Hatchet, Reading Goals, Getting ready for winter break

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Today's Goal: Read Hatchet.

The Plan:

1. Read
2. Complete this VERY SHORT informational survey
3. My Winter Break Reading Plans
4. Hatchet Chapter 15 - Label evidence of NEW Brian with stickies!
5. What's my mindset?
6. Why do mindsets matter?

Reminders/Homework:

• READ A BOOK!
• PLEASE check out an extra book from me or the TPMS library today or tomorrow.
• If you have any missing assignments OR assignments that are low-scoring, do them, improve them, and fill out the revision request
• I assigned a FOURTH No Red Ink Assignment
• The new assignment is due on Friday, January 11, at 6pm. BUT you might as well do it sooner.

Gathering Evidence: OLD Brian

Today's Goal: Gather evidence to discover "old" Brian's characteristics and personality traits.

The Plan:

1. Read
2. "Old Brian" Evidence Tracker
3. Read Chapter 14

Reminders/Homework:

• READ!
• Capitalization 3: Holidays, Social titles, and Race/Ethnicity/Religion
• No Red Ink assignment due Friday, December 21 at 6pm
• make sure to "Sign in with Google"
• Submit Revision Requests for assignments you would like me to (potentially) update scores for. (See list at bottom of post)

Costa's Levels: A Review by Sorting; also Hatchet chapters 12 and 13

Today we're going to do some sorting

Today's Goal: Costa's Levels of Thinking, Read chapter 12 and 13

The Plan:

1. Social Contract Goal
2. Read Independent Reading
3. Costa's Levels of Thinking Review/Discussion
4. Hatchet Chapter 12
5. Hatchet Chapter 13: Warning, there is a time jump in this one, and some pretty significant things happen.
6. Gather evidence (I'm giving you stickies again)

Reminders/Homework:

• READ!
• Make sure you have 3 stickies that you put in chapter 12/13 to mark Brian's attitude.
• Capitalization 2: Places and Family Titles
• No Red Ink assignment due Friday, December 14 at 6pm
• make sure to "Sign in with Google"
• Capitalization 3: Holidays, Social titles, and Race/Ethnicity/Religion
• No Red Ink assignment due Friday, December 21 at 6pm
• make sure to "Sign in with Google"
• Submit Revision Requests for assignments you would like me to (potentially) update scores for. (See list at bottom of post)

Costa's Levels of Thinking

• I'm giving you a set of questions (on slips of paper) that YOU wrote last class.
• Your challenge: Sort them into the different levels of thinking you learned about last class.
• After you sort them, check with Ms. Black. Did you get them right?
• Discuss the questions with your table. 

Reading Chapter 12 and 13

While you read:

Look for evidence of Brian’s attitude and feelings.

Mark it with your sticky note and write why or what it reveals about Brian.

You have 3 stickies. You must have at least one in each of the two chapters we read today.

Hatchet Chapters 9-11 and Costa's Levels of Thinking

Today's Goal: Read Hatchet Chapter 9-11. Practice Costa's Levels of Questioning

The Plan:

1. Read independent reading!
2. Read chapters 9-10 of Hatchet
3. Chapter 11?
   What gets repeated in this chapter? What does the author reveal about Brian when he talks about "change"?
4. Create discussion questions using Costa's Levels of Thinking (Here's the form. Complete on your own if you're absent)

Reminders/Homework:

• READ!
• Turn in Hatchet Questions on Google Classroom
• Capitalization 2: Places and Family Titles
• No Red Ink assignment due Friday, December 14 at 6pm
• make sure to "Sign in with Google"
• Submit Revision Requests for assignments you would like me to (potentially) update scores for. (See list at bottom of post)

While you read chapter 11: 

• What sentence is repeated throughout chapter 11?
• What is the Gary Paulson’s purpose for repeating this phrase?
• What does the description of “change” in this chapter tell you about Brian’s character?

What level of thinking do these questions come from?

