Sixth Grade Writing
Module 2A, Unit 3: "My Rule to Live By"
2019-2020
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 note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
Module 2A, Unit 3: "My Rule to Live By"
2019-2020
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 note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Common Core Standards and Module Overview:
6m2a.module.doc | |
File Size: | 276 kb |
File Type: | doc |
First Week of School PowerPoint:
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Themes for the Year:
WEEK OF SEPTEMBER 2, 2019:
Welcome! I am so glad to have you in my class!
Homework due Thursday, September 5, 2019: Please have your parents fill out all of the required documents (see below). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, September 4, 2019: First day of school! Welcome!
Please read the following documents, sign, and return to school:
Expectations Contract: Sign and return, please.
- All is well.
- "We are in the world to change the world." Kathe Kollowitz
- "Be the change you wish to see in the world." Mahatma Gandhi
- Dream it. Be it.
- Wave your flag!
WEEK OF SEPTEMBER 2, 2019:
Welcome! I am so glad to have you in my class!
Homework due Thursday, September 5, 2019: Please have your parents fill out all of the required documents (see below). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Wednesday, September 4, 2019: First day of school! Welcome!
- To start the year off, we will watch K'NAAN's "Wavin' Flag" video to set the tone for the year.
- As you watch the video, determine what message K'NAAN is trying to get across to us.
- Jot down your ideas.
- After we watch the video, students will turn to their partner and discuss what message or theme is apparent in the video.
- 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."
Please read the following documents, sign, and return to school:
- White Emergency Authorization Card
- White Student Information Form
- Salmon (orangish) Community Eligibility Provision Form
- Bright orange Operation SAFE CHILD form.
- School Pictures Form and money (coming soon). Please be sure your child returns to school with the picture order form and money. I do not have any extras of this form.
- Mrs. Looney’s Student Expectations Packet (orange). Please read with your child and sign the contract with your child. Thank you! Student success is our goal!
- Please fill out and sign pages 30 and 31 in the agenda.
- Students will be receiving their user name and password for the online PowerSchool Gradebook (it will be stapled and written in their agendas. PLEASE CHECK YOUR CHILD’S GRADES AT LEAST ONCE A WEEK. If you are not able to access your child’s grades, please get in touch with me as soon as you can so we can work something out. Student success is our goal!
- Please sign your child’s agenda everyday!
- THANK YOU!
Expectations Contract: Sign and return, please.
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Homework due Friday, and Monday, September 7, and 10, 2018: Please have your parents fill out all of the required documents (see above). Please have your parents sign the expectations contract with you, the student. Get your agenda signed every night. Be sure that you have all of your supplies. Be sure all of your supplies are labeled. Thank you for being prepared!
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
Classwork, Thursday, and Friday, September 6, and 7, 2018: First week of school! Welcome!
- We can help each other organize our binders and homework folders.
- We will go over classroom procedures.
- We will continue with our beginning-of-the-year discussions about expectations.
- Due to the Scio Central School District requirement of completing the iReady reading and math assessment, we will be spending our writing and social studies classes completing the assessment this week. There will not be any student homework this week except returning the signed paperwork. Thank you for your support.
WEEK OF SEPTEMBER 9, 2019
"Wavin' Flag" Lyrics:
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Homework due Tuesday, September 11, 2019: Get agenda signed. If you haven't already done so, bring in paperwork that is in your agenda filled out by parents and bring it to your homeroom teacher.
Classwork, Monday, September 10, 2019:
Classwork, Monday, September 10, 2019:
- Miss Morris will introduce herself to the class. She will share a PowerPoint about her goals and interests.
- Students will receive their usernames and passwords for the PowerSchool GradeBook. This will be written in their agendas. A copy will also be in their agenda binder to take home and to keep at home. Mrs. Looney will model how to use the GradeBook.
- As a class we will discuss the meaning of annotation.
- We will come up with a list of reasons when and why we annotate.
- We will brainstorm ideas as to what symbols we can use while we annotate.
- Mrs. Looney will model how to annotate by using the lyrics to "Wavin' Flag." See above for lyrics.
- Students will annotate the remainder of the lyrics.
- As a class, we will discuss how we annotated and what we annotated.
- If there is time remaining, Mrs. Looney will read Whoever You Are by Mem Fox.
Homework due Wednesday, and Thursday, September 12, and 13, 2019: Finish annotating the lyrics to "Wavin' Flag." Due tomorrow (Wednesday). Complete Brainstorm List of Goals. Due FRIDAY.
Classwork, Tuesday, and Wednesday, September 11, and 12, 2019: "Wavin' Flag," by K'Naan.
Classwork, Tuesday, and Wednesday, September 11, and 12, 2019: "Wavin' Flag," by K'Naan.
- 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
- Activate Prior Knowledge:
- Mrs. Looney will read Giving Thanks: A Native American Good Morning Message written by Chief Jake Swamp.
- When and why do we celebrate Thanksgiving?
- Do we need to wait for the third Thursday in November to be grateful?
- Research shows, that the more we recognize things in our life that we are grateful for, the more we will be at peace.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Connect Gratitude Notebook to our themes of the year and to our brainstorm of SuperPowers and Superheroes.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept: Gratitude Notebook.
- Critical attributes: What does it look like? What is included in our Gratitude Notebooks? What are the expecations?
- Examples:
- Concept Development:
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) the words to a the song "Wavin' Flag."
- Students will compare the theme and importance of the song to our theme of Superheroes.
- Students will create a list of themes found in the song "Wavin' Flag."
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain the importance and procedures of the Gratitude Notebook.
- Mrs. Looney will demonstrate on the SmartBoard examples and ways to utilize the Gratitude Notebook.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- In order to reach our individual goals, we will need to work as a team.
- We will make a list of all the things we can do to work together as a team in order to make our school year fantastic.
- After we determine how we can help each other, we will brainstorm a list of goals that we want to accomplish over the next few months and over the school year. We will add the smaller goals and strategies to this list. Students will fill up an entire page in their notebook.
- 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.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will complete Brainstorm List of Goals. Due Thursday.
Homework due Friday, September 14th, 2019: Ten Character Traits/Characterizations of real superheroes. Due Friday. Superhero Coat of Arms due Friday. There isn't any homework due Monday, September 17, 2018.
Classwork, Thursday and Friday, September 13th and 15th, 2019:
Classwork, Thursday and Friday, September 13th and 15th, 2019:
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RULES TO LIVE BY
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 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
Central Texts:
Writing Task: Argument Essay: “My Rule to Live By”
While studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will write an argument essay that convinces their peers to follow "my rule to live by." Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the adapted NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
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.
d.Establish and maintain a formal style.
e.Provide a concluding statement or section that follows from the argument presented.
