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MONDAY, SEPTEMBER 17

MONDAY, SEPTEMBER 17. Mon., Sept. 17, 2012 “ How are characters in a story brought to life?”. TODAY : DO NOW Review Audio of “We Real Cool” Knowsys List #2 NAAMES Review/Analysis from Friday’(3 RD & 4 TH ) Finish “Characters Brought to Life” Activity from Friday (1 ST & 7 TH )

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MONDAY, SEPTEMBER 17

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  1. MONDAY, SEPTEMBER 17

  2. Mon., Sept. 17, 2012 “How are characters in a story brought to life?” • TODAY: • DO NOW Review • Audio of “We Real Cool” • Knowsys List #2 • NAAMES Review/Analysis from Friday’(3RD & 4TH) • Finish “Characters Brought to Life” Activity from Friday (1ST & 7TH) • What you need: • Pen/pencil • Notebook • Your BRAIN • REMINDERS: • Vocabulary quiz on Thursday • Summer Reading Assessment on Friday, Sept. 21 DO NOW 1: We Real Cool by Gwendolyn Brooks THE POOL PLAYERS. SEVEN AT THE GOLDEN SHOVEL. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. • DO NOW 1: • Cut, paste into your notebook, and read the poem. Do the following: • Think about who would say this poem, how they would say it, how they would act while saying it, and why they would be saying it. Become that character in your mind. • Write 1 question, 1 connection, and 1 reflection for this piece.

  3. Insight into and reading of poem by Gwendolyn Brooks http://www.youtube.com/watch?v=jyKF2e2CiMk

  4. The rest of today’s presentation will come from last week’s presentation. Please refer to Friday’s presentation for the week of 9/10/12.

  5. TUESDAY, SEPTEMBER 18

  6. Tues., Sept. 18, 2012 “How are characters in a story brought to life?” • TODAY: • Character Analysis Summary for Rachel/Gary Soto • Review Knowsys List 2 • What you need: • Pen/pencil • Notebook • Your BRAIN • REMINDERS: • Vocabulary quiz on Thursday • Summer Reading Assessment on Friday, Sept. 21 • Library on Friday DO NOW 1: NAAMES chart for the character of _____________ DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. Category Text EvidenceWhy this trait? N: A: A: M: E: S: DO NOW 1: Cut and paste the NAAMES chart into your notebook

  7. Tues., Sept. 18, 2012 “How are characters in a story brought to life?” • NAAMES Observation Activity: • With a partner, fill out each category of your NAAMES chart based on the assigned character • Include 1-2 traits for each category • Provide text evidence for each trait. This means that you should write the words exactly as they appear in the text. Don’t forget to give the line or page number. • Explain why the character has this trait. • Paste the top portion of your Character Summary paragraph underneath your NAAMES chart, and with your partner, fill in the blanks. DO NOW 1: NAAMES chart for the character of _____________ DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. Category Text EvidenceWhy this trait? N: A: A: M: E: S:

  8. Tues., Sept. 18, 2012 “How are characters in a story brought to life?” • NAAMES Observation Activity: • Paste the top portion of your Character Summary paragraph underneath your NAAMES chart, and with your partner, fill in the blanks. • Rewrite the paragraph as a whole underneath the flap. DO NOW 1: NAAMES chart for the character of _____________ Category TraitWhy this trait? N: A: A: M: E: S: DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. CHARACTER ANALYSIS SUMMARY FOR the boy from The Giving Tree Fill in the following blank spaces to write a summary paragraph of the character that you analyzed. The boy,(name of the character) who is young and likes to have fun,(tell the role of the character) wants the tree to give him everything that he wants(tell the character’s motivations) because the tree is always forthcoming and wants to see the boy happy. (tell why the character is motivated). However, because the boy is selfish, (tell how the character influences the conflict) the boy decides to go away for a long time, (tell what the conflict is) which breaks the tree’s heart. (tell an effect of the conflict). In the end, the boy comes back to the tree because he has no where else to go,(tell how the conflict was solved) therefore, the tree’s heart is once again whole.(tell the biggest effect of the conflict being solved) Reflection (or Summary):