Costa's Level's of Thinking and Discussion Questions

Did you know there are different levels of thinking? You might have heard a teacher say "you have to dig deeper" or "I need you to be thoughtful or add to the conversation." What they're really saying is that we have to go beyond the first level of thinking.

There are a bunch of psychologist dudes that have created frameworks for thinking, but we're going to look at Costa's.

Costa says there are basically three levels:

1. Gathering information
2. Processing information
3. Applying information

You can also think of it this way:

1. knowing facts
2. understanding ideas
3. being able to use those ideas and facts to create new things

So here's your challenge today. I don't want to know if you can tell me everything that happened in Chapter 9 and 10 today, because I think you can do that already.

Instead, I want you to become the discussion director. If you were me, what are the questions you would ask? Why is that a question you would ask? How does it relate to the story you are reading?

The trick is that it needs to be worth discussing. We're going to talk about all the questions, so make sure you're proud of it!

FILL OUT THIS FORM WITH YOUR PARTNER (on your own if you're absent)

Chapter 8 and a little bit of Ketchup

Get it?! Because tomatoes get made into ketchup?!

Today's Goal: Read Chapter 8 and gather a bit of evidence about Brian's emotions and point of view. Catch up.

The Plan:

1. Read!
2. Hatchet Chapter 8/Chapter 5-8 Questions
3. Sticky Note Investigation - Brian's emotions and beliefs about survival
4. Make like a tomato and CATCH. UP.

Reminders/Homework:

• READ!
• Capitalization 2: Places and Family Titles
• No Red Ink assignment due Friday, December 14 at 6pm
• make sure to "Sign in with Google"
• Submit Revision Requests for assignments you would like me to (potentially) update scores for. (See list at bottom of post)

Sticky Note Investigation: Where can you find evidence of Brian's emotions and beliefs about survival?

After we read Chapter 8, you and your peers will take TWO sticky notes and do the following:

1. Go back through chapters 5-8 with your partner.
2. Look for TWO passages or quotes (each passage must be from a different chapter)
3. Prompt: Where is there evidence of Brian's emotions or beliefs about his survival?
4. Put the sticky note in and LABEL what the belief or what the emotion is.
5. Be prepared to talk about it. There's no writing about this today if you can talk about it.

A list of things you need to double check are complete:

• No Red Ink "Capitalization 1"
• Hatchet Questions 1-2
• Hatchet Questions Chapter 5-8
• World Cafe Discussion - your responses AND responses to two peers
• Spooky Story Revisions - if you got a score below 35 out of 50, you REALLY need to revise. I'm here at RAM, after school, and at lunch. 
• Survival Stories Jigsaw

Let's Read. Hatchet Chapter 5-7

Today's Goal: I've made the executive decision today that we're going to focus all our energy on reading Hatchet today. With any extra time, you can read, revise work for my class, or work on homework.

The Plan:

1. Read!
2. Read Hatchet
   Chapters 5-6
   Chapters 7-8
   NOTE: We will NOT read chapter 8 today. We will read it next class. You will not be able to complete ALL of the Hatchet Questions, but you will be able to complete most of it. Do that.
3. Complete Hatchet Questions for Chapter 5-8
4. Work on homework or revision for my class. If all caught up, read!

A list of things you need to double check are complete:

• No Red Ink "Capitalization 1"
• Hatchet Questions 1-2
• World Cafe Discussion - your responses AND responses to two peers
• Spooky Story Revisions - if you got a score below 35 out of 50, you REALLY need to revise. I'm here at RAM, after school, and at lunch. 

I will start assigning lunch detentions next week for people that have excessive missing or incomplete assignments.

Reminders/Homework:

• Read!
• Finish Hatchet Questions Ch. 5-8 on Google Classroom (Some questions you can't answer until we read chapter 8, but most you can)
• No Red Ink - sign in with Google and complete the assignment called "Capitalization 1" 
• Due Friday 6pm for ALL classes. Some of you may already have passed level one of the assignment because of the diagnostic. Yay! Less homework for you!
• Go back and complete any work you did not complete or need to revise. Seriously. Do it. YOU ARE CAPABLE.

