6th Grade Humanities (Period 1) Assignments
- Instructors
- Esther Kang
- Josh Hamler
- Term
- 2017-2018 School Year
- Department
- 01) Humanities
- Description
-
Welcome to 6th grade Humanities
Course Description:
This class is a combination of reading different types of texts, writing, and history. Students are able to understand the term “humanities” by making clear connections between literature and history.
In this class, students in the sixth grade will be taking a journey through different cultures by interacting with the Amplify Curriculum. Students will be reading and writing different types of texts and stories in their exploration of these units. This class will address the diversity of student learning styles and connect to the new Common Core State Standards.
We will be using the California Common Core State Standards for the basis of our learning. These standards require all of us to be proficient 21st Century, critical thinkers, independent readers, and effective communicators. To do this we will be developing the following habits of mind through our studies:
HABITS OF MIND
Curiosity: the desire to know more about the world
Openness: the willingness to consider new ways of being and thinking in the world
Engagement: a sense of investment and involvement in learning
Creativity: the ability to use novel approaches for generating, investigating, and representing ideas
Persistence: the ability to sustain interest in and attention to short and long-term projects
Responsibility: the ability to take ownership of one’s actions and understand the consequences of those actions
Flexibility: the ability to adapt to situations, expectations, or demands
Metacognition: the ability to reflect on one’s own thinkingGrading Policy
10% Vocabulary
10% Reading Comprehension
20% Daily Writing
20% Daily Standards-Based Formative Assessment (tied to lesson focus/check sheet)
40% Summative-
Final Draft/Quest/Block and Interim Tests
Formative Assessment Grading Scale
10 Exceeding Standard/Advanced
8 Meeting Standard/Proficient
7 Approaching meeting the Standard
6 Not yet but getting there.
5 Incomplete
100%-90% = A
- 89%-80% = B
- 79%-70% = C
- 69%-60% = D
- 59% and below = F
Class Expectations
ALL SCHOOL RULES APPLY TO THIS CLASS! PLEASE REFER TO YOUR STUDENT HANDBOOK.Reading Comprehension Homework
Solo Reading Comprehension assignments will be given every day and checked the following class day.. At the end of each class period, the teacher will remind you to write down the Solo assignment in your agenda. If you do not have computer access, then you must complete the workbook assignment and quickly input it into the “Solo” part of the Amplify website at the beginning of class. . Homework will also be posted on the school website. Go to WWW.mykla.org, then access the link to the teacher’s class.
Beginning of Class Procedures
1. Gather all supplies that will be necessary to succeed in class out of backpack.
2. Leave backpack in assigned backpack area (you will not be able to access backpack for the rest of the period.)
3. Retrieve notebook and computer quietly.
4. Quietly walk to your assigned seat.
- Sign into Amplify
6. Begin Vocabulary
7. Check the board for next steps.
8. Wait for further instructions from the teacher.
Restroom Policy
To use the restroom, I will require you to have your student agenda. You will be allowed to leave the room ONCE per week. I expect that you will ask to use the restroom and have your planner open and ready to be signed. If you do not have your student agenda, you will not be permitted to use the restroom.
Hand Raising
Students must raise their hands to speak out loud in class unless specifically directed otherwise by the teacher. Talk only when permitted. Be aware of the situation since quiet talking is allowed in some situations and speaking to the entire group without raising your hand may be allowed in others. I will remind you once and expect compliance. Non-compliance will result in consequences such as lowering of the student’s citizenship grade, detention, and/or a call home.
Countdown = the teacher may count down from 10 to 1. At “1” students must be back to their seats, quiet, and ready to follow directions. Students not following directions will receive a loss of citizenship points.
Absences and Missed Work:
- Students are responsible for all work missed work during their absence. All assignments will be posted online.
- The student should set up an appointment with the teacher to go over and to turn in any missed work. Late work may only be submitted during the teacher’s tutoring time after school.
- Missed work is the responsibility of the student to make up!
Citizenship Points
You start with 20 points each week, which is an “E”
For each violation you lose 1 point.
Violations
- Backpacks at seat
- Not getting quick questions started within 1 minute of bell
- Not facing forward/paying attention while the teacher is talking.
