wsu2017-2018. Web viewArtful Artist (AA) draw anything about the assigned reading that you liked: a character, the setting, ... Pick up materials from back table, fill-out agenda

Week 1

Essential Questions: What are the qualities of a hero? What does it take to be a hero?

Day 1 (Monday)

No School

Day 2 (Tuesday) Hero Introduction

Standards:

SL.6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

RI.6.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

W.6.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

7 Minutes: Attendance, Announcements, Bellwork Bellwork: QW- Who is your hero and why? (prompt on smartboard)

4 minutes: Partner Share QW. With your shoulder partner share who your hero is and why they are your hero.

2 minutes: K-W-L Chart. (Focus on the K & W) Tell me what you already know about heroes and what you want to know about heroes

and their characteristics.

3-4 minutes: Unit Overview This will allow students to interact with various literary heroes to draw inferences about

the different forms of heroic qualities that people possess.

3 minutes: Hero Video https://www.youtube.com/watch?v=zegboN3w1Dw

What did the video say about heroes?

5-7 minutes: Overview of Cornell Notes. (take notes in their journals)

https://www.youtube.com/watch?v=zegboN3w1Dw

Topic/Titile Proper heading (if not in notebook) Questions on left Main points/Key ideas on left Details on right Indentation Bullet points/dashes Abbreviations No Copying word for word Summary

15-20: Mini-lecture over heroes/anti-heroes and the heroes journey. (pause throughout for guided Cornell Notes.)

This will provide students with background information to draw evidence from for future reference.

3 minutes: Ticket-out-the-door and clean-up. Explain what you learned about heroes from today’s lesson that you didn’t already know

previously in 3-4 sentences.

Day 3 (Wednesday)

Standards:

RL.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SL.6.1d – Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.


W.6.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

7 Minutes: Attendance, Announcements, Bellwork Pick up materials from back table

5-7 minutes: Overview of Marking the text. (take notes in their journals) PowerPoint

Number Paragraphs Surprising Question Key terms Evidence forText- Dependent Questions Jot Down: Thinking Reactions Underline: Main/Key Ideas

This will help students be an active reader and to think more critically about the text we are interacting with in the classroom. Students are having to focus on what is being said which will lead retention and comprehension of the text.

3 minutes: Vocabulary (that they will see in the text) Students will write vocabulary in their journals to recall at a later time.

3 minutes: read “Heroes We Never Name” by Lucille Ford.

5-7 minutes: Reread Heroes We Never Name” by Lucille Ford and mark the text. # paragraphs, star important information, underline central idea, ? for things they don’t

understand. marking the text will help students quickly find evidence to support their claim for future

assignments.

4-5 minutes: Whole Class Discussion over poem.What did you learn?What stood out to you?How does the poem hero differ from your definition of a hero?

5-7 minutes: Hero Chart Fill out Chart under “Heroes We Never Name”

Qualities (adjectives to describe; They are…) Actions (verbs-things they do) Affect/impact on society or history

2 minutes: Partner Share hero chart With your shoulder partner discuss the heroic qualities you chose for the hero in “Heroes

We Never Name”

4-5 minute: One Pager (Generate ideas for OP over personal hero, will finish after we have interacted with all texts so that you have examples to draw evidence from.

Must have color. Pictures/symbols that represent your hero.

The entire page must be taken up. Explanation of who your hero is What are the characteristics that they possess. What have they done do you consider heroic?

4 minutes: Exit Ticket and clean-up. What was your big take-away from today’s poem?

Day 4 (Thursday)

Library Day

Day 5 (Friday)

Standards:

SL.6.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.6.3 – Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.





W.6.10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.


4 minutes: Hero Songhttps://www.youtube.com/watch?v=1_uMQTw7v2g ?

What does the song say about heroes? Does it make you consider your view/thoughts on heroes?

15-20 minutes: Foldable Compare/contrast hero characteristics from song and poem.

What is similar in the song and poem? What is different in the song and poem?

5-7 minutes: Partner Share foldable and whole class discussion over findings. What did you find that was similar? What was different? What stood out to you? What was your favorite part? Why?

4-5 minutes: Begin work on One Pager

Must have color. Pictures/symbols that represent your hero. The entire page must be taken up. Explanation of who your hero is What are the characteristics that they possess. What have they done do you consider heroic?

