, SL6.1, L.6.2, and L.6.3)
See classwork and homework below.
The following lessons are taken from the NYS Common Core Aligned Curriculum Modules written by Expeditionary Learning. The complete unit, including NYS Common Core Standards can be found on the EngageNY website.
**Please note: Module One, Units 1 and 2 are being utilized in Mrs. Beckwith's reading class. Unit 3 is the writing portion of Module One.
Central Text:
- The Lightening Thief, written by Rick Riordan
Focus:
- Reading Closely
- Writing to Learn
Writing Task: Narrative. My Hero's Journey. (W.6.2, W.6.3, W.6.4, W.6.5, W.6.6, W.6.9, W.6.11c, RL.6.3, SL6.1, L.6.2, and L.6.3)
Guiding Questions and Big Ideas:
Resources Website Links:
- What makes a myth?
- Myths contain specific elements and have significant themes that can be used in my own writing.
- Why do myths matter?
- All stories have universal elements and themes.
- What is the hero’s journey?
- The hero’s journey is an archetypal storyline used over the course of centuries.
Resources Website Links:
- Module One, Unit 3: Module One, Unit 3, http://www.engageny.org/resource/grade-6-ela-module-1
- ELA Module One, Unit 3, Student Materials: Student Workbook, http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks
- Curriculum Map and Common Core Standards: Curriculum map and common core standards, http://www.engageny.org/resource/grade-6-ela-curriculum-map
- Graphic Organizers: http://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-organizers
module.1.unit.3.6th.grade.pdf | |
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Module One, Unit 3, Student Materials: http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks
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Curriculum Map and Common Core Standards:
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Homework Due Monday: None
Classwork, Friday:
Day One: Lesson 1: “The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
Classwork, Friday:
Day One: Lesson 1: “The Hero’s Journey”: Using a Graphic Organizer to Deconstruct Percy Jackson’s Hero’s Journey and Plan a New Hero’s Journey Narrative
- Unpacking the Learning Targets: As a class we will discuss the learning targets of the lesson.
- What does "archetype" mean?
- As a class read "Module 1: The Hero's Journey."
- Look at the graphic organizer: Narrative Story Line- Hero's Journey.
- How does the Lightening Thief and Percy Jackson fit into this graphic organizer?
Homework Due Tuesday: None.
Classwork:
Day Two: Visit from Ms. Z. (AWESOME!)
Classwork:
Day Two: Visit from Ms. Z. (AWESOME!)
Homework Due Wednesday: Fill out the graphic organizer, The Hero's Profile, page 12 (see below).
Classwork, Tuesday:
Classwork, Tuesday:
- Continue from where we left off on Lesson 1.
- As a class read "Module 1: The Hero's Journey."
- Before beginning work on the graphic organizers, read the questions found on page 13 of the students packet. My Hero's Journey, Questions to think about, part one.
- Students will work on filling out the graphic organizers: Differentiated Exit Ticket Scaffold, Hero's Profile found on page 12 of the student packet.
- This graphic organizer will be for a grade.
- You may complete the Narrative Story Line- "Hero's Journey" found on page 10 of the student packet for extra credit.
Homework Due Thursday,: Students will fill out the “Hero’s Journey Narrative: Plan Graphic Organizer," pages 20-21. Fill out only the first column (My Hero's Journey, Sequence of Events). Fill it out as if you were the author to "The Golden Key." How would the author of "The Golden Key" fill out that column?
Classwork, Wednesday: Lesson 2: “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative.
Classwork, Wednesday: Lesson 2: “The Hero’s Journey”: Analyzing a Model Narrative and Continuing to Plan a New Hero’s Journey Narrative.
- As a class, we will refer to the posted learning targets.
- We will discuss the vocabulary words found on the Prezi.
- Discuss how the learning targets link to the previous lesson and how what we are going to do today links to yesterday's lesson.
- As a class, we will read and analyze the model narrative "The Golden Key" found on page 17-18 in the student packet.
- The class will answer the following questions:
- -Who was the hero in the story?
- -What did she have to do? Why?
- -What happened at the end?