- Dress Code
- Off Task
- Arguing
- No Homework
- Disrespectful to other students/teacher
- Outbursts without raising hand
- Walking around room
- Spending too much time playing with mechanical pencils/not prepared with supplies
- Tapping
- Cross-classroom talking/yelling/giggling
At the end of each week this will be your grade based on violations. This will be added up at the end of each grading period for your citizenship grade.
18 – 20 = E 14-15 = S <11 = U
16 - 17 =G 12-13 = N
Parent Involvement
I believe that the education of your child requires a team effort. Please feel free to contact me whenever you have questions. I hope that your child has a productive year in which their appreciation of history and language arts grows. Please sign the below and have your child return to me. The remaining pages must be kept in the student’s binder/folder for future reference. the teacher reserves the right to change his policies and expectations at any time. This will be the first assignment for the student worth a total of 10 points.
I have read and discussed the teacher’s Class Expectations with my Child
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
Make a Copy and Rename It (Your Name - Ancient Civilization Project)
Google Slides and Notes Due June 15
Presentations: June 18- June 21
Name:_______________________________________
Your assignment:
The museum has a new area for an ancient civilization exhibit. You are a student archaeologist that is an expert on ancient civilizations. You have been asked to pick your favorite ancient civilization and create an exhibit. Your exhibit will include two parts:, research notes on your civilization, and a Google Slides slide show presentation based on your research.
Choices: Ancient Egypt, Ancient China, Ancient India, Ancient Africa, Ancient Rome, Ancient Greece, Mayan Civilization, Aztec Civilization, Inca Civilization.
I have chosen the ___________________________ civilization for to do my research on.
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Role |
Audience |
Format |
Topic |
You may work with a partner of your choosing or work independently
Sources of information might include your Social Studies textbook, an encyclopedia, books from the library and the internet. http://www.Mrdonn.org is a great website to start with! Also http://www.seaford.k12.ny.us/Page/1395. You will have class time to work on your power point. Most of the research (finding information and taking notes) will also be done in class but may need to be done at home as well.wPlease ask questions early and often. There should be no stress or confusion at the last minute. I have read the research project guidelines and I understand the requirements and due dates.
Each part has specific requirements.
- Research Notes - Add notes into the document below: You must come to class with notes to use to create your power point slides. Use the graphic organizer and questions below to collect information about each of the cultural aspects for your civilization. You must also have proper works cited page in your power point stating where you got all your information for your notes Your notes will be checked. (Books, websites, encyclopedias, etc) (50 Points)
- Google Slides Slide Show To receive an "A" grade, your power point must include the following slides: All Slides must be in your own words!
- A title slide which includes the name of the civilization, your name, and an appropriate, colorful graphic
- A timeline of the Ancient Civilization’s most important events, minimum of 5 events.
- A map of the world showing the location of the civilization you have researched.
- A slide on each of the 7 Themes of history for your civilization
- A slide for the important people.
- A slide about the interesting features in the cicilization.
- A works cited slide.
- A 10 question quiz at the end.(100 points)
Take notes under each topic
5 Important Events-
Notes
Geography and Environment -Find a map of your Ancient Civilization- How did the people adapt to their land, climate (what type of climate), and natural resources?
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Geography and Environment Notes: Quoted/Copied Text |
Paraphrased in my own words |
Economic System - What were the jobs, slavery, trade and money?
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Economic System Notes: Quoted/Copied Text |
Paraphrased in my own words |
Technology - Inventions, tools, weapons, things we use today from the culture.
Notes:
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Technology - Notes: Quoted/Copied Text |
Paraphrased in my own words |
Religion and Belief System - What were the religious beliefs and practices, birth and death rituals, myths, values?
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Religion and Belief System -Notes: Quoted/Copied Text |
Paraphrased in my own words |
Government and Leadership - Political System - Who ruled, what type of government, how were they chosen, laws, how were conflicts resolved?
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Government and Leadership Notes: Quoted/Copied Text |
Paraphrased in my own words |
Daily Life - What did a normal person do in their life? What kind of food did they eatWhat were the roles of men, women, and children? Describe family life and the people in it?