  9. WEDNESDAY, SEPTEMBER 19

  10. Wed, Sept. 19, 2012 “How can I develop a theme to a narrative?” • TODAY: • Review Character Analysis Summaries for Rachel/Gary Soto • Review DO NOW • Brainstorm for personal narrative • What you need: • Pen/pencil • Notebook • “Eleven” or “The Jacket” stories • Your BRAIN • REMINDERS: • Vocabulary quiz on Thursday • Summer Reading Assessment on Friday, Sept. 21 • Library on Friday DO NOW 1: Topics & Themes from “Eleven” and “The Jacket” TopicTheme 1. Clothes Although clothes can serve as a kind of protection to outside elements, they don’t always protect us from ourselves. 2. 3. DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. DO NOW 1: Think of 3 topics that relate to either or both of the stories “Eleven” and “The Jacket”. Write those topics down and then think of a thematic statement related to each topic. You cannot copy the example for theme from above, but you may use the topic of “clothes”.

  11. THURSDAY, SEPTEMBER 20

  12. Thurs, Sept. 20, 2012 “How can I brainstorm ideas for a personal narrative?” • TODAY: • Vocab 2 Definitions • Vocab 3 Pre-test • Preview Summer Reading Assessment Prompt • Memory Bank Deposits • What you need: • Pen/pencil • Notebook • Scissors & Glue (3rd period) • Your BRAIN • REMINDERS: • Vocabulary quiz on Thursday Monday • Summer Reading Assessment on Friday, Sept. 21 • Library on Friday DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. DO NOW 1: Complete the handout for Vocab List 2. Then, fill out your date and essential question for today.

  13. Thurs., Sept. 21, 2012 “How can I brainstorm ideas for a personal narrative?” DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. DO NOW 2: Have your memory bank and a writing utensil ready. Reflection (or Summary):

  14. Thurs., Sept. 20, 2012 “How can I brainstorm ideas for a personal narrative?” My Memory Bank • Memory Bank Deposits: • Quietly take a Gallery Walk and review the memories that were deposited into the “vaults”. • Decide on the memories that you will deposit into your own bank • Return to your seat and create your memory bank with a minimum of 6 memories (they do not have to be based on the categories from the “vaults” DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. My Memory Bank: 1. the time that I snuck outside and ended up getting hurt 2. getting stitches at four years old 3. putting my dog Monty to sleep on the day of the awards ceremony 4. having an emergency birth for Preston 5. buying my first house 6. my best friends in 5th grade ended up liking the boy that I liked 7. trying out for a pageant 8. my first hour of my first year teaching Reflection (or Summary):

  15. FRIDAY, SEPTEMBER 21

  16. TODAY: • Timed Writing • Notes on the Writing Process • Personal Narrative Prompt • Personal Narrative Pre-writing • Turn in your notebooks • What you need: • Pen • Items for Timed Writing (see left) • Notebook (2nd half of class) • Your BRAIN • REMINDERS: • Vocabulary Group 2 quiz on Monday • Vocabulary Group 3 quiz on Thursday • Library on Friday, Sept. 28 • Picture Day on Mon., Oct. 1 • DO NOW: • Please get prepared for your timed writing. • You will need: • a blue or black pen (yes, this a must) • your book (or e-book) • your notebook (If I have yours, I will return it.) • your prompt (from yesterday) • your notes (I will be checking these.)