Conflict and Character

Today's Goal: Connect survival stories to our class novel while simultaneously investigating the traits that we can develop to support us in difficult situations.

The Plan:

1. Read
2. Character traits in your independent reading novels - Google Classroom Question #3: RACE paragraph
3. Jigsaw Activity - finish from last class
4. Hatchet - Let's talk about Conflict 
5. Hatchet Chapter 5

Reminders/Homework:

• Read!
• No Red Ink - sign in with Google and complete the assignment called "Capitalization 1" 
• Due Friday 6pm for ALL classes. Some of you may already have passed level one of the assignment because of the diagnostic. Yay! Less homework for you!
• Go back and complete any work you did not complete or need to revise. Seriously. Do it. 

Jigsaw Survival Stories

Articles:

• GROUP ONE
• GROUP TWO
• GROUP THREE
• GROUP FOUR
• GROUP FIVE

Directions: 

1. In your new group, you will speak, one person at a time, about the article you read. Everyone else should have the article open in front of them.
2. Make sure to be detailed for your peers; they did not read the article you read.
3. Allow the speaker to speak. When they are done, ask questions if needed.
4. After all 5 group members have shared, complete the last two questions together.
5. Staple your two graphic organizers together and turn them into the inbox.

Hatchet

1. Working with your partner, identify the type of conflict that is present in Hatchet. Together, find one quote from chapter 1-4 that prove that this is the type of conflict that Brian is facing.
2. Let's listen to chapter 5! Maybe even chapter 6!
   Depends on time.

No Red Ink and Stories of Survival

Today's Goal: CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
The Plan:

1. Read
2. NoRedInk Diagnostic
3. Stories of Hardship and Survival - Say Something Protocol and Graphic Organizer

Reminders/Homework:

• No Red Ink Diagnostic due TODAY. Finish it if you didn't finish in class. 
• Stories of Hardship - Graphic Organizer. Complete for next class.
• READ! YAY!
• We're putting off our story conflict conversation to next class. Review Chapters 1-4. Find one example of something that proves which kind of conflict is present in this story. Be prepared to talk about it next class.
• Revise work if needed. Submit Revision Requests for any work you want me to look at. Please remember that this is low on my priority list. You'll have to be patient.

NoRedInk Diagnostic

In order to join my class in No Red Ink, you must go to MyConnect and click on the link on your calendar. It will allow you to sign up with my class. 

We're going to start something new this week, and it's going to last throughout the rest of the school year because we have to practice formal grammar sometimes.

I'm going to introduce you to my BFF, No Red Ink. No Red Ink is an online website that teaches some of the most basic and necessary grammar rules by giving you practice sentences and helping you to work through the rules on your own. Best part? If you're a grammar pro and don't need these lessons, you can test out of them! That way, you're not doing homework that you don't need to be doing. Follow the instructions in the slides to set up your No Red Ink account and get started. You must complete the Diagnostic Quiz

HOW TO JOIN

1. go to MyConnect calendar and on today, click the sign-up link.
2. Once you open the link, click "sign up as a student"
3. Submit the class code that is already entered for you.
4. Click "Sign Up with Google

Survival Story Jigsaw

Let's talk about survival, shall we? What does it take? Yes, you have to be lucky sometimes, but there are certain characteristics that can help a person survive in a dangerous or difficult situation. Today you will be reading ONE of the articles about different, true survival stories. While you read, take notes on the worksheet that you have been given. (Need a copy?  CLICK HERE). If you'd like to review the different survival stories, or need to finish the one you were working on, click on the documents below. 

1. Read your article with a partner.
2. Use the Say Something Protocol to stop and talk after every couple paragraphs.
3. Work with your team to fill out the graphic organizer provided.
   Here is a list of character traits that you could use for the last question:

GROUP ONE

GROUP TWO

GROUP THREE

GROUP FOUR

GROUP FIVE

Anticipating the Story and Identifying Conflict

Today's Goal: Read a bunch. Discuss ideas and build upon others ideas.