5-7 minutes: Book Talk (Hunger Games by Suzanne Collins)

Week 2

Essential Questions:

Are heroes only people? OR can they be animals too?

Do people choose to become heroes?

Day 6 (Monday)

https://www.youtube.com/watch?v=1_uMQTw7v2g

Standards






2 Minutes: K-W-L (Focus on the K)

Tell me what you already know about 9/11

15-20 minutes: mini-lecture on 9/11 and the world before and the world after the attacks on the World Trade Center.

include 9/11 Images.

13 Minutes: Videos This video will show students that heroes are not just people.

https://www.youtube.com/watch?v=939-osqR8DE This video will give students a more detailed account of the attacks of 9/11.

http://www.history.com/topics/9-11-attacks/videos/911-timeline

4 minutes: K-W-L (Focus on the W)

Tell me what more you want to learn about the 9/11 attacks?

4 minutes: Exit Ticket and clean-up

Are heroes only people? OR can they be animals too? Provide evidence from the days reading/videos.

http://www.history.com/topics/9-11-attacks/videos/911-timeline

https://www.youtube.com/watch?v=939-osqR8DE

Day 7 (Tuesday)

RI.6.2 – 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.


SL.6.3 – Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

W.6.1 – Write arguments to support claims with clear reasons and relevant evidence.



3 minutes: Vocabulary (that they will see in the text) Students will write vocabulary in their journals to recall at a later time.

15-20 minutes: Read “Always Remember: Americans Remember the Victims and Heroes of Sept. 11, 2011” as a whole class.

Pause throughout reading to discuss important information and elaborate further.

3 minutes: Partner Share What changes have happened in the United States as a result of 9/11? Discuss information from the text.

10 minutes: Mark the text. # paragraphs, star important information, underline central idea,? for things they don’t

understand marking the text will help students quickly find evidence to support their claim for future

assignment.

5 minutes: Partner Share Discuss with shoulder partner what information you found in the text the stood out to

you, what you thought the central idea was, questions you had (they may have an answer).

2 minutes: Exit Ticket Have the changes made to our society been beneficial? Agree or Disagree

Answer in complete sentences and support with evidence.

Day 8 (Wednesday)

Standards:


RL.6.3 – Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


W.6.8 – Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

RI.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


10 minutes: Story Arc Overview PowerPoint on Smartboard Relate to Roller Coaster Discuss each section of the story arc

Exposition Conflict Rising Action Climax Falling Action Resolution

10-15 minutes: Reread or skim “Always Remember: Americans Remember the Victims and Heroes of Sept. 11, 2011”

Fill-out story arc Model Climax (Whole Class)

15 minutes: Socratic Seminar

Push desks to the side and arrange chairs in a circle in the middle of the room so that it is easier for students to listen/speak during seminar. Pose an opening question, ask students to use evidence from the text during their discussion, and then let the students take the lead. Step in when I notice that a student is dominating the conversation, allow others a chance to share their thoughts.

Discuss the reasons why we should remember and honor those who lost their lives on 9/11.

Would you change any of the policies or laws that have been put in place since 9/11? Which ones? Why would you change them? Remember to cite evidence to support your claims.

Do you think future generations of students should learn about 9/11 and its legacy? Why or why not?

What challenges did you find when connecting with the text? (born after 9/11)

Invite students to reflect on their or a peer’s contributions to the discussion at the end of the seminar.

3 minutes: Exit Ticket and clean-up

Do you think that these people chose to be heroes? Do you think they see themselves as heroes?

Day 9 (Thursday)

Standards:


SL.6.5 – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

W.6.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

7 Minutes: Attendance, Announcements, Bellwork QW: How can you be someone’s hero? Provide examples.

Ex. Take out the trash for mom without being asked. Ex. Be kind to someone who is having a bad day.

3-4 minutes: Partner Share With shoulder partner discuss your ideas and examples on how you can be someone’s

hero. Examples: Take out the trash for your mom. Walk the dog. Help someone across the street.

30 minutes: Gallery Walk Answer higher order questions and comprehension questions (Questions 1-10)

in groups of 3-4. You can form your own groups, but if there are problems and work is not being

done I will exercise the right to reassign groups.

7-9 minutes: 9/11 Memorial Project Give overview and expectations

Create class 9/11 memorial to honor the brave men and women who lost their lives on that fateful day.

Be respectful

Discuss and generate ideas as a whole class

Day 10 (Friday)

Standards:

W.6.1b – Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text.