Guiding Questions and Big Ideas:
Resources Website Links:
NYS Social Studies Core Curriculum:
Unifying Themes (pages 6–7)
• Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions supports the development of identity. Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.
• Theme 5: Development and Transformation of Social Structures: Role of social class, systems of stratification, social groups, and institutions. Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture. Social and political inequalities. Expansion and access of rights through concepts of justice and human rights.
Social Studies Practices, Grades 5–8:
• Descriptor 4) Gathering, Using, and Interpreting Evidence
Descriptor 5) The Role of the Individual in Social and Political Participation
**Please note: Module 2A, Units 1 and 2 are being utilized in Mr. Smith's reading class. Unit 3 is the writing portion of Module 2A.
Central Texts:
- Christopher Paul Curtis, Bud, Not Buddy (Yearling, 2002), ISBN-13: 978-0440413288.
- Steve Jobs, “Stanford University Commencement Address,” speech made on June 12, 2005.
- President Barack Obama, “Back-to-School Speech,” made on September 8, 2009.
http://www.whitehouse.gov/back-to-school - President Barack Obama, "Back-to-School Speech" YouTube: https://www.youtube.com/watch?v=8ZZ6GrzWkw0
Writing Task: Argument Essay: “My Rule to Live By”
While studying the “Rules to Live By” of Bud in Bud, Not Buddy, Steve Jobs (in his commencement address), President Barack Obama (in his address to students), and Rudyard Kipling (in his poem “If”), students will write an argument essay that convinces their peers to follow "my rule to live by." Students will support their thinking with facts, definitions, concrete details, quotations, and examples. As their End of Unit 3 Assessment, students will write their best draft of this essay. They then will self-assess, peer-critique, and receive teacher feedback based on the adapted NYS Grades 6–8 Expository Writing Evaluation Rubric (which they are familiar with from Module 1). Then, for the final performance task, students will revise their essay to create a final draft.
This essay centers on NYSP12 ELA Standards RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1, and L.6.2.
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.
d.Establish and maintain a formal style.
e.Provide a concluding statement or section that follows from the argument presented.
Guiding Questions and Big Ideas:
- What are “rules to live by”?
- How do people formulate and use “rules” to lead better lives?
- How do people communicate these “rules” to others?
- People develop “rules to live by” through their own life experience.
- These “rules to live by” are communicated through a variety of literary modes.
Resources Website Links:
- Module 2A, Unit 3: https://www.engageny.org/resource/grade-6-ela-module-2a
- ELA Module 2A, Unit 3, Student Materials: 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
NYS Social Studies Core Curriculum:
Unifying Themes (pages 6–7)
• Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions supports the development of identity. Personal identity is a function of an individual’s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.
• Theme 5: Development and Transformation of Social Structures: Role of social class, systems of stratification, social groups, and institutions. Role of gender, race, ethnicity, education, class, age, and religion in defining social structures within a culture. Social and political inequalities. Expansion and access of rights through concepts of justice and human rights.
Social Studies Practices, Grades 5–8:
• Descriptor 4) Gathering, Using, and Interpreting Evidence
Descriptor 5) The Role of the Individual in Social and Political Participation
RULES TO LIVE BY:
Homework due Tuesday, September 17, 2019: None.
Classwork, Monday, September 16, 2019:
Classwork, Monday, September 16, 2019:
- During the last few weeks we have been analyzing and annotated the lyrics to the song "Wavin' Flag," by K'Naan.
- Students will discuss the purpose of analyzing the words to the poem "Creed" written by Dave Kane.
- What is a "creed"? A creed is a set of beliefs. Today we will listen to a poem written about peoples' beliefs.
- We will connect today's lesson with the novel that the sixth graders are reading in Mr. Smith's class: Bud, Not Buddy.
- Bud had a rule to live by. What is an example of Bud's rule to live by?
- What are some common rules to live by?
- What are some rules and expectations that we agreed upon when we first came together as a class this year?
- What is your rule to live by?
- Why is it important to have rules to live by?
- Today we will be watching the video "Kid President's Pep Talk to Teachers and Students!" https://www.youtube.com/watch?v=RwlhUcSGqgs
- During the video, students will take notes on the main points of the video. Remember the skills we used to annotate the song and articles.
- What are Kid President's rules to live by?
- Students will begin to think about what their rules to live by are. They will begin jotting down some ideas in a list.
"Creed," by Dave Kane:
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"Ten Rules to Live By," written by Mo Seetubtim
One Author's Perspective.
One Author's Perspective.
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"Rules to Live By," A 90-Year-Old Woman's Insight
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Homework due Tuesday, September 24, 2019: List of at least 30 things that are important in your life. This list in your notebook is due tomorrow, Wednesday, September 26, 2018.
Classwork, Monday, September 23, 2019:
Classwork, Monday, September 23, 2019:
- In your writing notebook, make a list of at least 10 things that are important in your life. This list in your notebook is due tomorrow, Wednesday, September 26, 2018.
- Use Dave Kane’s “Creed” as an example of different light-hearted examples as well as deep examples of things and ideas that are important in life.
- After you have completed your brainstorm, begin typing your poem of what you believe in. You may use Dave’s “Creed” format as an example.
- Be sure to use your number computer. Do not use someone else’s computer.
- Your poem will have about 20 lines in your poem.
- Be sure to save your poem to the desktop. Make sure you can see your poem saved on the desktop before you logout. Save it as “My Rules to Live By.”
- Also, save your poem to your folder. Hopefully you will be able to find your folder. Save it as “My Rules to Live By.”
- Be sure to logout of your computer by going to the four squares in the bottom left corner. Look for the round person face, find your name, and logout.
- Due tomorrow: List of at least 30 things that are important in your life. This list in your notebook is due tomorrow, Tuesday, September 23, 2019.
Homework due Thursday and Friday, September 27, and 28, 20189: "This I Believe" Poem due on Friday, September 28, 2018.
Classwork, Wednesday, Thursday, and Friday, September 26, 27, and 28, 2019:
Classwork, Wednesday, Thursday, and Friday, September 26, 27, and 28, 2019:
- What is a "creed"? A creed is a set of beliefs. Today we will listen to a few poems written about peoples' beliefs.
- Students will listen to a poem written by a six-year-old boy that has been broadcasted on the National Public Radio station. Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
- Students will create their own poem and list of ideas that they believe in and define who they are.
- As an example of this, students will listen to another poem written by a friend of Mrs. Looney's, Dave Kane, who has lived in Brazil for many years. It was written while he was living in Brazil.