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Daily Life - Notes: Quoted/Copied Text |
Paraphrased in my own words |
Culture Are there any traditions or customs for this group? Describe the art, literature, architecture, leisure activities, and other items considered valuable and beautiful by the culture. Writing style: Name of it and method; was it letters, numbers, symbols, pictures?
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Culture Notes: Quoted/Copied Text |
Paraphrased in my own words |
Important people-Identify the roles and contributions of famous leaders in the civilization you chose.
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Important people Notes: Quoted/Copied Text |
Paraphrased in my own words |
An interesting or unique feature of this civilization (for example Greek mythology, Egyptian Pyramids or the Great Wall of China)
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An interesting or unique feature of this civilization Notes: Quoted/Copied Text |
Paraphrased in my own words |
Works Cited slide- You must use at least 5 different resources and three different styles of literature (internet site, text book, magazine etc.) Each slide must include enough written information to explain the cultural aspect in the civilization you researched. You may choose outline (bullets) or paragraph form for your writing.
Your presentation should have a uniform appearance - in other words the style (background, font, and layout) of the slides should all be similar.,
All Google Slides must have a 10 question quiz at the end
Works Cited Slide
Plagiarism:
Remember that it is illegal to use an author’s words without giving them the proper credit (works cited).Works Cited:
1.___________________________________________________________________
_____________________________________________________________________
2.___________________________________________________________________
_____________________________________________________________________
3.___________________________________________________________________
____________________________________________________________________
4.___________________________________________________________________
____________________________________________________________________
5.___________________________________________________________________
____________________________________________________________________
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Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.
2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?
3) Use these sentence starters to help you with your writing.
- The quote _____ shows that the Cyclops is _____.
- The quote _____ shows that Odysseus and his men are in _____.
- The quote _____ helped me predict _____ because _____.
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.
Use these sentence starters to help you with your writing:
I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…
Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.
Original Writing Prompt
Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.
Due:
Assignment
Lesson at a Glance
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.
2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?
3) Use these sentence starters to help you with your writing.
- The quote _____ shows that the Cyclops is _____.
- The quote _____ shows that Odysseus and his men are in _____.
- The quote _____ helped me predict _____ because _____.
Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.
Use these sentence starters to help you with your writing:
I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…
Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.
Original Writing Prompt
Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.
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Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
1) Reread the passage, focusing on paragraphs 5-7.
The following quotes have been selected to help you with your writing.
- “Man is happy now.” (3/4)
- “Happy as beasts are happy,” said Prometheus. (6/1)
- “He has another quality,” said Zeus, “the capacity for worship.” (7/1)
2) Do you agree with Zeus that humans should not have fire? Find places in the text to support your answer.
Use these sentence starters to help you answer the prompt.
One reason Zeus thinks humans should not have fire is___________.
One reason Prometheus thinks humans should have fire is___________.
I agree/disagree with Zeus because___________.
Directions
1) Reread paragraphs 5–9 and highlight all the reasons Zeus gives for not wanting humans to have fire.
2) Do you agree with Zeus that humans should not have fire?
3) Use these sentence starters to help you answer the prompt.
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One reason Zeus thinks humans should not have fire is _____.
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One reason Prometheus thinks humans should have fire is _____.
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I agree/disagree with Zeus because _____.
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
Use these sentence starters to help with your writing.
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Zeus thinks humans should not have fire because______.
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Prometheus thinks humans should have fire because______.
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I agree/disagree with Zeus because______.
Directions
1) Is Zeus correct that man should not have fire, or is Prometheus correct that man should have fire? Use evidence from the text to explain the positive and negative consequences of man obtaining fire.
2) Consider the reasons why someone may argue the opposite view and create a counter argument to further explain your view.
Original Writing Prompt
Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.
Directions
- With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Book.”
- Check that you have correctly punctuated and cited your direct quotes.
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Assignment
Lesson at a Glance
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Lesson at a Glance
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Assignment
Tournament of Heroes (15 minutes)
Print and hang the posters of the heroes on the walls around the room. They are: Asclepius, Daedalus, Heracles, Icarus, Orpheus, Phaethon, Psyche, and Theseus. Ask students who they think the greatest Greek hero is. Make sure students base this on evidence they’ve collected from the text.