7 Minutes: Attendance, Announcements, Bellwork

5-7 minutes: Hero Chart Fill out Hero Chart under “Always Remember: Americans Remember the Victims and

Heroes of Sept. 11, 2011”. Qualities (adjectives to describe; They are…) Actions (verbs-things they do) Affect/impact on society or history

30-34 minutes: Whole Class 9/11 Memorial Project Create class 9/11 memorial to honor the brave men and women who lost their lives on

that fateful day. Use ideas generated during yesterday’s class discussion.

2 minutes: Clean-up and K-W-L (Focus on the L) Tell me what you learned from the text/videos/memorial project. Place Story Arc in envelope (will need for future story)

Week 3

Day 11 (Monday)

Essential Questions:

How can one persons' choice affect the outcome of others' lives?

Standards:





L.6.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

7 Minutes: Attendance, Announcements, Bellwork QW: What is the best celebration you can remember? What were you celebrating? How

did you feel?

2 minutes: Partner Share QW. With your shoulder partner share, what your best celebration was that you can remember,

what it was, and how it made you fill.

2 minutes: Literature Circle Overview Expectations Rules Roles

30-35 minutes: Literature Circle Chapter 1 (groups of 4-5 (3 groups of 4, 1 group of 5) Artful Artist (AA)

draw anything about the assigned reading that you liked: a character, the setting, a problem, an exciting part, a surprise, a prediction of what will happen next, or anything else you can think about. Do any kind of drawing or picture you like.

Include a colorful picture 3-5 meaningful sentences that describe how your picture relates to your assigned

reading.

Character Captain (ChC) Meet and Understand the characters of the story. (feelings) that are their thoughts?

1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story? 5. If you could change one thing about this character, what would it be and

why would you change this? Summary should be ½ a page; use descriptive words.

Discussion Director (DD) Group Leader Write at least three discussion questions you think would generate good group

discussion. o Do NOT take questions from the text: ex. Who is the main character?o Good example: Why does Ollivander say, “The wand chooses the

wizard”? (You CANNOT use this question, generate your own) Tell me how your group responded/answered the question.

Clever Connector (CC)

Find connections between the book and…o Text-to-texto Text-to-selfo Text-to-world

You must have five meaningful sentences and references from the book.

Passage Picker (PP) Find two passages in the story that stood out to you that you would like to share

with your group. Tell me why you chose passages in 2-3 sentences. (include pages)

Word Wizard (WW) Find words that you have never seen before, hard to pronounce, and/or

interesting. o You must have at least 5 words from the book. o Provide page number, definition, and put it into a sentence. o Share with your group. See if they know the word you chose before you

provide them with a definition.

Each group member will be assigned a “job”; each day students will perform a different “job”. Students are expected to complete their “job” on the correct worksheet in the packet provided. At the end of each literature circle, groups will staple and turn in the whole packet to appropriate box. (5 worksheets total each day)

4 minutes: Reflection/Closing Reflect on the days reading.

Did you enjoy the chapter? Why/why not? What questions do you still have? What connections did you make to the chapter? What do you predict will happen next?

Day 12 (Tuesday)

Standards:



W.6.9 – Draw evidence from literary or informational texts to support analysis, reflection, and

research.



7 Minutes: Attendance, Announcements, Bellwork Pick up materials from back table, fill-out agenda

35-40 minutes: Literature Circle Chapter 2 & 3 (groups of 4-5 (3 groups of 4, 1 group of 5)

Each group member will be assigned a “job”; each day students will perform a different “job”. Students are expected to complete their “job” on the correct worksheet in the packet provided. At the end of each literature circle, groups will staple and turn in the whole packet to appropriate box. (5 worksheets total each day) After each job has been completed; the group(s) will discuss the days reading.

Artful Artist (AA) draw anything about the assigned reading that you liked: a character, the setting, a

problem, an exciting part, a surprise, a prediction of what will happen next, or anything else you can think about. Do any kind of drawing or picture you like.


reading.

Character Captain (ChC) Meet and Understand the characters of the story. (feelings) what are their

thoughts? 1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story? 5. If you could change one thing about this character, what would it

be and why would you change this? Summary should be ½ a page; use descriptive words.


discussion.

o Do NOT take questions from the text: ex. Who is the main character?o Good example: Why does Ollivander say, “The wand chooses the


Clever Connector (CC) Find connections between the book and…

o Text-to-texto Text-to-selfo Text-to-world









Day 13 (Wednesday)

Standards:







35-40 minutes: Literature Circle Chapter 4 (groups of 4-5 (3 groups of 4, 1 group of 5)





reading.