- Students will refer to Dave Kane's "Creed" (see above) or Tarek McLain's Thirty Things I Believe list for reminders of ideas about form, structure, and word choice.
- Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
- Students will look at their own list of things they believe and choose five beliefs that are most important to them.
- Students will list those items in order of importance.
- Students will share the five items with the class.
- The students' poems will take the format of Dave Kane's and of seven-year-old Tarek McLain's poem.
- Before students begin writing their poems, they will reread the lists that they have already began creating from Kid President, President Obama, and Rudyard Kipling.
- Students will read their "This I Believe" list and will arrange the items in categories of similar "themes."
- Students will type their "This I Believe" poem.
- After the rough draft is typed, students will use thesauruses to improve their word choice.
- Students will read their poem out loud and think of ways they can improve the sentence fluency.
- Students may also want to add a few "fun" items to their list- items that are important to them but items that they can live without. For example, ripe mangoes, long hair, the World Cup.
- After the poem is typed, students will consider changing the order of some of the items on the list.
- Refer to Dave Kane's "Creed" (see above) or Tarek McLain's Thirty Things I Believe list for ideas about form, structure, and word choice. Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
30 Things I Believe
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WEEK OF September 30, 2019
Homework due Thursday, and Friday, October 11, and 12, 2018:
1. Read and annotate by "If-" by Rudyard Kipling. The entire poem should be annotated.
2.Choose five lines from the poem and put the meaning in your own words on loose-leaf.
3. In an essay written on loose-leaf, choose two of the lines from the poem that mean the most to you. What do those lines in the poem mean to you? Why do those lines "speak to you"? What are these lines trying to tell people about life? See the outline below for suggestions.
The above assignments are due on Friday at 8:30.
Classwork, Wednesday, Thursday, and Friday, October 10, 11, and 12, 2018:
1. Read and annotate by "If-" by Rudyard Kipling. The entire poem should be annotated.
2.Choose five lines from the poem and put the meaning in your own words on loose-leaf.
3. In an essay written on loose-leaf, choose two of the lines from the poem that mean the most to you. What do those lines in the poem mean to you? Why do those lines "speak to you"? What are these lines trying to tell people about life? See the outline below for suggestions.
The above assignments are due on Friday at 8:30.
Classwork, Wednesday, Thursday, and Friday, October 10, 11, and 12, 2018:
- Common core standards addressed:
- ELA.CC.RI.2: Determine a 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.
- As a class we will listen to a recitation of the poem "If-" by Rudyard Kipling.
- We will discuss the gist of the poem.
- Who was Rudyard Kipling?
- Wrote The Jungle Book.
- Won the Pulitzer Prize for Literature
- We will discuss how his poem can be turned into "rules to live by."
- Students will individually read each line of the poem one at a time.
- Students will annotate the poem. To annotate students will underline key points. They will circle words that are confusing or circle words that you really like and might want to use some time. Students will got ideas and questions in the margins. Students may also draw brief diagrams or symbols in the margins.
- As they annotate, they will rewrite each of Kipling's rules to live by and put it into their own words. Students are expected to paraphrase at least five lines in the poem.
- For homework students will continue reading and annotating the poem "If-" by Rudyard Kipling.
- Feel free to listen to the audio of the poem found on the Poetry Foundation website. Click here to listen to the audio. We will also watch and listen to three video recitations.
- After watching the three recitations of Rudyard Kipling's poem "If-" we will have a class discussion analyzing the three videos. Which video helped you to understand the poem the best? Why? What are the differences in the videos?
- Read and annotate by "If-" by Rudyard Kipling. The entire poem should be annotated.
- Choose five lines from the poem and put the meaning in your own words on loose-leaf.
- Write an essay describing what you think the poem means and describing your reaction to the poem.
- Choose two of the lines from the poem that mean the most to you.
- What do those two lines in the poem mean to you?
- Why do those lines "speak to you"?
- What are these lines trying to tell people about life?
"If-" by Rudyard Kipling:
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Essay Directions and Outline:
Translation and Reaction to Rudyard Kipling's poem "If-"
Translation and Reaction to Rudyard Kipling's poem "If-"
Recitation of "If-" with text
"IF-" Rudyard Kipling's poem
Recitation by Sir Michael Caine
Recitation by Sir Michael Caine
"IF-" Rudyard Kipling's poem
Recitation by a young poet and actor
Recitation by a young poet and actor
Homework due Tuesday, October 2, 2018: After looking at your list of important ideas and things in your life, choose one that is most important to you. Begin thinking about your "This I Believe" narrative (story).
Classwork, Monday, September, 2018:
- Common Core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.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, focusing on how well purpose and audience have been addressed.
- Students will refer to Dave Kane's "Creed" (see above) or Tarek McLain's Thirty Things I Believe list for reminders of ideas about form, structure, and word choice.
- Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
- Students will look at their own list of things they believe and choose five beliefs that are most important to them.
- Students will list those items in order of importance.
- Students will share the five items with the class.
- Our next task will be to write an essay on one of your beliefs.
- Students will listen to a few essays written about peoples' beliefs. See examples below.
- Students will listen to essays that have been broadcasted on the National Public Radio station. See below for links.
- We will also read an essay entitled "The Art of Being a Neighbor" about one woman's belief.
- Students will peruse their "This I Believe" lists and choose one belief that they would like to expound upon in their own essay.
- While we listen to the essay, students will take notes on the main points to determine the speaker's rules to live by. Be sure to notice how the authors begin their narrative and end their narrative.
- After listening to the essay, students will summarize the structure of the essay in their writing notebooks. Students will write down ideas about craft and structure and how they want to create their own essay.
- After students have listened to and read different "This I Believe" stories, students will begin to construct their own "This I Believe" essays.
This I Believe: NPR Radio Broadcasts
- The Beatles Live On http://www.npr.org/templates/story/story.php?storyId=101831449
- Thirty Things I Believe http://www.npr.org/templates/story/story.php?storyId=99478226
- America's Beauty Is In Its Diversity http://www.npr.org/templates/story/story.php?storyId=99965179
- I Am Still The Greatest, Muhammad Ali, http://www.npr.org/2009/04/06/102649267/i-am-still-the-greatest
The Beatles Live On
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Muhummad Ali: I am Still the Greatest
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The Art of Being a Neighbor
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DIRECTIONS: "This I Believe" Essay
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Homework due Wednesday, October 3, 2018: Students will begin writing their "My Rule to Live By/I Believe" Essay.
Classwork, Tuesday, October 2, 2018:
Classwork, Tuesday, October 2, 2018:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.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, focusing on how well purpose and audience have been addressed.
- We will continue to listen to another NPR "This I Believe" podcast.