Students will mostly be divided by which path they went down, as only those who took the Athene path will have read about Daedalus or Theseus, only those on the Heracles path will know Heracles, and only those on the Hades path will know Orpheus or Psyche.
The goal of this game is for students to use quotes from the text to compete in a tournament to decide “Who is the greatest hero of all time?” To begin, make a tournament bracket on the board. Here’s an example:
When two heroes compete, a student representing each character should stand in front of the class, and read a quote about that hero that proves how extraordinary they are. After each competitor has read one quote, the rest of the class votes on whose quote was more extraordinary. The class can vote either by show-of-hands or by applause-o-meter (the class gets a chance to cheer for one hero and then the other, and the loudest cheer wins). The winner moves on in the bracket, and the loser is out of the tournament. Students compete until a winner is decided.
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Assignment
Introduction
There isn’t a correct order in which to read Greek myths. It doesn’t matter if the first myth you ever hear is the story of Persephone, or the story of Odysseus, or the story of Icarus, as long as the story is exciting to you. Each myth stands alone, and it also builds context to help you enjoy the next one you hear. So learning Greek myths is a lot like an exploration in which your path is dictated by your curiosity and by your sense of excitement.
The Myth World Quest takes this idea and makes it literal. In Myth World, students use their tablets to explore mythological Greece. They can climb Mount Olympus, cross the sea to Crete, or descend into the underworld. As they explore, they will find characters who have been turned into stone by a rampaging Medusa. The students’ job is to read stories about those characters in order to crack them out of their stony prisons.
Along their journey, students will find four hidden items: Winged Sandals of Hermes, The Sword of Heracles, the Shield of Athene, and the Helmet of Hades. These were the tools Perseus used to defeat Medusa, and collecting all four will allow the class to end Medusa’s rampage.
As students search the world for these artifacts, they will gain a diverse body of knowledge about Greek myths. Although students will be choosing which myths they want to read about, they will be asked to record passages from the text to justify claims about the characters of Greek mythology. Your job as the teacher is to pull these bodies of knowledge together, so that students can teach one another about the myths. In this Teacher Guide, we’ve outlined a series of exercises that will help you give your students an overview of the world the Greeks created.
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Assignment
The Reason I Like Chocolate
The reason I like chocolate
is I can lick my fingers
and nobody tells me I’m not polite
I especially like scary movies
‘cause I can snuggle with Mommy
or my big sister and they don’t laugh
I like to cry sometimes ‘cause
everybody says “what’s the matter
don’t cry”
and I like books
for all those reasons
but mostly ‘cause they just make me
happy
and I really like
to be happy
--Nikki Giovanni
Published in A Family of Poems: My Favorite Poetry for Children, 2005
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My Mimic |
Poem: "The First Book" by Rita Dove
“The First Book” by Rita Dove
Open it.
Go ahead, it won’t bite.
Well…maybe a little.
More a nip, like. A tingle.
It’s pleasurable, really.
You see, it keeps on opening.
You may fall in.
Sure, it’s hard to get started;
remember learning to use
knife and fork? Dig in:
you’ll never reach bottom.
It’s not like it’s the end of the world –
just the world as you think
you know it.
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Mimic |
Limerick
There was a young man from a city,
Who met what he thought was a kitty;
He gave it a pat
and said, "Nice little cat!"
And they buried his clothes out of pity
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Mimic |
Epitaph
Here lies the body of our Ana
Done to death by a banana
It wasn't the fruit that laid her low
But the skin of the thing that made her go
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Mimic |
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Haiku
The snowball lands – thump! White flecks upon the window Eyes peek out – who’s there?
Slender, silver trout Wiggling in the shallow stream Spots a worm – my worm.
Popsicle melting. Red stains on sticky fingers Wash off in the pool.
The tree’s a pumpkin: Round, and brilliant orange. Look quick! Soon, a skeleton.