Which of these applies to Hatchet?

The Plan:

1. Social Contract Goal-Setting for the week (I will give you paper.
2. Thanksgiving Reading Reflection #ReadersGottaRead
3. Read
4. Socrative - Hatchet Anticipation Guide Discussion
5. Hatchet Chapters 3 and 4 and discussion about Conflict

Reminders/Homework:

• Read your independent reading book
• Finish Chapter 4 if your class still had a couple pages left. Think about what the story conflict is in Hatchet
• Don't forget to fill out the I Finished A Book Form when you finish reading your books
• Complete work that is incomplete.
• If you need to revise anything that has been graded, great! Make sure you fill out the revision request on the sidebar so I know. It will take me a week or so to review and update them.

Socrative Anticipation Guide

Here are the statements we'll be looking at today.

Period 4/6 Only

Today's blog post is below this one, including your homework.
Please use this video as your guide, since I am not there.

Beginning Hatchet

Today's Goal: So many things. Reading. Writing. Discussing.

This is the size of the plane that Brian is in

The Plan:

1. Go pick up our new class novel: Hatchet!
2. Magical Root: LEV (See below for directions)
3. Answer Google Classroom Question: What are the most important character traits to adapt and develop in a dangerous or difficult situation? 
4. Read Hatchet, Chapters 1 and 2
5. Complete questions on Google Classroom

Magical Root Vocabulary: LEV
Magical Word: Wingardium Leviosa
It's a new unit, and a new month, which means it's time for a new Magical Root!!

1. On Google Classroom, open your "Magical Root Words" assignment. You will find it listed under "Magical Roots" on the classwork tab. You have used this before!
2. Go to THESE SLIDES to copy and paste slides 8-11 into your own. (Hint: Click on slide 8 and then use Shift + the down arrow to highlight all four slides.)
3. Use the first two slides to help you fill out and complete the second two.

Reminders/Homework:

• Magical Root Vocab Square (On Magical Root Slides in Google Classroom): Your job is to find a word, any word, that uses the Latin Root lev, and fill out the Vocabulary Four Square for that word. Good luck
• Finish Questions Ch 1 and 2 for Hatchet on Google Classroom
• Read!

Debrief Day - Let's finish up our conversations about reading habits and communication

Today's Goal:
CCSS.ELA-LITERACY.SL.6.1.C
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.


The Plan:

1. Read
2. Track Your Reading Debrief (Answer the questions at the bottom of the document and turn it in!)
3. #ReadersGottaRead Challenge Question #2
4. World Cafe Debrief (we're doing a lot of debriefing today.)
5. Value-Added Engagement - Respond to each other in Google Classroom

Reminders/Homework:

• READ over break. Go to your local library. Check an extra book out from me. 
• ALSO READ.
• Using your Value-Added Engagement notes, respond to TWO peer answers to the communication question addressed last class. 
• Use complete sentences, check your spelling, and use your skills to ADD thoughts and support each other's reflections.
• Turn in "Track Your Reading" assignment after you answer the questions at the bottom thoughtfully and in complete sentences.
• #ReadersGottaRead Challenge Question #2

Track Your Reading Debrief

As a reminder, tracking your reading as diligently as I have asked you to do this past week is not permanent. It is simply a way to reflect and build awareness around your reading habits. 

Let's take a few minutes to look at the challenges you faced with reading, the successes you found with reading, and what your next personal goal should be.

1. Complete the THREE questions at the bottom of the document and turn it in. The questions are about your reading habits, not about how easy or hard it was to do the tracking itself.
2. Once you do that, Answer Challenge Question #2 on our #ReadersGottaRead class.

World Cafe Debrief and Response

Last class, you visited nine stations to answer and build upon each others' ideas related to communication in the classroom. 

Today, you will return to your original question. As a group you will need to do the following and be prepared to use your voice to share the answers with the whole class. Everyone is expected to participate.

What to prepare:

1. Share and explain ideas that were present in the answers, particularly the unique ones that the class needs to hear about. (meaning you can hold them up, read them out, and explain what they mean)
2. How can these things help support our classroom communication?