- We will analyze the introductions of about six different "This I Believe" stories from NPR.
- See below for samples.
- Students will begin writing their "My Rule to Live By/I Believe" Essay.
"This I Believe" Sample Introductions:
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Homework due Thursday, and Friday, October 4, and 5, 2018: Students will continue writing their "This I Believe" Essay. Final typed copy is due on Friday, October, 5, 2018, by 8:30.
Classwork, Wednesday, Thursday, and Friday, October 3, 4, and 5, 2018:
Classwork, Wednesday, Thursday, and Friday, October 3, 4, and 5, 2018:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.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, focusing on how well purpose and audience have been addressed.
- Students will write down the "hooks" that can make an introduction more interesting.
- Introduction: dialogue, onomatopoeia, describing the setting, questions, adding interesting details, describing actions.
- Students will revise their introductions.
- Today we will be looking over the following paragraph and analyzing why it is persuasive.
- I think a good way for people to lead happier lives is to smile more often and laugh whenever they can. Whenever someone smiles or laughs around me, it makes smile or laugh in return. This contagious happiness is something we all need more of in our lives. If we can make someone else happy I think we have a duty to do so. Don't you want to make people happy with such a simple act of kindness?
- Students will finish typing up their "This I Believe" essay.
- Students will meet with partners to read their story and to get ideas for improving their story. Students will be sharing the work we have done on our essays and will give each other feedback on what we need to change, move or improve.
- Students will peer edit the drafts of our"This I Believe" essays. In peer groups we will be giving our peers feedback on the order of their paragraphs and any other organizational issues.
- Students will print or email me their final draft.
Homework due Wednesday, October 10, 2018: None.
Classwork, Tuesday, October 9, 2018:
Classwork, Tuesday, October 9, 2018:
- Students will share their "This I Believe" narratives with the class.
Past lessons:
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Homework due Tuesday, Wednesday, and Thursday, September 18th, and 19th, and 20th, 2018: Students will complete an essay describing their own superpowers. The essay must be at least four paragraphs long. The essay is due on Thursday. The essay will be completed in their writing notebook. See below for details.
Classwork, Monday, Tuesday, and Wednesday, September 17th, 18th, and 19th, 2018: Students will finish up writing and coloring their Superheroes Coat of Arms Shield.
Superpowers Essay: PARAGRAPH ONE:
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Homework due Monday: None.
Classwork, Friday:
Classwork, Friday:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
Students' Poems of Gratitude and Beyond:
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GRATITUDE
poems_of_gratitude1.docx | |
File Size: | 25 kb |
File Type: | docx |
RULES TO LIVE BY RESEARCH PROJECT
Homework due Wednesday, and Thursday: None.
Classwork, Tuesday, and Wednesday: Grade 6: Module 2A: Unit 2: Lesson 15, Asking Probing Questions and Choosing a Research Topic
Classwork, Tuesday, and Wednesday: Grade 6: Module 2A: Unit 2: Lesson 15, Asking Probing Questions and Choosing a Research Topic
- Common core standards addressed:
- ELA.CC.RI.2: Determine a 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.
- Today we will be watching a speech given by President Obama addressed to students returning to school. https://www.youtube.com/watch?v=8ZZ6GrzWkw0
- As we watch we will be writing down key words and ideas from the speech.
- We will go over the meaning of "evidence-based essay."
- Students will discuss why they think they have to provide evidence to support their rule to live by.
- What are President Obama's rules to live by?
- What is it about his speech that is convincing?
- What words does he use to persuade us to believe and agree with his rule to live by?
- Why should we believe him?
- Is his speech evidence-based?
- Why do you think you have to provide evidence to support your evidence-based essay?
- Mrs. Looney will stop the video at short intervals for students to think about what was just said and to jot down some of the rules to live by. Students will share their thoughts about what Obama's rules to live by are.
- Students will continue to share their thoughts about which rules Obama lives by as Mrs. Looney periodically stops the video. Students will raise their hands every time Obama states a rule to live by.
- Students will meet briefly in groups to discuss these "rules" as they generate a list of the main points of what the President said.
- While in groups, students will add to their list in their notebooks of President Obama's rules to live by.
- Mrs. Looney will play the remainder of the speech. Students will individually add to their list.
- Students will decide one topic to research to make a rule to live by.
- The choices to research are:
- healthy habits
- reduce, reuse, recycle
- bullying
Homework due Friday, and Monday: None.
Classwork, Thursday and Friday:
Classwork, Thursday and Friday:
- We will go over the learning targets and vocabulary.
- Students will remind each other what "gist" means. A gist is getting an initial sense of what a text is mostly about. What are some ways that we can quickly get the gist of a text?
- Researchers read a lot of texts and do a first read just to get the basic sense of the text and determine if it is "trash or treasure." Is the text relevant or not to their research?
- Students will choose one of the articles in their packet.
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
Rules to Live By Research Project Directions
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Homework due Tuesday: Students will complete the "My Rule to Live By Research Topic" Graphic Organizer, found on pages 2 and 3 in the "Rules to Live By Research Project" packet. Students will also complete the "My Rule to Live By Generating Research Questions" Graphic Organizer, found on pages 4 and 5 in the "Rules to Live By Research Project" packet. THESE TWO GRAPHIC ORGANIZERS ARE TO BE COMPLETED FOR A GRADE. BOTH ARE DUE ON TUESDAY.
Classwork, Monday:
My Rule to Live By Research Topic Graphic Organizer:
Classwork, Monday:
- Students will think about why they have chosen one of the three topics that are the options for the research essay.
- The choices to research are:
- Living Healthy
- Going Green
- Taking a Stand
- Mrs. Looney will explain the "My Rule to Live By Research Topic" Graphic Organizer, found on pages 2 and 3 in the "Rules to Live By Research Project" packet and the "My Rule to Live By Generating Research Questions" Graphic Organizer, found on pages 4 and 5 in the "Rules to Live By Research Project" packet.
- Students will brainstorm about the topic that they have chosen as they fill out these graphic organizers.
- If students fill out both of the graphic organizers before the class is over, students will continue to annotate the articles found in their research topic articles packet.
My Rule to Live By Research Topic Graphic Organizer:
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My Rule to Live By Generating Research Questions Graphic Organizer:
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Homework due Wednesday: None.
Classwork, Tuesday:
Classwork, Tuesday:
- As a class we will look at and read the Researcher's Notebook found on pages 7-13 of the "Module 2A, Unit 2, Lesson 15" packet.
- Students will spend time familiarizing themselves with the informational texts in the "Module 2A, Unit 2, Lesson 16" packet.