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Mimic |
Knoxville, Tennessee
Nikki Giovanni, 1943
I always like summer
best
you can eat fresh corn
from daddy’s garden
and okra
and greens
and cabbage
and lots of
barbecue
and buttermilk
and homemade ice-cream
at the church picnic
and listen to
gospel music
outside
at the church
homecoming
and go to the mountains with
your grandmother
and go barefooted
and be warm
all the time
not only when you go to bed
and sleep
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Mimic |
Due:
Assignment
Begin 1-Pager - Directions are below
Chocolate is……….
One Pager
Use the Chocolate Collection in the Amplify Library
Your individual poster must include the following.
- Three quotations from the Amplify Library about chocolate with citations. Explain why each quote is important.
- Ten words that describe or represent what chocolate means to you.
- Five visual images or pictures to create a central focus to your page.
- Cluster around these images captions that describe the images.
- Two thoughtful questions and answers about chocolate
- Use lots of color!
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Lesson at a Glance
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Lesson at a Glance
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Lesson at a Glance
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Lesson at a Glance
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Lesson at a Glance
Directions
Underline two places in your body paragraphs to revise. One could be a place where you can add more evidence to support the claim in your essay, and another could be a place where you can develop your evidence further in order to support your claim.
NOTE: If you did not submit your Solo from the previous lesson, navigate back to the Solo and submit the activity before working on this assignment.
Directions
- For each place you have identified as needing revision, write three to five sentences that present additional evidence or describe your evidence further. Do not delete your original sentences. Add the revised sentences after the original sentences. Then reread your body paragraph with the new sentences and revise the sentences so they connect clearly with one another.
- When you are done, compare what you wrote before and after your revision.
- Complete the poll.
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Now write a conclusion to your essay below your body paragraphs. Remember to include...
- a restatement of your claim.
- a final thought for your reader to take away.
Directions
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Reread the introduction and body paragraphs of your essay.
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Write a conclusion to your essay below your body paragraphs. Remember to include...
- a restatement of your claim.
- a final thought for your reader to take away.
Directions
Choose your favorite sentence or two from your conclusion and be prepared to read them aloud to the class.
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Lesson at a Glance
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Lesson at a Glance
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Lesson at a Glance
Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.
Directions
Revision Assignment: Focus (in Response to Text)
- Go to My Work and find a recent writing activity (or your teacher will identify one for you).
- Copy and paste your writing below.
- Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
- Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.
Directions
Revision Assignment: Use of Evidence
- Go to My Work and find a recent writing activity (or your teacher will identify one for you).
- Copy and paste your writing below.
- In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
- In the text, identify two more text details that connect to your idea.
- Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
If you are writing about The Chocolate Collection, click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.
Click NEXT to view The Chocolate Collection. When you are finished writing, go to the last card and click HAND IN.
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Assignment
Lesson at a Glance
Directions
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As a group choose your strongest piece of supporting evidence for your side.
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Write an opening statement that includes:
- your position for or against the topic
- a strong, attention-grabbing claim or question
- your strongest piece of evidence
Opening Statement:
Directions
Work with your group to write explanations for your evidence and complete your opening statement.
- In your YES or NO box, skip a line after each piece of evidence. Write 1–2 sentences after each to show how the evidence supports your claim for or against chocolate.
- You’ve already added your strongest piece of evidence to your opening statement. Now, add the explanation for that evidence (from the YES or NO box) to your opening statement.
- Review the opening statement and decide which member of your group will present it. Then decide who will present the second and third arguments.
Opening Statement:
Directions
- Now it’s time to debate. When it is your turn, speak clearly and loudly. Use the arguments below, which you completed in the last activity.
- As other groups present, fill out the Debate Peer Evaluation forms on the following cards.
Directions:
1) Look at the three pieces of evidence and explanations you wrote for the opposing position.
2) Choose one that an opposing team presented in their opening statement.
3) Work with your group to write a counterargument to disprove or weaken this opposing point.
Write the most convincing statement you can make for your side. Make sure that this closing statement includes a restatement of your strongest piece of evidence.
Closing Statement:
Here is your group's counterargument:
Here is your group's closing statement:
Directions
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Now it’s time to present your part of the debate. When it is your turn, speak clearly and loudly. Use the arguments below, which you completed in the last activity.