Discussion Director (DD) Group Leader

Write at least three discussion questions you think would generate good group discussion.

o Do NOT take questions from the text: ex. Who is the main character?o Good example: Why does Ollivander say, “The wand chooses the












Day 14 (Thursday)

Library Day

Day 15 (Friday)

Standards:

RI.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.











reading.


thoughts? 1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story?

5. If you could change one thing about this character, what would it be and why would you change this?

Summary should be ½ a page; use descriptive words.














Week 4

Essential Question:

How can an individual mature and change through taking heroic action?

Day 16 (Monday)

Standards:












reading.
















Did you enjoy the chapter? Why/why not? What questions do you still have? What connections did you make to the chapter?

What do you predict will happen next?

4 minutes: Book Talk

The Lion, the Witch and the Wardrobe

Day 17 (Tuesday)

Standards:









Artful Artist (AA)

draw anything about the assigned reading that you liked: a character, the setting, a problem, an exciting part, a surprise, a prediction of what will happen next, or anything else you can think about. Do any kind of drawing or picture you like.


reading.

















.

Day 18 (Wednesday)

Standards:












reading.


thoughts? 1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story? 5. If you could change one thing about this character, what would it be

and why would you change this? Summary should be ½ a page; use descriptive words.










interesting. o You must have at least 5 words from the book. o Provide page number, definition, and put it into a sentence.

o Share with your group. See if they know the word you chose before you provide them with a definition.



Day 19 (Thursday)

Standards:








Each group member will be assigned a “job”; each day students will perform a different “job”. Students are expected to complete their “job” on the correct worksheet in the packet provided. At the end of each literature circle, groups will staple and turn in the whole packet to appropriate

box. (5 worksheets total each day) After each job has been completed; the group(s) will discuss the days reading.




reading.


thoughts? 1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story? 5. If you could change one thing about this character, what would it be and











interesting.

o You must have at least 5 words from the book. o Provide page number, definition, and put it into a sentence. o Share with your group. See if they know the word you chose before you




.

Day 20 (Friday)

Standards:












reading.

















4 minutes: Book Talk The Lightning Thief (Percy Jackson and the Olympians, Book 1) by Rick Riordan.

Week 5

Essential Question:

Are fictional heroes the same or different from real life heroes? Does Harry choose to become a hero?

Day 21 (Monday)

Standards:












reading.

Character Captain (ChC) Meet and Understand the characters of the story. (feelings) that are their thoughts?

1. How do you think they should be acting? 2. Are they similar to you or people that you know? 3. Why is the character important to the story? 4. How have they changed throughout the story? 5. If you could change one thing about this character, what would it be and






o Text-to-text

o Text-to-selfo Text-to-world









Day 22 (Tuesday)

Standards:





L.6.1 – Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.







reading.








o Text-to-text

o Text-to-selfo Text-to-world









Day 23 (Wednesday)

Standards:




SL.6.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.








reading.






wizard”? (You CANNOT use this question, generate your own)

Tell me how your group responded/answered the question.











Day 24 (Thursday)

Library Day

Day 25 (Friday)

Standards:


W.6.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1–3 above.)










reading.




Discussion Director (DD)

Group Leader Write at least three discussion questions you think would generate good group













4 Minutes: Book Talk Gregor The Overlander by Suzanne Collins

Week 6

Essential Question:

In what types of situations might someone show heroic qualities?

Day 26 (Monday)

Standards:












reading.

Character Captain (ChC)

Meet and Understand the characters of the story. (feelings) what are their thoughts?

6. How do you think they should be acting? 7. Are they similar to you or people that you know? 8. Why is the character important to the story? 9. How have they changed throughout the story? 10. If you could change one thing about this character, what would it















Day 27 (Tuesday)

Standards:












reading.
















Did you enjoy the chapter? Why/why not? What questions do you still have? What connections did you make to the chapter?

What do you predict will happen next?

Day 28 (Wednesday)

Standards:












reading.



why would you change this?1. Summary should be ½ a page; use descriptive words.













Did you enjoy the chapter? Why/why not? What questions do you still have?