- We will discuss the different items in the packet and discuss how the items might be useful (glossary, etc.). Discuss the titles, graphics, etc.
- Students will think about the following questions as they peruse the packet: What do you think this text is going to be about? How might this specific material help you in your research?
- Students will begin to choose a question to guide their research.
- Which of the rules you have brainstormed seem like they might have supporting evidence in the research folder?
- What is important about your topic?
- How does your topic contribute to improving the lives of your peers?
- Which of your questions do you think will be the most effective to research to write an evidence-based essay about a rule to live by? Why?
- Criteria for Research Questions: 1) Broad question, the answer of which is of interest to many people. 2) The research should help us make claims rather than assumptions. 3) Leads us to find evidence to justify claims using words like "Why?"
- Students will generate questions for research about their topic.
- Students will continue discussing the "Generating Research Questions" handout. See above for the graphic organizer.
On Tuesday, we will create a Gratitude Notebook that you may use at home. Please feel free to share your Gratitude Notebook with your family!
Homework due Monday:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Monday:
See below for the following assignments for Thanksgiving Break. Enjoy your Thanksgiving Break :)
THANKSGIVING BREAK HOMEWORK:
-Please enjoy your break.
-Mrs. Looney is assigning homework for the Thanksgiving break.
-Assignment Number 1: Spend as much time as possible with family over break.
-Assignment Number 2: I would like everyone to spend as much time outside as possible over break.
-Assignment Number 3: Read your favorite novel or magazines as much as possible.
-Assignment Number 4: Write.
-Assignment Number 5: Create.
-Assignment Number 6: Help cook. Help with the dishes.
-Assignment Number 7: Think about all the things you are grateful for. Write in your Gratitude Notebook. Make a list of as many things- little things and significant things- that you are grateful for. Research shows that the more you recognize what you are grateful for, the more content and at peace you will be.
-Assignment Number 8: When you are on your device, consider doing one of the above assignments instead.
Homework due Tuesday: All "Rules to Live By" articles must be read and annotated. This is for a grade.
Classwork, Monday
Rule to Live By Articles:
Classwork, Monday
- As students are reading the articles, they will keep in mind the following questions as they search for important quotes to use in their essays:
- Is it important and helpful to (take a stand against bullying, help the environment, or take care of your health)?
- Why is it important to (take a stand against bullying, help the environment, or take care of your health)?
- What steps can be taken to (take a stand against bullying, help the environment, or take care of your health)?
- What can I do to (take a stand against bullying, help the environment, or take care of your health)?
- Students might want to use a different color highlighter as they find answers to each of the different questions.
- This is for a grade.
Rule to Live By Articles:
Homework due Wednesday, Thursday, and Friday: Rule to Live By Essay Outline is due Friday.
Classwork, Tuesday, Wednesday, and Thursday
Rule to Live By Outline Suggestions:
Classwork, Tuesday, Wednesday, and Thursday
- As students are writing their outlines for their Rule to Live By research paper, they will keep in mind the following questions as they decide on the outline plan for writing their essays:
- Is it important and helpful to (take a stand against bullying, help the environment, or take care of your health)?
- Why is it important to (take a stand against bullying, help the environment, or take care of your health)?
- What steps can be taken to (take a stand against bullying, help the environment, or take care of your health)?
- What can I do to (take a stand against bullying, help the environment, or take care of your health)?
- Use the suggestions that are found below as you write your outline.
- This is for a grade.
Rule to Live By Outline Suggestions:
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Homework due Tuesday, Wednesday, Thursday, and Friday: Work on typing your essay.
Classwork, Monday, Tuesday, Wednesday, and Thursday, and Friday,: Part 1: Drafting Body Paragraphs of an Essay to Inform. Part 2: Drafting Introduction and Conclusion of an Essay to Inform
- Each student has completed the outline of their essay.
- Students will use their outline and quotes to begin drafting the body paragraphs of their essay. They can begin to weave their notes and quotes together as they type their essay.
- Students will use the model essay to use as a guide. We will read the introduction and conclusion of the model essay as the students draft their own introduction and conclusion.
- Students will self-evaluate their writing using rows 1 and 3 from the NYS rubric.
Homework due Wednesday: Tri-orama due Wednesday. SEE ABOVE FOR DIRECTIONS. Be sure to have at least one December/Holiday/Christmas poem written by Wednesday.
Classwork, Monday, and Tuesday:
Classwork, Monday, and Tuesday:
- Students have received the detailed directions for the Egyptian Tri-orama Project last week.
- All notes and planning for this project were due today, Monday.
- Students will begin to work on their final draft of the project.
- Use a SHARPENED PENCIL to begin writing your paragraphs onto the triangles. A sharpened pencil will help you write neater and smaller.
- Be sure all of your spelling and grammar is correct.
- Sketch some pictures and symbols on each triangle.
- After everything is written in pencil and you have checked your spelling and grammar, use an ULTRA FINE Sharpie to go over the pencil. If you don’t have an ULTRA FINE Sharpie, use a black colored pencil. DO NOT USE JUST A FINE Sharpie! It is too thick.
- After you have gone over your work in ULTRA FINE Sharpie, use colored pencils to color your Tri-orama.
- DO NOT TAPE OR GLUE THE TRI-ORAMA!!!
- WE WILL TAPE THE TRI-ORAMA IN CLASS ON WEDNESDAY!
- When you finish your Tri-orama, create a December/Holiday/Christmas poem. Write the poem in your notebook. You may write several poems. Be sure to have at least one December/Holiday/Christmas poem written by Wednesday, December 13, 2017.
- When you have completed ALL of the above work, you may work on other homework, OR read a book, OR write a story.
- This assignment is due Wednesday, December 13 at 8:00AM.
During the last few weeks of December, after students have competed their "Rule to Live By" research essay to inform, we will focus our attention on writing to inform within the social studies context.
Please refer to the social studies web page for writing homework during the remainder: Sixth Grade Social Studies
Chapter 4: "Ancient Egypt and Kush".
Please refer to the social studies web page for writing homework during the remainder: Sixth Grade Social Studies
Chapter 4: "Ancient Egypt and Kush".
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Rules to Live By Project Exemplar
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Articles
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my.rule.to.live.by.outline.docx | |
File Size: | 54 kb |
File Type: | docx |
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Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
Homework Due Monday: None.
Classwork,Friday: Grade 6: Module 2A: Unit 2: Lesson 15 (continued)Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
Homework Due Monday: None.
Classwork,Friday: Grade 6: Module 2A: Unit 2: Lesson 15 (continued)Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
- Students will be assigned research teams determined by which research topic was chosen.
- In teams, students will discuss group "norms" that will help guide their work.