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As other groups present, fill out the Debate Peer Evaluation forms on the following cards.
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Lesson at a Glance
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Lesson at a Glance
3) Does Dove find chocolate irresistible? Describe two or three details from the poem to support your answer.
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Lesson at a Glance
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.
Click NEXT to find the texts, and click to the end of the activity to HAND IN.
Original Writing Prompt:
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim.
Raise your hand to share your work with the class.
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Assignment
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.
Click NEXT to find the texts, and click to the end of the activity to HAND IN.
EXAMPLE
Dear Candy Store Owner,
Hook
The labor methods used in cocoa farming are _______________because____________. An example of this is kids are working 12 hours a day instead of going to school. According the the article Skipping Stones, "Sametta does not go to school. Her family needs her to work in order for them to survive. Her health is at risk because she uses a sharp machete to harvest the cocoa pods, (Skipping Stones P2). This shows that
Another example ______________________
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Assignment
Lesson at a Glance
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim. Use your pre-writing outline to guide your response.
Click NEXT to find the texts, and click to the end of the activity to HAND IN.
Original Writing Prompt:
Write your own argumentative letter informing a local candy store owner about issues involved in chocolate production. Be sure your letter includes a claim and at least two pieces of evidence to support the claim.
Raise your hand to share your work with the class.
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Assignment
Lesson at a Glance
2) Write one or two paragraphs providing key information you discovered about your topic. Make sure to include two framed quotes from at least two sources.
Raise your hand to share what you have written.
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Lesson at a Glance
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Lesson at a Glance
Choose one of the images to study again. Using details from the image, describe whether this image makes you think chocolate is a luxury or a necessity for humans.
Click NEXT to see the images.
Original Writing Prompt:
Choose one of the images to study again. Using details from the image, describe whether this image makes you think chocolate is a luxury or a necessity for humans.
Raise your hand to share what you have written.
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Assignment
Lesson at a Glance
Which of the four sources (discussed in class) do you think is the most dependable? Which source do you think is the least dependable? Support your thinking using evidence from one or more of the websites.
Original Writing Prompt:
Which of the four sources (discussed in class) do you think is the most dependable? Which source do you think is the least dependable? Support your thinking using evidence from one or more of the websites.
Raise your hand to share what you have written.
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Take one minute to create a list of your interests and hobbies (movies, books, sports, fashion, animals, music, etc.).
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Review your list and choose three subjects that you are most interested in learning more about.
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For each subject, create a list of three answerable research questions. (e.g., How many times have the Yankees won the World Series? Who is the highest-paid actress in Hollywood? Which breed of dog is best for a family? Who has had the most number-one songs?)
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With a partner, choose one question to research and find an answer to that question.
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With your partner, search the Internet for dependable sources that answer your question.
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Write a one-paragraph response that includes the answer to your question, where you found the answer, and how/why you know the sources are dependable.
Due:
Assignment
Lesson at a Glance
Directions
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Open a search window and enter the hoax website’s URL.
Review the sites that come up after the original site. -
Did the other sites reveal anything about the validity of the hoax website? Write what you learned from the other sites.
Due:
Assignment
Lesson at a Glance
What do Tom's actions in this chapter reveal about his character? Write a well-constructed paragraph that uses details from the text.
Which character—Tom Sawyer or Sherlock Holmes—is better at outthinking others? Write a well-constructed paragraph that uses details from BOTH texts to support your answer.
Click NEXT to read "The Speckled Band."
Due:
Assignment
Sherlock Holmes is……….
One Pager
Use “The Speckled Band” or The Red-Headed League Lesson 1. Use The Amplify Library Adventures of Sherlock Holmes Chapter 2 “The Red Headed League or Chapter 8 “The Speckled Band”
A one-pager is a single-page poster in response to your reading. It is a way of making your own pattern of your unique understanding. It is a way to be creative and experimental. It is a way to respond imaginatively and honestly. A one-pager is a valuable way to own what you are reading.
Your individual poster must include the following.
- Three quotes from your reading about Sherlock Holmes that shows what kind of person he is. Explain each quote.
- Ten words that connect to or describe Sherlock Holmes
- Five visual images, symbols or pictures that connect to Sherlock Holmes or his mysteries.