- In small groups, students will begin analyzing the model narrative "The Golden Key" as they fill out “Hero’s Journey Narrative: Plan Graphic Organizer."
- Fill out only the first column (My Hero's Journey, Sequence of Events). Fill it out as if you were the author to "The Golden Key." How would the author of "The Golden Key" fill out that column?
Homework Due Friday: Fill out the questions (1-8) on page 13 of your workbook. Fill the questions out on loose-leaf or in your writing notebook.
Classwork, Thursday:
Classwork, Thursday:
- Students will begin to fill out the questions (1-8) on page 13 of your workbook. Fill the questions out on loose-leaf or in your writing notebook.
Homework Due Monday: None.
Classwork, Friday:
Classwork, Friday:
- As a class, we will discuss our analysis of "The Golden Key."
- In small groups, students will continue to analyze and annotate "The Golden Key" using the informational "The Hero's Journey" text directing our attention to Act 1, Act 2, and Act 3 (found on pages 7-9 in the student packet).
Homework Due Tuesday: Students will document their ideas onto the "Hero's Journey Narrative: Plan Graphic Organizer" found on page 20 in their workbooks. (An additional copy of the page 20-21 organizer was handed out in class.) This is to be handed in and is for a grade. The more details that are included the better.
Classwork, Monday:
Classwork, Monday:
- Students will spend the class period deep in thought as they "map out" the sequence of events and all the details of their hero's journey.
- Students will use the guiding questions on page 19 of their workbook (Questions to think about, part two) to generate ideas about their hero's journey.
- Students will document their ideas onto the "Hero's Journey Narrative: Plan Graphic Organizer" found on page 20 in their workbooks. (An additional copy of the page 20-21 organizer was handed out in class.)
- Students will begin to structure the ideas that have been written on the graphic organizers more formally onto an organizer that will facilitate turning the ideas into writing.
- Emphasis: The initial organizers were used for initial thinking and ideas. Students will now going to be thinking about how those notes and ideas can be used to write a narrative like "The Golden Key."
- Individually, students will fill out the middle column of the "Hero's Journey Narrative: Plan Graphic Organizer" found on pages 20-21 in the student packet. (An extra copy was handed out to each student on Monday.) Students will now fill this organizer out with ideas from their own story.
- This is for a grade!
Homework Due Wednesday: Three graphic organizers should be complete in the workbook (see below). These were assigned at an earlier date and should already be completed. Add notes and detail to these organizers. This will help you draft your narrative more easily.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will listen as the document "The Key Elements of Mythology" informational text found on page 16 in the student packet is read aloud.
- Students will use "The Key Elements of Mythology" informational text "to determine which elements of myth and which significant theme they are going to communicate in their hero's journey narratives."
- Students will take a moment and star the theme (on page 16) that they want their story to follow.
- Based on any new thinking and learning, students will update, add to and revise the notes they have taken on all three graphic organizers.
- Three graphic organizers should be complete in the workbook (see below). These were assigned at an earlier date and should already be completed. Add notes and detail to these organizers. This will help you draft your narrative more easily.T
- 1) The Hero's Profile, page 12,
- 2) The Key Elements of Mythology, page 16, decide which key element that you plan on using in your Hero's Journey Narrative,
- 3) The Hero's Journey Narrative: Plan Graphic Organizer, pages 20-21, fill out the Sequence of Events middle column as if you were the author of the Golden Key Model Narrative.
Homework Due Thursday and Friday: Page 24, Mid-Unit assessment: Crosswalk between My Hero's Journey Narrative and "The Hero's Journey" Informational text. Essay due on Friday.
Classwork, Wednesday and Thursday: Lesson 3: Mid-Unit Assessment.
Classwork, Wednesday and Thursday: Lesson 3: Mid-Unit Assessment.
- Using page 24 from the packet as a guide, students will write an essay on loose-leaf to fulfill the mid-unit assessment task. "How does your plan for a hero's journey align with the archetype of "The Hero's Journey"?
- Students will use page 25 in the packet to help as the students write the essay.
- Each essay should be at least a page and a half on loose-leaf.