Your homework last class was to respond to the question on Google Classroom.

We're going to talk about value-added engagement, and then your classwork/homework is to respond to TWO peers using the framework provided. It must be in complete sentences, check your spelling, and I am looking for value-added.

Last Note:

Y'all I'm going to be putting in quite a few grades over break. While I would hope that this is not a concern for most of you because you engage and participate and demonstrate your skills through the activities you do, the reality looks to be the opposite. I would suggest going through the blog and completing your work. 

Communication - A Skill to Talk About

Today's Goal: Work collaboratively to develop good communication skills and strategies.

What makes someone a good communicator? Communication is one of the most important parts of studying Language Arts. Today we're going to read a little bit about what makes a good listener, and then work together with our peers to discuss what makes a good communicator.

The Plan:

1. Read
2. Newsela Article About Communication
3. World Cafe: Communication
4. Share-Out Ideas
5. Google Classroom Discussion Question

Reminders/Homework:

• Read! (and track your reading)
• Respond to the Google Classroom Discussion Question

World Cafe: Communication

You know how in fancy movies about far off distant lands there are always fancy people sitting around on sidewalk cafes talking about fancy philosophical questions like the meaning of life? You're going to do that today. Only, instead of theorizing about the meaning of life, you're going to talk about what makes a good communicator. Here are the questions I want you to consider:

• How can we encourage all students to participate in class discussions?
• In your own words, how would you define Active Listening? What are some examples?
• What is the difference between Group Work and Teamwork?
• List specific examples of how to be a good listener. Why is it important?
• You disagree with something a friend said. What are some effective ways to respond?
• Someone disagrees with you and they have vocalized it to you or to the group. Now what?
• How can good communication skills help you outside of the classroom?
• Your team is not working well together. How can you communicate effectively to help the situation?
• How can you show that you value the opinion of someone that disagrees with you?

Google Classroom Discussion

Now that you've discussed, it's time to put your thoughts into writing. Log into Google Classroom and click on the question posted under "Unit 3." Write a thoughtful response in a few sentences. 

Edit, Revise, Finish your story.

Today's Goal:
CCSS.ELA-LITERACY.L.6.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.6.3.B
Maintain consistency in style and tone.

The Plan:

1. Read! (and track your reading)
2. Install Grammarly
3. Use the editing checklist below to work on your own and/or with a partner to go through and make changes in mechanics. 
4. If you are having trouble with dialogue formatting, watch this video!
5. Finish your story. I believe in you. I'm going to start scoring them this weekend.
6. If you finish, read! (so you can track track your reading) OR help a peer with their story.

Reminders/Homework:

• READ (and track your reading)
• Track your reading on the #ReadersGottaRead Google Classroom assignment
• Finish your spooky story by 7pm Friday night.
• Hint: I won't be grading them immediately. I'm going to a play that evening. Just something to think about.

Today's Screencast:




Editing Checklist
Click on the image to make it larger.

Need Help with Dialogue? Watch this video:

TEASE Revision and 6th Grade Reading Club

Today's Goal: Revisit your stories to make improvements and revise, as well as beginning our next independent reading adventure.

CCSS.ELA-LITERACY.W.6.5
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.

The Plan:

1. Read (10 minutes from when the bell rings)
2. Join: 6th Grade Readers #ReadersGottaRead on Google Classroom (15 minutes)
3. Track today's reading (on Readers Classroom) (10 minutes)
4. TEASE Revision (continued from last class) (50 minutes)
5. With any time left, you can start working on your revision. I believe in you.

Reminders/Homework:

• Track your Reading every time you read 
• if you don't have a computer nearby, make a note on your phone or on a scrap piece of paper or on a bookmark. 
• Use your TEASE revision plan to make improvements to your story!
  (Story Due Friday, 7pm) 
• Bonus: Take a Book Selfie and add it to our Book Shelfie slides.