  17. GRADE 6 Narrative Prompt 1ST 9 WEEKS READ In most of the narrative pieces that you have read this grading period, the characters you have encountered… … have had to overcome some sort of obstacle or issue. OR … have had an experience that changed the character’s life. THINK Reflect on the moments that you have had in life (that have contributed to the person who you are now). WRITE Through a well-organized, multi-paragraph narrative, explain how you overcame an obstacle. OR Through a well-organized, multi-paragraph narrative, explain how an experience that you have had has changed your life. BE SURE TO As you write your essay, be sure to – think about a clear central idea – a relationship that exists between two characters explain the relationship between the two characters organize your ideas to help the reader understand your essay develop your ideas using at least two examples from the book as support proofread your writing for correct spelling, capitalization, punctuation, grammar, and sentences avoid merely summarizing your book • TODAY: • Timed Writing • Notes on the Writing Process • Personal Narrative Prompt • Personal Narrative Pre-writing • What you need: • Pen • 3rd/4th period only: Notebook (2nd half of class) • 7th period: a book to read (if you borrow from me, please return) • Your BRAIN • REMINDERS: • Vocabulary Group 2 quiz on Monday • Vocabulary Group 3 quiz on Thursday • Library on Friday, Sept. 28 • Picture Day on Mon., • Oct. 1 DO NOW 2: Get this handout for the Narrative Prompt. Review it and write down any questions that you may have at the bottom of the page.

  18. Let’s review the narrative writing prompt…. • GRADE 6 Narrative Prompt • 1ST 9 WEEKS • READ • In most of the narrative pieces that you have read this grading period, the characters you have encountered have… • … had to overcome some sort of obstacle or issue • OR • … had an experience that changed the character’s life. • THINK • Reflect on the moments that you have had in life and that have contributed to the person who you are now. • WRITE • Through a well-organized, multi-paragraph narrative… • …explain how you overcame an obstacle • OR • …explain how an experience that you have had has changed your life. • BE SURE TO • As you write your narrative, be sure to – • stay focused on your central idea – an obstacle that you overcame or and experience that changed your life • include a reflection at the end of your narrative that explains what you learned from your experience • organize your ideas to help the reader understand your essay • develop your ideas using at least two connections to any of the texts that we have read in class • proofread your writing for correct spelling, capitalization, punctuation, grammar, and sentences • avoid merely listing events

  19. Let’s go through the initial steps of the writing process….

  20. FIRST, let’s look back to our Memory Bank from Thursday: STEP 1: PRE-WRITING

  21. Thurs. Sept. 20, 2012 “How can I brainstorm ideas for a personal narrative?” • Memory Bank Deposits: • Review your list and make sure that your memories satisfy the following requirements: • it can be narrowed down or summarized to a specific moment • there was an obstacle or something that you had to overcome • you can look back on it and say that you learned something from your experience • If an item on your list does not fit these requirements, think about how you can edit it so that it does My Memory Bank DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. My Memory Bank: 1. the time that I snuck outside and ended up getting hurt 2. getting stitches at four years old 3. putting my dog Monty to sleep on the day of the awards ceremony 4. having an emergency birth for Preston 5. buying my first house 6. my best friends in 5th grade ended up liking the boy that I liked 7. trying out for a pageant 8. my first hour of my first year teaching Not feeling comfortable closing on our house?? winning The biggest challenge that I have had as a teacher Reflection (or Summary):

  22. FIRST, let’s look back to our Memory Bank from Thursday: STEP 1: PRE-WRITING SECOND, decide on the topic that you are going to write about based on the prompt.

  23. Thurs. Sept. 20, 2012 “How can I brainstorm ideas for a personal narrative?” My Memory Bank DO NOT WRITE IN THIS AREA UNTIL PROMPTED TO. • Memory Bank Deposits: • Circle the item from your Memory Bank that you are going to write about. My Memory Bank: 1. the time that I snuck outside and ended up getting hurt 2. getting stitches at four years old 3. putting my dog Monty to sleep on the day of the awards ceremony 4. having an emergency birth for Preston 5. buying my first house 6. my best friends in 5th grade ended up liking the boy that I liked 7. trying out for a pageant 8. my first hour of my first year teaching Not feeling comfortable closing on our house?? winning The biggest challenge that I have had as a teacher Reflection (or Summary):

  24. FIRST, let’s look back to our Memory Bank from Thursday: STEP 1: PRE-WRITING SECOND, decide on the topic that you are going to write about based on the prompt. THIRD, lay out an outline or roadmap of what your story will look like.

  25. Filling out your narrative shaping sheet: • Follow each step and jot down your thoughts • Use complete sentences or phrases for Steps 1-4 • Use complete sentences for steps 5-8 • Try to add as much IMPORTANT information as you can

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