Instructor: K
Instructor: K. Navarro-Soto Class: 6th grade ELA
Week of: 1/23 – 1/27
|Monday – TSW: | Activity: The students will come in and complete a bell-ringer over adverbs and |
|- Listen to the teacher read aloud, and will discuss the |we will practice using them in sentences that we create together. Then we will |
|theme, events, characters, plot, sensory details and setting |read Hatchet and complete a few activities over the book. We will discuss |
|with the whole class. |characterization and the students will take notes. Then we will describe the |
|Recall the elements of a short story. |character Brian (from Hatchet.) We will discuss what multiple perspectives in |
|Be able to pick out an adjective and an adverb from a |literature means by completing a variety of activities in the springboard |
|sentence. (Review adjectives & adverbs) |textbook. |
|Be able to examine multiple perspectives in literature. |Materials: binder, hatchet, English Houghton Mifflin, springboard textbook, |
|Be able to consider two sides of the story. |handouts, dry erase boards. |
| |Follow-up: read 30 minutes & Adjective/adverb quiz tomorrow! |
| |ELA.RC.6D Make inferences about text and use textual evidence to support |
| |understanding. ELA.RC.6F Make connections (e.g., thematic links, author analysis) |
| |between and across multiple texts of various genres, and provide textual evidence.|
| |ELA.6.6C Describe different forms of point-of-view, including first-person, |
| |third-person |
| |Omniscient and third person limited. ELA.6.6A Summarize the elements of plot |
| |development (e.g., rising action, turning point, climax, falling action, and |
| |denouement) in various works of fiction. |
|Tuesday - TSW: |Activity: The students will have 5 minutes to study for their quiz. They will take|
|Listen to the teacher read aloud, and will discuss the theme, |the quiz and then we will begin talking about theme, characterization, and |
|events, characters, plot, sensory details and setting with the|dialogue. Then I will read Hatchet aloud and do a variety of activities pertaining|
|whole class. |to the novel. |
|Complete a quiz over adjectives and adverbs. |Materials: springboard text, power point, hatchet by Gary Paulsen, quiz, high |
|Take notes over theme & discuss theme. |lighters, notes |
|Review characterization. |Follow-up: begin writing their short stories & grammar test on Tuesday. |
|Discuss and review dialogue. | |
|Wednesday - TSW: |Activity: The students will complete a bell-ringer over verbs. We will discuss |
|Listen to the teacher read aloud, and will discuss the theme, |regular and irregular verbs. I will give the students a rubric over the short |
|events, characters, plot, sensory details and setting with the|story they will be writing. They will begin today by creating characters and a |
|whole class. |setting. Then I will read Hatchet aloud and do a variety of activities pertaining|
|Review and practice with regular and irregular verbs. |to the novel. |
|Create characters and describe a setting. |Materials: power points, hatchet by Gary Paulsen, notes, binder, rubric |
| |Follow-up: begin writing their short stories & grammar test on Tuesday. |
|Thursday - TSW: |Activity: The students will complete a bell-ringer over commas and periods. We |
|Listen to the teacher read aloud, and will discuss the theme, |will have a quick lesson over using commas and periods. Then the students will |
|events, characters, plot, sensory details and setting with the|continue the prewriting process of their short story by creating conflict(s) for |
|whole class. |his/her character. Then I will read Hatchet aloud and do a variety of activities |
|Review and practice commas and periods. |pertaining to the novel. |
|Create conflict(s) for characters. |Materials: power points, hatchet by Gary Paulsen, notes, binder, rubric |
| |Follow-up: grammar test on Tuesday! |
|Friday – TSW: |Activity: The students will complete a bell-ringer over pronouns and we will |
|- Listen to the teacher read aloud, and will discuss the |quickly review pronouns. The students will complete an outline for the story they |
|theme, events, characters, plot, sensory details and setting |going to write. Then I will read Hatchet aloud and do a variety of activities |
|with the whole class. |pertaining to the novel. |
|Review and practice pronouns. |Materials: power points, hatchet by Gary Paulsen, notes, binder, rubric |
|Create an outline of their story. |Follow-up: grammar test on Tuesday! |
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