- Write captions that describe the images.
- Two thoughtful questions and answers about Sherlock Holmes mysteries
- Use lots of color!
Due:
Assignment
Lesson at a Glance
1) What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
Choose one detail from the following list:
- The assistant accepting half-pay
- The knees of the assistant’s trousers
2) Using textual evidence, explain why this detail is suspicious.
Use these sentence starters to help structure your writing:
- ___________ is suspicious because _________________.
- At first ______ seems normal, but it is suspicious because ___________.
- ________ seems normal, but actually contains a clue. It tells Sherlock that ______________________.
- Some details from the text seem ordinary but actually might be suspicious. Refer to your Detective Notebook if needed.
- Choose one detail from the following list that might be suspicious:
- The assistant accepts half-pay.
- The knees of the assistant’s trousers
- Sherlock studies the order of houses on the block behind the pawnbroker.
- Sherlock taps on the pavement in front of pawnbroker’s business.
- Use the sentence starters to help you explain why this detail is suspicious.
- At first ___________ seems normal, but it is suspicious because ___________.
- ____ seems normal, but actually contains a clue. It tells Sherlock that ____________.
- Sherlock is able to figure out ___________.
- What details from the text seem ordinary but actually might be suspicious? Refer to your Detective Notebook if needed.
- Use these sentence starters to help structure your writing:
- The fact that ___________ is suspicious because ___________.
- Even though at first it seems normal, the fact that ___________ actually contains a clue. It tells Sherlock that ___________.
- This detail is suspicious because ___________.
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
(Refer to your Detective's Notebook if needed.)
Find at least three details from the text that seem ordinary but actually might be suspicious? How does the author use these details to create mystery or suspense? How do these details impact your feelings as a reader? Use evidence from the story to support your ideas.
Original Writing Prompt
What details from the text seem ordinary but actually might be suspicious? Using textual evidence, explain why.
Due:
Assignment
Lesson at a Glance
6) Why is Watson “always oppressed with a sense of [his] own stupidity in [his] dealings with Sherlock Holmes" (162)?
Due:
Assignment
Lesson at a Glance
Use these directions if your teacher has assigned you to complete a Revision Assignment for Focus. When you are done, go to the last card and click HAND IN.
Directions
Revision Assignment: Focus (in Response to Text)
- Go to My Work and find a recent writing activity (or your teacher will identify one for you).
- Copy and paste your writing below.
- Find a place in your writing where you focus on one moment in the reading but could add more details or explanation about what you noticed.
- Write 3–5 additional sentences to that place in your writing, describing what you noticed and explaining your idea about this moment.
Use these directions if your teacher has assigned you to complete a Revision Assignment for Use of Evidence. When you are done, go to the last card and click HAND IN.
Directions
Revision Assignment: Use of Evidence
- Go to My Work and find a recent writing activity (or your teacher will identify one for you).
- Copy and paste your writing below.
- In your writing, find and underline a sentence(s) where you used details from the text as evidence to develop your idea.
- In the text, identify two more text details that connect to your idea.
- Write 3–5 more sentences using and describing those details to explain your idea. Use at least one direct quote.
If you are writing about "The Speckled Band," click NEXT to view the text. If you are writing about another text, open the Library or open the text from your teacher. When you are finished writing, go to the last card and click HAND IN.
Click NEXT to view "The Speckled Band." When you are finished writing, go to the last card and click HAND IN.
Due:
Assignment
Lesson at a Glance
Directions
-
Read and review your response to the Writing Prompt when you read the beginning of this story: “What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious?”
-
Turn and talk with a partner to discuss the following:
- What clues did you write about that Sherlock actually does use to solve the case?
- What details did you write about that Sherlock does not use to solve the case?
Pick one detail from the text and describe how it turns out to be a clue for Sherlock Holmes.
Options for details:
- The low whistle
- The metal banging sound
- The bell-pull
- The ventilator
Use these sentence starters to help you structure your writing:
-
The ___________ was useful to Sherlock Holmes because _____________________________.
-
Without the _________________, Sherlock Holmes wouldn’t have known that _______________________.