What connections did you make to the chapter? What do you predict will happen next?

Day 29 (Thursday)

Standards:




W.6.1b – Support claim(s) with clear reasons and relevant evidence, using credible sources and

demonstrating an understanding of the topic or text.


7 Minutes: Attendance, Announcements, Bellwork Bellwork: 4 Houses

During the reading, we were introduced to the four houses of Hogwarts and the characteristics that the students of those houses possess. Based on that information, assign yourself to a house, and explain why you chose that house. Refer to the book if needed.

Gryffindor Slytherin Hufflepuff Ravenclaw

5 minutes: Hero Chart Fill out Chart under Harry Potter and the Sorcerer’s Stone.

Qualities (adjectives to describe; They are…) Actions (verbs-things they do) Affect/impact on society or history

2 minutes: Partner Share hero chart With your shoulder partner discuss the heroic qualities that you chose for Harry.

15-20 minutes: Timeline

Create a timeline for Harry Potter and the Sorcerer’s Stone. Start with Harry as a baby and Voldemort’s attack on Harry’s family and finish the timeline with the end of Harry’s first year at Hogwarts.

To create the timeline, you will need to be able to sequence events and choose important events from the plot of the book.

Students can conference with their shoulder partner to bounce ideas off of. Refer back to literature circle worksheets if needed.

16 minutes: Students will have the remainder of the class period to complete their one pager. Will turn in once completed.

Complete OP over personal hero now that we have interacted with several texts. Must have color. Pictures/symbols that represent your hero. The entire page must be taken up. Explanation of who your hero is What are the characteristics that they possess. What have they done do you consider heroic?

Day 30 (Friday)

Standards:


W.6.2c – Use appropriate transitions to clarify the relationships among ideas and concepts.




W.6.10 – Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


RI.6.9 – Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

7 Minutes: Attendance, Announcements, Bellwork fill-out agenda

10-15 minutes: Introduce compare/contrast essay.

Throughout the unit we have discussed heroes, their characteristics, and the different forms they take. We have looked at different types of heroes in a variety of situations, using examples from current events, texts read during class, and your personal heroes. Based on the information/perspectives we gained during our reading, your views of heroes and their characteristics has changed.

Your task is to compose a three-paragraph essay comparing and contrasting (similarities and differences) a hero of your choice discussed during our in-class readings; to Harry from Harry Potter and the Sorcerer’s Stone. Support your ideas using evidence/examples from the stories. Make sure you include in-text citations properly. To accomplish this task, provide me with the following:

I. Thesis statement (include)i. Your topic or subject (what is the essay about?)

ii. Your point or purpose (what are you trying to say about your topic?)II. Introduction should also have

i. Something to hook the reader from the first sentence...a. Simile/Metaphorb. Questionc. Interesting fact

ii. Tell reader what the topic is. a. Define your topic. b. Must have the word HERO in it.

iii. Give purpose to your essay.iv. Preview the rest of your paper. (tell the reader what the paper is about)v. Give the reader desire to read more.

vi. Write something you know or like about heroes.(Indent) Body Paragraph/Hero Evidence

i. Remember to cite the texts. (Line /paragraph numbers)

ii. Quotes from the story.(indent) Conclusion

i. Wrap it up.ii. Reword your thesis.

iii. Remind reader of your topic.

20 minutes: Students have the remainder of the class to begin brainstorming ideas for their compare/contrast essay. They will have access to all stories read, notes taken during class, hero chart, story arc worksheet, literature circle worksheets to gather ideas from. I will confer with each student to make sure they are on the right track. Students may begin the writing process if finished.

2 minutes: housekeeping, put away materials,

Week 7

Essential Question:

Can you be a hero? How?

Standards:









Day 31 (Monday)


5-7 minutes: Book Talk

Wonder by R.J. Palacio

Prepare students for our next unit

35 minutes: Students will have the remainder of the class period to work on their rough draft for their compare/contrast essay. Final Draft Due Thursday (Will have class periods to work)

1 minute: clean-up

Day 32 (Tuesday)

Standards:






W.6.10 – Write routinely over extended time frames (time for research, reflection, and revision)

and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




40 minutes: students will form groups of 3-4 (depending on attendance that day) and participate in a writer’s workshop where they will provide feedback on their essays. Each student will take turns reading their essay to the group and those listening will provide the reader with feedback afterward. Each student will have a copy of a set of proofreading responsibilities. Provide reader with…

ComplimentsA. Tell the writer what he/she did well:

1. I really liked your topic2. I think you had good detail3. My favorite part was____ because…4. I liked the way you…

Make SuggestionsB. Give the writer some specific ideas about how they can make their writing better.

