WRITING

It's a drafting table because you're
drafting your essays

Today's Goal: CCSS.ELA-LITERACY.W.6.4 and CCSS.ELA-LITERACY.W.6.5
Take everything you  have done and start your drafting process

The Plan:

1. Read
2. "I believe" statements!
3. Drafting Day

Reminders/Homework:

• Reminders/Homework:
  
  • Two Achieve Articles Due Friday February 2, by midnight
  • One Teacher Choice: "Make Some Noise!"
  • One Student Choice
  • On Thursday we will be talking books and independent reading. Are you reading each night? If not, it's going to be extremely important that you start!

"I Believe" Share Out

Today's Goal: strengthen our writing

The Plan:

1. Read
2. "Finding the Details" (on "This I Believe" Part 2 - Google Classroom)
3. "I Believe" Share Out on Socrative
4. "I Believe" Analysis Form WITH A PARTNER

THIS I BELIEVE STATEMENTS

"I Believe" Statements should:

• matter to the author
• help readers get to know the author at a deeper level
• be relatable to other humans
• be personal - not about a pet or a friend or a family member
• anything else?

Reminders/Homework:

• Two Achieve Articles Due Friday February 2, by midnight
• One Teacher Choice: "Make Some Noise!"
• One Student Choice
• On Thursday we will be talking books and independent reading. Are you reading each night? If not, it's going to be extremely important that you start!

Setting Intentions and Finding the Details

Today's Goal: CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

The Plan:

1. Read!
2. Monthly Mindfulness (On Google Classroom)
3. This I Believe Writing Stage: Finding the Details
   (Part 2 Document on Google Classroom)

Reminders/Homework:

• Two Achieve Articles Due Friday February 2, by midnight
• One Teacher Choice: "Make Some Noise!"
• One Student Choice
• On Thursday we will be talking books and independent reading. Are you reading each night? If not, it's going to be extremely important that you start!

Socratic Seminar - Treasure of Lemon Brown

Today's Goal: SOCRATIC SEMINAR

CCSS.ELA-LITERACY.SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

The Plan:

1. Socratic Seminar!
2. Reflection

Reminders/Homework:

• I AM LEAVING YOU RESPONSES ON FLIPGRID. YOU SHOULD RESPOND TO ME. LIKE SOON. SEMESTER GRADES ARE FINAL.

Gathering Evidence as Proof

Treasure?

Today's Goal: CCSS.ELA-LITERACY.RL.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. Treasure of Lemon Brown (this is the text)
   Here is the audio

Treasure of Lemon Brown

AS YOU READ: highlight or underline anything that shows what a character values or cares about. Make a note of what character and what it is they care about in the margin. 

As we read, here are four questions we'll be digging into:

1. How fair is Greg's father's decision to forbid Greg from playing basketball? Why?
2. What does Lemon Brown's "treasure" reveal about his values? What does Lemon Brown believe is important in life?
3. What similarities can you find between the characters in the story? Consider their words, actions, relationships, and values. (can be 2 or more characters)
4. After his time with Lemon Brown, what new insight has Greg gained about his father and the relationship he has with him? 

Pd 1 - start at page 5 "Then he found himself...", audio 9:52

Pd 2/5 - start at page 4 "There was no sign...", audio 6:50

Reminders/Homework:

• I'm going to be inputting scores as I score them over the next couple days. If you find that you need to revise something, or if you see that I have left you a video response to your Flipgrid, you should answer it! 
• No Achieve this week.

Tuning and Reading

TREASURE!!

Today's Goal: CCSS.ELA-LITERACY.RL.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. Tuning Protocol (See yesterday's post)
2. Values and Beliefs Reflection on Part 2 Document on Google Classroom
3. Treasure of Lemon Brown
   Here is the audio

Treasure of Lemon Brown

AS YOU READ: highlight or underline anything that shows what a character values or cares about. Make a note of what character and what it is they care about in the margin.

As we read, here are four questions we'll be digging into tomorrow:

1. How fair is Greg's father's decision to forbid Greg from playing basketball? Why?
2. What does Lemon Brown's "treasure" reveal about his values? What does Lemon Brown believe is important in life?
3. What similarities can you find between the characters in the story? Consider their words, actions, relationships, and values. (can be 2 or more characters)
4. After his time with Lemon Brown, what new insight has Greg gained about his father and the relationship he has with him? 

Reminders/Homework:

• I'm going to be inputting scores as I score them over the next couple days. If you find that you need to revise something, or if you see that I have left you a video response to your Flipgrid, you should answer it! 
• No Achieve this week.

Tuning Protocol

Today's Goal: CCSS.ELA-LITERACY.SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

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.

The Plan:

1. We're not reading at the beginning of class today or tomorrow! D:
2. Go over our week/pass back exit tickets from Friday
3. Austin's Butterfly
4. This I Believe Tuning Protocol

BE KIND

BE HELPFUL

BE VERY SPECIFIC

LISTEN

TUNING PROTOCOL	TIME
PRESENT  - Describe your topic.   Explain why you chose this topic and why it was important to you.   Include the value you associate with it, and how that value relates to your topic. What do you BELIEVE in?	2 Min.
QUESTION - The listeners ask both probing and clarifying questions about the topic.   Clarifying Questions are questions that help you understand the facts of the story	2 Min.
DISCUSS - While the presenter acts like a fly on the wall, the listeners now discuss strengths, weaknesses, and wonderings about the topic.	2 Min.
REFLECT - The presenter reflects on the feedback and how they’re thinking about how the topic has changed.	1 Min.
TOTAL	7  Min.

Reminders/Homework:

• Book Projects are due today.
• No Achieve Article
• Make sure you're reading each night!