- Each essay should be at least five paragraphs.
- This is for a grade.
Homework Due Monday: None.
Classwork, Friday: Lesson 3: Establishing a Context for My Hero’s Journey Narrative.
Classwork, Friday: Lesson 3: Establishing a Context for My Hero’s Journey Narrative.
- As a class we will go over the vocabulary words for Lesson 3.
Homework Due Tuesday: None.
Classwork, Monday Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Classwork, Monday Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Homework Due Tuesday:
Classwork, Monday: Lesson 5: Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs
Classwork, Monday: Lesson 5: Writing to Show, Not Tell: Dialogue, Sensory Words, and Strong Action Verbs
- We will be learning about action verbs and sensory words by looking at "The Golden Key" example from the Module.
- We will be highlighting the parts in the text that has dialogue, sensory words, and strong verbs.
- Students will look at page 29 in their myth packet and we will discuss the strong action verbs.
- Students will change three verbs in "The Golden Key" to make them into strong verbs.
Homework Due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- Students will begin writing their first draft of their Hero's Journey.
- Students write silently and quickly.
- Students will use their graphic organizers to help shape their story.
Homework Due Thursday: None.
Classwork, Wednesday:
Classwork, Wednesday:
- Students will continue writing their Hero's Journey.
Homework Due Friday: None.
Classwork, Thursday:
Classwork, Thursday:
- Students will continue writing their Hero's Journey.
Homework Due Tuesday: Work on you Hero's Journey at home. Either continue typing and creating and adding to your story, or work on editing what you have already printed.
Classwork, Friday:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey
Classwork, Friday:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey
- Students will have the opportunity to put dialogue into their Hero's Journey.
- Students will change at least three verbs in their Hero's Journey to strong verbs.
- Students will discuss what a conclusion is.
- Students will discuss what compelling means.
- Students will compare the lightening thief conclusion and The Golden Key conclusion.
- Students will use a graphic organizer to compare the two story conclusions.
- Students will complete a compelling conclusion anchor chart. The anchor chart can be found on page 34 in their Module 1, unit three Hero's Journey packet.
- Students will edit their Hero's Journey narratives if their is more time at the end of class.
Homework Due Wednesday: None
Classwork, Tuesday:
Classwork, Tuesday:
- Students will continue working on their Hero's Journey Narrative.
- Students should be done writing most of the Hero's Journey Narrative by the end of today besides the conclusion.
Homework Due Wednesday: None
Classwork, Tuesday:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey Narrative Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
Classwork, Tuesday:
Lesson 6: Writing: Analyzing the Conclusion of “The Golden Key” and Drafting a Compelling Conclusion for the Hero’s Journey Narrative Lesson 4: Writing: Getting Feedback, Setting Goals, and Drafting
- Students will compare the lightening thief conclusion and The Golden Key conclusion.
- Students will use a graphic organizer to compare the two story conclusions.
- Students will complete a compelling conclusion anchor chart. The anchor chart can be found on page 34 in their Module 1, unit three Hero's Journey packet.
- Students will continue to write their Hero's Journey Narrative.
- Students should be finished writing their conclusion today so they can edit their work tomorrow.
Homework Due Friday: The final copy of the Hero's Journey Narrative is due Friday morning at 8:00am. Great work, Writers!
Classwork, Thursday:
Classwork, Thursday:
- Students will finish editing their Hero's Journey Narrative.
- Students will re-read their Hero's Journey Narrative over and over again until they think it is perfect.
- Students will print off a final copy of their Hero's Journey Narrative to turn into class tomorrow.
Homework Due Monday: None
Classwork, Friday:
Lesson 7: End of Unit Assessment—Final Draft of Hero’s Journey Narrative
Classwork, Friday:
Lesson 7: End of Unit Assessment—Final Draft of Hero’s Journey Narrative
- Students will share their Hero's Journey Narrative in front of the class.
- Each student will read their narrative to the class.
- Students will be respectful to their fellow peers.