1. I like this part, but if you added some more detail here I think it would be clearer.

2. This part is good, but instead of using the word like, maybe try admire.Word Choice: interesting words used.Organization: is it easy to follow/understand. Sentence Fluency: are sentences too long, too short, to they flow well. Are they

staying on topic.

After each student has had a chance to read their essay out loud, then each group member will read someone else’s paper silently. Look for…

CorrectionsC. Check paper for…

1. Spelling2. Grammar

3. Punctuation4. Capitalization5. In-text Citations and line/paragraph number

I will conference with students during the writer’s workshop to make sure they are on the right track and answer any questions.

3 minutes: clean-up and preview the next day

Day 33 (Wednesday)

Standards:










40 minutes: Students will spend the rest of the class period revising their essay.

I will conference with students as they begin revising their essays to make sure they are on the right track and answer any questions.

3 minutes: clean-up preview the next day.

Day 34 (Thursday)

Standards:










40 minutes: Students will use the whole class period to complete their final draft of their essay with corrections. DUE TODAY

3 minutes: Preview the next day’s assignment; have students choose personal hero.

Day 35 (Friday)

Standards:










5-10 minute: Mini-lecture over thank you letters.

We will discuss the thank you letters and their components. Provide students with examples of each. As well as explain that we will be mailing these letters to their hero, pending we have an address for their hero.

30 minutes: Students will have the rest of the class period to compose their rough letter to their personal hero. During this unit, we have been discussing heroes and the qualities that they possess. I want you to think about those qualities then think of someone who you believe possess those qualities. To honor your personal hero, you are going to write them a thank you letter telling them why you consider them to be a hero. Your hero letter must include the following:

Greeting: Ex: Dear Hero Body:

Introducing yourself- First Name ONLY, Student in Wichita School District, (Ex. What grade you are in, what sports you play, what you like to do for fun)

Tell your hero why you are writing to them, tell them why they are your hero and how they have impacted your life.

An ending to wrap up the letter (make it memorable, leave them with a good impression)

Closing: Ex: Sincerely or Thank you, (your name)

Format: Complete sentences (Typed) Times New Roman or Arial font Size 11 or 12 Double spaced

Editing will take place the next day after peer review. DUE Monday (Will have class time to complete)

3 minutes: Clean-up Exit Ticket What components of the thank you letter do you need to include in the letter to your

hero?

Week 8

Day 36 (Monday)

Standards:




W.6.8 – Gather relevant information from multiple print and digital sources; assess the

credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.





7 Minutes: Attendance, Announcements, Bellwork K-W-L (Focus on the L)

Tell me what you learned during this unit about heroes and their characteristics.

15-20 minutes: students will work with their shoulder partner and participate in a writer’s workshop where they will provide feedback on their thank you letters. Each student will take turns reading their thank you letter to their partner and those listening will provide the reader with feedback afterward. After each partner has had a chance to share they will exchange their letters and read them silently. After one read through they will begin marking the letter for…

ComplimentsA. Tell the writer what he/she did well:

1. I really liked your topic2. I think you had good detail3. My favorite part was____ because…4. I liked the way you…

Make SuggestionsB. Give the writer some specific ideas about how they can make their writing better.

1. I like this part, but if you added some more detail here I think it would be clearer.

2. This part is good, but instead of using the word like, maybe try admire.Word Choice: interesting words used.Organization: is it easy to follow/understand. Sentence Fluency: are sentences too long, too short, to they flow well. Are they

staying on topic.

CorrectionsC. Check paper for…

1. Spelling2. Grammar3. Punctuation4. Capitalization

I will conference with students during the writer’s workshop to make sure they are on the right track and answer any questions.

20 minutes: Students will spend the last half of class composing their final thank letters with corrections in mind.

3 minutes: Exit ticket How has your view/ideas of heroes changed over the course of the unit?

END OF UNIT

Documents

wsu2017-2018. Web viewArtful Artist (AA) draw anything about the assigned reading that you liked: a character, the setting, ... Pick up materials from back table, fill-out agenda