Expert Panels and KETCHUP Day

Make like a tomato, and catch up!

Today's Goal:CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

The Plan:

1. Read! (You need a writing utensil and your papers from yesterday!)
2. Present findings after reading a This I Believe essay in your expert groups
3. "Exit" Ticket
4. Ketchup Time

Reminders/Homework:

• Book Choice Projects - Choose the activities that will show off your best work.
• Don't choose the hardest one for you, but don't choose the one that doesn't let you show off.
• ALL Re-Score Requests MUST be submitted on or before January 19 (THAT'S TODAY) at midnight if you want to raise scores from this semester. After that, all assignments grades are permanent for the semester. You will not be able to revise for more credit after this date.
• Don't forget your book!
• We're not done reading!
• No Achieve Article this week.

Expert Group Presentations on This I Believe

Today's Goal:CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
The Plan:

1. Read! (You need a writing utensil and the blog open)
2. Return to Expert Groups - Finish discussing and preparing to share essay information with table groups
3. Return to original groups to present findings

Reminders/Homework:

• Book Choice Projects - Choose the activities that will show off your best work.
• Don't choose the hardest one for you, but don't choose the one that doesn't let you show off.
• ALL Re-Score Requests MUST be submitted on or before January 19 (THAT'S FRIDAY) if you want to raise scores from this semester. After that, all assignments grades are permanent for the semester. You will not be able to revise for more credit after this date.
• Don't forget your book!
• We're not done reading!
• No Achieve Article this week.

What Students Believe

Today's Goal: "This I Believe" example exploration

The Plan:

1. Read
2. "This I Believe" Reading

This I Believe Reading

You have read only a couple essays, and you have done a lot of brainstorming. Today, and part of tomorrow, we're going to read a few more examples.

Almost all of these were written by students like you:

• We're All Different in Our Own Ways
• The Beatles Live On
• The Real Me
• The Triumph of Kindness
• Finding the Flexibility to Survive
• Being Content with Myself

You and your group will be responsible for ONE of these today, but you will be expected to know it really well, because you will become a presenter to a different group that hasn't read the article you read.

Reminders/Homework:

• Book Choice Projects - Choose the activities that will show off your best work.
• Don't choose the hardest one for you, but don't choose the one that doesn't let you show off.
• ALL Re-Score Requests MUST be submitted on or before January 19 (THAT'S FRIDAY) if you want to raise scores from this semester. After that, all assignments grades are permanent for the semester. You will not be able to revise for more credit after this date.
• Don't forget your book!
• We're not done reading!
• No Achieve Article this week.

Book Projects: The last of the semester

Let's have some conversations about reading.

Today's Goal: Work on Independent Reading book projects! 

The Plan:

1. Read - Ms. Black is going to check in with people to see if they've won her challenge!
2. Book Choice Projects - Choose the activity that will show off your best work.

Free Choice Book Project:

I gathered all of your survey data and found that there were two major themes:

1. Many wanted to do some sort of video or conversation
2. Many wanted to do writing or projects like before.

SO. This time, for one book, you will either have a conversation with me or create a FlipGrid video. For the other book, you have many many choices. If you want to do something that isn't listed, you just need to get Ms. Black's approval today or tomorrow.

CLICK HERE FOR DIRECTIONS
CLICK HERE FOR FLIPGRID

Reminders/Homework:

• Complete 3 brief "outlines" by tomorrow if you haven't done it already. There is an example on the document at the end
• This can be found on Google Classroom on Step 4 of the "This I Believe Part One" Document
• Book Choice Projects - Choose the activities that will show off your best work.
• Don't choose the hardest one for you, but don't choose the one that doesn't let you show off.
• ALL Re-Score Requests MUST be submitted on or before January 19 (THAT'S FRIDAY) if you want to raise scores from this semester. After that, all assignments grades are permanent for the semester. You will not be able to revise for more credit after this date.
• Don't forget your book!
• We're not done reading!

Getting more detailed - outlining some important moments

Today's Goal: 
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
The Plan:

1. Read
2. Finish "This I Believe Part ONE" in Google Classroom

This I Believe Part One

Step 3:

1. Go back through each answer from above. Identify words that

denote (indicate) emotions surrounding these events and the values that are associated with each event and highlight them (I was fearful, I was so happy, etc. - how you felt).  Or add words at the end of your answer in GREEN that describe my emotions.

2. For each question, identify at least one value that played a role in this event.  Put that value at the end of your response in a bold color (one color for all).

Then, take another look at your answers and highlight three that you would be comfortable discussing with others.

Step 4:

After you choose the three you feel comfortable elaborating on, create three BRIEF outlines, one for each of the three ideas that you highlighted above.  (There is an example on your document at the bottom.) You will notice that these questions are similar to the ones you had to answer about Dylan's story, "The Bird who Broke Through the Window"

Outline of Each Event:

1. Brief description of event

2. What lesson and/or value did I learn?

3. How did it make me feel about it then?

4. How have I used this lesson since, when I make decisions?

5. How do I feel about it now?

Reminders/Homework:

• Complete 3 brief outlines by Tuesday. There is an example on the document at the end
• This can be found on Google Classroom on Step 4 of the "This I Believe Part One" Document
• ALL Re-Score Requests MUST be submitted on or before January 19 if you want to raise scores from this semester. After that, all assignments grades are permanent for the semester. You will not be able to revise for more credit after this date.
• Don't forget your book!
• Two whole books should be finished by January 15
• ONE Achieve article due this Friday by Midnight.
• Your choice. No thought question. 
• Don't forget for your choice Achieve, you can do as many as you need to to get a score that you're proud of. I take the highest score that you receive on the first try