Learning Standards that will be covered this unit:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing narrative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the narrative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
6th Grade Reading Standards (Literary and Informational Text)
Key Ideas and Details
- 6R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
- 6R2: Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text. (RI&RL)
- 6R3: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution. (RL)
- In informational texts, analyze how individuals, events, and ideas are introduced, relate to each other, and are developed. (RI)
Craft and Structure
- 6R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings. (RI&RL)
- 6R5: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central idea, setting, or plot. (RL)
- In informational texts, analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of theme/ central ideas. (RI)
- 6R6: Identify the point of view and explain how it is developed and conveys meaning. (RI&RL) Explain how an author’s geographic location or culture affects his or her perspective. (RI&RL)
Integration of Knowledge and Ideas
- 6R7: Compare and contrast how different formats, including print and digital media, contribute to the understanding of a subject. (RI&RL)
- 6R8: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not. (RI&RL)
- 6R9: Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences. (RI&RL)
6th Grade Writing Standards
Text Types and Purposes
- 6W1: Write arguments to support claims with clear reasons and relevant evidence.
- 6W1a: Introduce a precise claim, acknowledge and distinguish the claim from a counterclaim, and organize the reasons and evidence logically.
- 6W1b: Support claim(s) with clear reasons and relevant evidence, using credible sources while demonstrating an understanding of the topic or text.
- 6W1c: Use precise language and content-specific vocabulary to argue a claim.
- 6W1d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 6W1e: Provide a concluding statement or section that explains the significance of the argument presented.
- 6W1f: Maintain a style and tone appropriate to the writing task.
- 6W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- 6W2a: Introduce a topic clearly; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; 6W2b: Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehension.
- 6W2c: Use precise language and content-specific vocabulary to explain a topic. 6W2d: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
- 6W2e: Provide a concluding statement or section that explains the significance of the information presented.
- 6W2f: Establish and maintain a style appropriate to the writing task.
- 6W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and sequencing.
- 6W3a: Engage the reader by introducing a narrator and/or characters.
- 6W3b: Use narrative techniques, such as dialogue and description, to develop experiences, events, and/or characters.
- 6W3c: Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
- 6W3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
- 6W3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
- 6W4: Create a poem, story, play, art work, or other response to a text, author, theme, or personal experience.
- 6W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 6 Reading standards to both literary and informational text, where applicable.
Research to Build and Present Knowledge
- 6W6: Conduct research to answer questions, including self-generated questions, drawing on multiple sources and refocusing the inquiry when appropriate.
- 6W7: Gather relevant information from multiple sources; assess the credibility of each source; quote or paraphrase the data and conclusions of others; avoid plagiarism and provide basic bibliographic information for sources.
6th Grade Speaking and Listening
Comprehension and Collaboration
- 6SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.
- 6LS1a: Come to discussions prepared, having read or studied required material; draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- 6SL1b: Follow norms for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
- 6SL1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
- 6SL1d: Consider the ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
- 6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.
- 6SL3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
- 6SL4: Present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to accentuate central ideas or themes; use appropriate eye contact, adequate volume, and clear enunciation.
- 6SL5: Include digital media and/or visual displays in presentations to clarify information and emphasize and enhance central ideas or themes.
- 6SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6th Grade Language Standards
- 6L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
- 6L3a: Vary sentence patterns for meaning, reader/listener interest, and style. 6L3b: Maintain consistency in style and tone.
Vocabulary Acquisition and Use
- 6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
- 6L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. 6L4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
- 6L4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. 6L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
- 6L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- 6L5a: Interpret figurative language, including personification, in context.
- 6L5b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
- 6L5c: Distinguish among the connotations of words with similar denotations (e.g., stingy, scrimping, economical, unwasteful, thrifty).
- 6L6: Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Content Connections
This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates Social Studies and Science content that may align to additional teaching during other parts of the day. These intentional connections are described below.
NYS Social Studies Core Curriculum
This module is designed to address English Language Arts standards and to be taught during the literacy block of the school day. However, the module intentionally incorporates Social Studies and Science content that may align to additional teaching during other parts of the day. These intentional connections are described below.
NYS Social Studies Core Curriculum
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.