Join the 6th Grade Readers #ReadersGottaRead Google Classroom 
Once you join, answer the Challenge #1 Question, fill out your tracker for today's reading. Watch this video for more information.

Track Your Reading
Track the reading you did today on your reading tracker. Put a note in your planner to do this for homework.



TEASE Revision Plan
I tried to make this 3 minutes but this video is still five minutes. Sorry.

See the last post for links that you need.

Rubric and Revision

Today's Goal: Revisit your stories to make improvements and revise, as well as finishing your dialogue escape room.

CCSS.ELA-LITERACY.W.6.5
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.

The Plan:

1. Read
2. Dialogue Escape Room (can you finish? If you do, can you support your peers?)
3. REVISION! We'll use an AVID strategy called the TEASE method, as well as the rubric.

TEASE Method of Revision

You will need:

• a pencil
• the TEASE handout
• the rubric (on the back of the handout)

Working in groups of three, you will complete the following steps:

1. Read your story out loud to your group. You will find success if you "Share" it with them as well, so they can look at it while you are reading.
2. Using the rubric, ask your peers for two areas from the rubric that you might be able to improve. (Target)
3. Create two goals for revision (Establish priorities)
4. Create steps for how you are going to achieve those goals (Action)
5. Develop questions for how you can seek support for that process (Seek support)
6. Write down why making these revisions will make your writing stronger (Explain)

This is a GROUP effort. You will write down your priorities on your own paper, but you are there to help your peers with this task.

Reminders/Homework:

• Use your TEASE Action Plan to add more detail to your story or ask for support in improvement. Keep going!
• READ SOMETHING.

Dialogue in Writing (An ESCAPE ROOM)

Today's Goal:
We're writing today, and focusing some of our time on dialogue.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
The Plan:

1. Read!
2. Write!
3. Dialogue Escape Room.
4. Go back to writing IF your break out ;)

Dialogue Escape Room

Part of what you will be assessed on for your short story is your dialogue. You MUST include dialogue, where characters speak to each other in a meaningful way.

Working together with a partner, access the Dialogue Escape Room. There are FIVE rooms. If you successfully break out of all of them, there is a sticker in it for you.

A few things to remember:

• This is going to be hard. It's supposed to be. You are clever enough to do this. Don't give up.
  
• You will probably have to use some external resources to figure out some of these rules.
  
• Nothing is off limits. Ask Siri. Look it up on Google. Look in your Silent Reading Books.
  
• Working together is absolutely necessary for this. You must work with your partner to escape.

Once you break out, your task is to go into your story and see if you can add some meaningful dialogue and format it correctly.

Reminders/Homework:

• ROUGH DRAFT DUE MONDAY, NOVEMBER FIVE (Period 4/6)
  ROUGH DRAFT DUE FRIDAY, NOVEMBER TWO (Period 1/3/5)
• Make sure you add dialogue to your story!

What's a rough draft Ms. Black? It means write your story on the google doc provided in Google Classroom. Literally, just get it out of your head. If you wait to write your story the day before it is due, then it will turn out poorly. I'm asking you to write your story now so that we can make it better between now and the due date. That's what I'm here for. 

The Halloween Tree

PERIOD 4 and 6 ONLY:

Today's Goal: Work on your rough draft of your story.

The Plan:

1. Read
2. Work on Rough Draft
3. Halloween Tree

Reminders/Homework:
ROUGH DRAFT DUE MONDAY, NOVEMBER FIVE (Period 4/6)
ROUGH DRAFT DUE FRIDAY, NOVEMBER TWO (Period 1/3/5)

Video Screencast for "Let's Start Writing"

This video is for period 1, 3, and 5. I am absent today, unfortunately. I recorded this last night to tell you what you're doing today. Please bear with me; I don't feel that great, but I have attempted to give you lots of helpful information.

It ends abruptly because I ran out of time. Sorry!
Period 3: You need to give Ms. Keane your plot diagram on your way out the door today. I'll get them back to you next class.

Click here for example Letter about Literature

Homework: Start writing your story. Take 20 minutes each night to write a paragraph. You can do it.