- Students will look at the Discussion Tracker on page 5 of the "Module 2A, Unit 2, Lesson 15" packet.
- While discussing the skills needed to accomplish your goals as a group (with suggestions from the Discussion Tracker) students will answer the following question: What would be good norms to make sure that your group reaches your goals? These norms should be written on the loose-leaf paper that is found on page 6 in the packet.
- Some norms may be: a) Listen carefully when someone is speaking. b) Ask questions when you aren't sure, to get more information, or to encourage the speaker to think more deeply about their ideas.
- In the research teams, students will share their ideas to answer the following question: What rules to live by do you already have for the topic you have chosen?
- After hearing other ideas from their group, students will add to their list of rules to live by.
- We will reconvene as a whole group, discussing ideas, norms, and rules to live by.
- Complete Task A "Reading for Gist" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
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Module 2A: Unit 2: Lesson 16:
r6m2a.2l16.doc | |
File Size: | 6918 kb |
File Type: | doc |
Homework Due Wednesday, Thursday, and Friday: None.
Classwork, Tuesday, Wednesday, Thursday, and Friday: Computer Lab: first period, Tuesdays, Wednesdays, and Thursdays.
Classwork, Tuesday, Wednesday, Thursday, and Friday: Computer Lab: first period, Tuesdays, Wednesdays, and Thursdays.
- Ms. Z. will help us with NoodleTools!
Lesson 1: Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
6m2a.3l1-1.doc | |
File Size: | 116 kb |
File Type: | doc |
Homework Due Tuesday: Complete Research Task B "Rereading for Details Relevant to Your Research Question" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet. Fill out page 8 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Classwork, Monday: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
Classwork, Monday: Grade 6: Module 2A: Unit 3: Lesson 1, Researching Part 1: Reading for Gist and Gathering Evidence Using the Research Guide
- Students will complete Research Task B "Rereading for Details Relevant to Your Research Question" on the Research Task Card, page 15 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
- Students will summarize the text on their Researcher's Notebook found on page 8 in the "My Rule to Live By, Grade 6: Module 2A, Unit 3" packet.
Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
Lesson 2: Researching Part 2: Reading for Gist and Gathering Evidence Using the Researcher’s Notebook
6m2a.3l2.doc | |
File Size: | 100 kb |
File Type: | doc |
Homework Due Wednesday, Thursday, and Friday: None.
Classwork, Tuesday, Wednesday, and Thursday: Computer Lab: first period, Tuesday, Wednesday, and Thursday.
Classwork, Tuesday, Wednesday, and Thursday: Computer Lab: first period, Tuesday, Wednesday, and Thursday.
- We will continue to work with NoodleTools!
Lesson 3: Mid-Unit 3 Assessments, Part 1: Summarizing, Analyzing and Discussing Research
6m2a.3l3.doc | |
File Size: | 121 kb |
File Type: | doc |
Homework Due Monday, January 5, 2015: Begin thinking about an extra credit project. Extra credit is due on Friday, January 16, 2015. Mrs. Looney will not accept extra credit after January 16th. Look at the home page for ideas for extra credit.
Homework Due Monday:
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Begin thinking about an extra credit project.
Extra credit is due on Friday, January 16, 2015.
Mrs. Looney will not accept extra credit after January 16th.
Look at the Home Page for ideas for extra credit.
Homework Due Tuesday, January 6: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork, Monday, January 5: Substitute teacher.
Classwork, Monday, January 5: Substitute teacher.
Homework due Monday: Answer the following questions using the RACER Graphic Organizer:
- Page 55: “What made civilization possible in Mesopotamia?”
- Page 57: “Why did the Mesopotamians create irrigation systems?”
- Page 64: “How did trade affect Sumerian society?”
- In order to complete the Reading Check questions found on pages 55, 57, and 64, you will need to read pages 54-64 in the Social Studies textbook.
- Answer the following questions using the RACER Graphic Organizer:
- Page 55: “What made civilization possible in Mesopotamia?”
- Page 57: “Why did the Mesopotamians create irrigation systems?”
- Page 64: “How did trade affect Sumerian society?”
- You have a choice:
- you may use and fill out the RACER Organizer to answer your Reading Check questions
- you may answer the Reading Check questions in your notebook USING the RACER Organizer as a guide.
- ALL QUESTIONS MUST BE ANSWERED USING ALL PARTS OF THE RACER ORGANIZER. The assignment will not be accepted if the answers are not in RACER form.
- Please feel free to email Mrs. Looney if you have any questions. [email protected]
- This is due on Monday.
Homework Due Wednesday: Complete pages 40-41 in the Lesson 5 and Lesson 6 Packet.
Classwork, Tuesday: Analyzing the Structure and Content of an Essay to Inform, Part 1.
- The teacher will read exemplary samples of the "Animals in the Classroom" argument essays to show students what a fantastic essay that follows the RACE organizer sounds like.
- Students will receive the MLA sample essay. We will go over formatting.
- Students will receive the Persuasive Words packet.
- Students will complete pages 37A-40 in their Lesson 5 and Lesson 6 Packet.
Lesson 5: Analyzing the Structure and Content of an Essay to Inform
6m2a.3l5.doc | |
File Size: | 138 kb |
File Type: | doc |
Homework Due Thursday: None.
Classwork, Wednesday,: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
Classwork, Wednesday,: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
- In the computer lab, using their Noodletools, students will complete their outline, using pages 42-43 in their Lesson 5 and Lesson 6 packet as a guide.
Homework Due Friday: None.
Classwork, Thursday: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
Classwork, Thursday: Lesson 5: Analyzing the Structure and Content of an Essay to Inform, Part 2.
- In the computer lab, using their Noodletools, students will begin to piece their research paper together.
Lesson 6: End of Unit Assessment, Part 1: Drafting Body Paragraphs of an Essay to Inform
6m2a.3l6.doc | |
File Size: | 145 kb |
File Type: | doc |
Lesson 7: End of Unit Assessment, Part 2: Drafting Introduction and Conclusion of an Essay to Inform
6m2a.3l7.doc | |
File Size: | 120 kb |
File Type: | doc |
Remembering and Honoring Dr. Martin Luther King, Jr.
Homework Due Tuesday, January 20, 2015
Homework Due Tuesday, January 20, 2015
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- We will read the book Martin's Big Words written by Doreen Rappaport, illustrated by Brian Collier. Martin's Big Words. https://www.youtube.com/watch?v=R3scXTRjqIU
- What are some characteristics that you can infer about Dr. Martin Luther King, Jr? Compare his characteristics from when he was younger to his characteristics of his during the time that he died.
- Before we listen to King's speech and watch King deliver his speech, we will discuss the use of repetition as a powerful literary device. Students will write down at least two examples of repetition in his speech. Students will also be listening to the theme of the speech.
- As a class we will listen to Dr. Martin Luther King's speech. Dr. Martin Luther King, Jr., Five minutes of his "I Have Dream" Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- We will watch about four and a half minutes of the following biography of King's life: "Martin Luther King Jr. - A 5 Minute Biography." https://www.youtube.com/watch?v=OmEZGbUvW2M
- We will sing "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Below are some more videos that inform about Dr. Martin Luther King, Jr.'s life and values.
- To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas.
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in. AND after you log into SNAP.caboces.org, click on the Learn360 icon. ALSO, click onto BrainPop and that will log you onto BrainPop.
- (C) After you are logged into Discovery Education and Learn360, come back to this webpage to click onto the two videos found below.
- Students will analyze the following videos:
- Dr. Martin Luther King, Jr. Biography. https://www.youtube.com/watch?v=OmEZGbUvW2M
- Brain Pop: Dr. Martin Luther King, Jr. https://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/
- Dr. Martin Luther King, Jr., Five minutes of his I Have Dream Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- Students will http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
Homework Due Tuesday, and Wednesday: None.
Classwork, Tuesday Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform.
Classwork, Tuesday Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform.
Lesson 8: Performance Task Preparation: Peer Critique and Mini-Lesson Addressing Common Errors: Revising Draft Essay to Inform
6m2a.3l8.doc | |
File Size: | 122 kb |
File Type: | doc |
Lesson 9:
Final Performance Task: Final Draft of Essay to Inform
Final Performance Task: Final Draft of Essay to Inform
6m2a.3l9.doc | |
File Size: | 94 kb |
File Type: | doc |
Homework: "My Rule to Live By" Essay due by 3:00! Due on loose-leaf!
Classwork:
- Students will finish up "My Rule to Live By" Essay.
- Essay must be handed in by 3:00!
Lesson 4: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research
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File Size: | 439 kb |
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Homework: None.
Classwork: Mid-Unit 3 Assessments, Part 2: Summarizing, Analyzing and Discussing Research.
Module 2A: Unit 2: Lesson 15:
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NPR This I Believe series. Have kids write their own and make a bound shuttlefly book of all the entries. Do what Buddy did...made a list of rules to get through his day-to-day.
BILL GATES: RULES TO LIVE BY
STEVE JOBS: ODELL
RACE!!!!!!
BILL GATES: RULES TO LIVE BY
STEVE JOBS: ODELL
RACE!!!!!!
Homework Due Friday, : None.
Classwork, Thursday, :
Classwork, Thursday, :
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.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, focusing on how well purpose and audience have been addressed.
- Today we will be examining how some language is more convincing than others.
- We will do this by rewriting sentences to make them more convincing and persuasive.
- Students will choose five of the following sentences and rewrite them following a discussion on how we can write persuasively and maturely.
- You should run more.
- School is important for your future.
- You should be respectful.
- You should move to Scio; it’s a great place to live.
- You should play (insert sport here), its fun.
- (Movie title) is the best movie ever, you should go watch it.
- Fighting with people is bad.
- (Book title) is the best book I have ever read; go read it.
- If you pay video games, you will get better at life.
- You should play outside more and get some sun and run.
- There is no homework :)
Homework Due Tuesday: None.
Classwork, Monda:
Classwork, Monda:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.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, focusing on how well purpose and audience have been addressed.
- Today we will be starting a new project within this unit.
- Students will be introduced to the following topics and will get to pick which on they would like to write their essay on.
- Do we still need libraries?
- What’s so great about YouTube?
- Should single-use plastic shopping bags be banned?
- Should circuses be animal free?
- Should a college education be free?
- Should high schools drop football because too many players are getting injured?
- Students will choose three topics and write about why they would want to choose each topic. Then they will use that information to help them choose a topic.
- There is no homework.
Homework due Tuesday: Student were given the "Creative Writing" assignment on Friday. I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night. They have two class periods to work on this. If they aren't talking or fooling around there is not reason why they can't get this done in class. It is due on Tuesday, November 1.
Classwork, Monday: There will be a substitute teacher.
Creative Writing:
Classwork, Monday: There will be a substitute teacher.
- Student were given the "Creative Writing" assignment on Friday.
- I have encouraged them to turn in at the end of class on Monday so they don't have to worry about it and Halloween festivities at night.
- They have two class periods to work on this.
- If they aren't talking or fooling around there is no reason why they can't get this done in class.
- It is due on Tuesday, November 1.
- Directions:
- Write a creative essay on a topic of your choice.
- This is a time to be creative and enjoy your time writing.
- You may choose one or two topics from the list.
- Be sure to include an introduction that has a strong hook.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper or write in your notebook.
- If you choose to write in your writing notebook, be sure to write at least four pages.
- You will have the entire writing period and the entire social studies period to enjoy your writing.
- Anyone who is fooling around, whispering, laughing, talking, or not writing silently will be given a different assignment to complete.
-
Ideas for Writing Topics: Students may choose any topic or idea of their choice. Stories that include any violence will not be accepted. Below you will find ideas for creative writing. - Choose any two topics in your social studies text book and compare and contrast the topics. Use your RACE organizer.
- What I value most in my life
- My favorite animal: facts, traits, characteristics, why
- My favorite interests, hobbies
- Debate any two sides of an issue
- Favorite place: what 5 senses do I experience at this place
- Write a realistic fiction or nonfiction story
- Write a fantasy or hero’s journey story (no violence)
- My favorite book, my favorite movie, my favorite _______________
- Dream vacation
- Person I admire most, why
- If I could be a pair of shoes, what would it be, why
Creative Writing:
Homework due Tuesday: Creative Crazy Creature Story. At least two pages in your notebook. If you skip lines it will be four pages in your notebook.
Classwork, Monday:
- First, read some of the descriptive words found on the “Crazy Creatures: What is a Crazy Creature?” inside page of the packet. Use these words to help you create your Crazy Creature.
- Circle five of the words found on the “Crazy Creatures: What is a Crazy Creature?” inside page of the packet. Use as many of these words as possible in your story.
- See #1. Draw your crazy creature on the left-hand page of the packet. You may use pencil, markers, or colored pencils.
- See #2. Answer questions found on the left-hand page of the packet.
- See #3. Plot out your plan for your story. “What is your mini saga (story) about? (Think about the beginning, middle and end!)”
- Begin writing your story in your writing section of your notebook. Each student is expected to have at least two pages in your notebook filled with your story to earn an average grade. If you skip lines it will be four pages in your notebook.
- ALL OF THE WORK THAT YOU DO NOT COMPLETE IN CLASS IS HOMEWORK AND IS DUE TOMORROW. ALL OF THIS WORK IS FOR A GRADE.
- Put your completed work in the homework file OR turn it in tomorrow when Mrs. Looney is here. DO NOT GIVE YOUR WORK TO THE SUB.
- You are to work silently and by yourself. You are NOT to work with a partner.
Homework due Wednesday: None.
Classwork, Tuesday:
- Students who wish to share their Crazy Creature Story with the class may do so at this time.
Homework Due Wednesday, Thursday, and Friday: None.
Classwork, Wednesday, Thursday and Friday:
Classwork, Wednesday, Thursday and Friday:
- Bill Harley's "Rules to Live By" "Rules of the Universe"
- It's always harder to put something back together than it is to take it apart.
- If you spend all your time cleaning your desk, you'll just have a clean desk. That's not enough.
- Listen - you're missing something cool.
- All children should be given a ukelele when they're born.
- We're more alike than we are different.
- If you're older than two, and can't sing a song and tell a story, you're in trouble.
- Sometimes, a plate of spaghetti is the best thing in the world.[2]
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list. We will also look for similes.
- Students will review the fact that hyperboles are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- Thursday: We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- Friday: We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
Homework due Tuesday,: Complete your brainstorm list of things that are important to you. Get the Mrs. Looney's Class Expectations Contract signed. Get agenda signed.
Classwork, Monday
- 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.
- As a class, we will go over the class expectations. Students and Mrs. Looney will sign the contract agreeing to do the very best that we can this year in order to reach our goals. Students will be the expectations packet and contract home for their parents to sign.
- To prepare for our beginning-of-the-year writing assessment, students will create a list of things that are important to them, things that they value, things that they like. For example:
- hobbies
- interests
- favorite subject in school
- favorite food
- favorite kind of music
- favorite song
- favorite movie
- favorite book
- goals for this year
- what you want to be when you grow up
- Students are to add at least ten items to their list. Some students will try to fill up the whole page in their notebook.
WEEK OF NOVEMBER 6, 2017
HAMMURABI'S CODE POWERPOINT
Homework due Friday, Monday, Tuesday, Wednesday, Thursday7: Hammurabi's Code PowerPoint due Thursday, November 9th, 2017, at the end of the class. See below for more details and directions.
Classwork, Thursday, Friday, Monday, Tuesday, Wednesday, and Thursday:
HAMMURABI'S CODE POWERPOINT
Homework due Friday, Monday, Tuesday, Wednesday, Thursday7: Hammurabi's Code PowerPoint due Thursday, November 9th, 2017, at the end of the class. See below for more details and directions.
Classwork, Thursday, Friday, Monday, Tuesday, Wednesday, and Thursday:
- Learning Standards:
- 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.
- A. Gathering, Interpreting and Using Evidence
- 2. Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).
- 5. Identify implicit ideas and draw inferences, with support.
- 6.3c Mesopotamia: Students will explore how the selected complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.
- Learning Objective: (Skill development)
- I can analyze Hammurabi's code.
- I can infer what life was like in Babylonia.
- Guided Practice:
- Mrs. Looney will analyze Hammurabi's Code. What was I thinking when I was reading the Code?
- Mrs. Looney will model the difference between the work we did Tuesday and the work we are doing today.
- Students will examine each law carefully, breaking it into components to understand it. Students will infer and explain what these laws tell us about Babylonian society. How did you know...?
- Independent Practice:
- Students will read and annotate the "Hammurabi's Code Overview". This document is found in the directions below.
- As students are reading the Hammurabi's Code Overview," they will focus on the "who, what , where, when, why, and how" of the Overview. Answering the 5W and H questions will help students be able to write a short summary of Hammurabi's Code.
- As a class we will go over the PowerPoint project rubric.
- Students will spend the remainder of the week working on each slide of their PowerPoints.
- Students will present their PowerPoints on Wednesday and Thursday.
- PowerPoints are due on Thursday. See the attachment below for detailed directions.
- See the attachment on the social studies page for detailed directions.
Homework due Wednesday, Thursday, and Friday:
Classwork, Tuesday, Wednesday, and Thursday: Students will type a friendly letter.
Friendly Letter Format:
Classwork, Tuesday, Wednesday, and Thursday: Students will type a friendly letter.
- New York State Common Core Learning Standards
- 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.
- Activate Prior Knowledge:
- Example: sending and receiving a birthday card.
- Question: If you were ever at a place or on an adventure when you did not have a phone or internet, what could you do to communicate with other people that you miss and live so far away?
- Prior life experience: If you have ever had a time when you moved away from friends, how did you keep in touch.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next. Today we are going to learn how to write a friendly letter to someone that is at basic training in the military and has very little connection with family and friends.
- Learning Target: (Skill Development)
- Skill Development:
- Students will write a friendly letter and will include all the parts of a friendly letter. These letters will be typed on the computer.
- I can write a friendly letter.
- I can include the heading, greeting, body, closing, and signature of a friendly letter.
- I can use proper capitalization, punctuation, and spelling.
- Skill Development:
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain and show the students the parts of a friendly letter.
- Mrs. Looney will model preparing to write a friendly letter. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate and begin typing her letter on a word document on the SmartBoard.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- Students will use the friendly letter guide for ideas of what to include in the letter.
- Students will review the list of people, places, things, and activities that are important to them. They will add these things to their letter to share a bit about themselves.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will type their letters.
Friendly Letter Format:
friendly_letter_9.11.17.docx | |
File Size: | 62 kb |
File Type: | docx |
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.
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.
- 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.
superpowers_essay.docx | |
File Size: | 15 kb |
File Type: | docx |
Homework due:
Classwork:
Classwork:
- New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents
- Activate Prior Knowledge:
- Example first.
- Question:
- Prior life experience (concept or skill).
- Students will write their answers on white boards.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Concept Development and Skill Development)
- Concept Development:
- Definition of concept:
- Critical attributes:
- Examples:
- Nonexamples:
- How can we remember this concept?
- RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught.
- Think/Pair/Share, note-taking, etc.
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it).
- Students will compare.
- Students will describe.
- Students will explain.
- Students will identify.
- Students will evaluate.
- Students will list.
- Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important?
- Why do we...?
- Why did I...?
- Why is this...?
- How did I know if...?
- How did I know...?
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step.
- Gradually, students will begin to do the steps individually.
- As a class we will complete a graphic organizer.
- By the end of the guided practice, students will be able to perform the steps individually.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to correctly describe the concept that was just taught?
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- The students will
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File