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When Sherlock noticed the __________, he realized ____________________.
-
This helped him solve the case because __________________________.
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Use these sentence starters to help you structure your writing:
- The ___________ was useful to Sherlock Holmes because ___________.
- Without the___________, Sherlock Holmes wouldn’t have known that ___________.
- When Sherlock noticed the ___________, he realized ___________.
- This helped him solve the case because ___________.
Directions
Write about two details:
1. Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
2. Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Choose three details from the story. Of the three, which turned out the be clues? Which did you think were important at one point while reading but turned out not to be? What strategies did the author use to mislead you? How does this add to the mystery of the story? Use evidence from the text to support your ideas.
Original Writing Prompt
Write about two details:
- Pick one detail and describe how it turned out to be a useful clue for Sherlock Holmes.
- Pick another detail that you or someone else once thought might be important, but turned out not to be, and explain why.
Directions
1) Use the prompt your teacher assigns to you.
2) Read the passage from “Young Goodman Brown” by Nathaniel Hawthorne.
-
Writing Prompt 1: Select three details from the text and explain why you think they might be useful later in the story.
-
Writing Prompt 2: "Young Goodman Brown" and "The Adventure of the Speckled Band" are both stories with a mystery at their centers. Compare the passage from the beginning of "Young Goodman Brown" to paragraphs 22–30 of "The Adventure of the Speckled Band." Use 1–2 details from each passage to explain how each opening passage creates a sense of mystery for the reader.
Due:
Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Use this sentence starter to help with your writing.
- Holmes finds ___________ suspicious because ___________.
When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Original Writing Prompt
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?
Due:
Assignment
Lesson at a Glance
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Use this sentence starter to help with your writing.
- Holmes finds ___________ suspicious because ___________.
When you are finished, copy and paste your writing into the first pencil icon, the one without the plus sign.
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
Original Writing Prompt
What details about Helen and her story does Holmes think might be suspicious? How do you know he finds them suspicious? Use textual evidence to support your answer.
7) In this passage, what does Sherlock Holmes explain is his reason for being suspicious of “the old man”?
Due:
Assignment
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Lesson at a Glance
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Lesson at a Glance
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Assignment
Lesson at a Glance
4) Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him.
Use these sentence starters to help structure your writing:
-
Aunt Polly accuses Tom because ____________________.
-
Tom responds to Aunt Polly’s accusation by _______________________.
-
This shows me that Tom is _________________________.
Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.
Think about:
- Why does Aunt Polly accuse Tom?
- How does Tom respond?
- What does Tom’s response show you about him?
Use these sentence starters to help structure your writing.
- Aunt Polly accuses Tom because ___________.
- Tom responds to Aunt Polly’s accusation by ___________.
- This shows me that Tom is ___________.
Describe the way Tom acts in response to Aunt Polly’s accusation and explain what his response shows about him. Make sure you cite textual evidence to support your answer.
Use these sentence starters to help you.
1. When Aunt Polly accuses Tom, he...
2. His reaction shows me…
Describe the way Tom acts in response to Aunt Polly’s accusation, and explain what his response shows about him.
Compare how Tom acts in response to Aunt Polly’s accusation about the sugar bowl to his response to her accusation about cutting school to go swimming in Chapter 1. What do his reactions show you about Tom? Why do Aunt Polly and Tom act so differently in each situation?
Click NEXT to see the Swimming Scene in Chapter 1.
Due:
Assignment
Lesson at a Glance
Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Use these sentence starters to structure your writing.
- I learned that Tom is ___________ in the following sentence: ___________.
- I was surprised by what I learned about Tom in line ___________ because ___________.
- Before I read ___________, I thought Tom was ___________. After reading ___________, I realize that Tom is actually ___________.
Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Use these sentence starters to structure your writing.
- This line shows me...
- I thought Tom was...
- I learned that Tom...
Do the lines you highlighted show you something about Tom that you didn’t know before? Explain your answer.
Do the lines you highlighted show you something about Tom that you didn’t know before? Compare this to another part of the book where Tom acts similarly or differently. What does this show you about Tom’s character traits? Explain your answer.
Due:
Assignment
Lesson at a Glance
Choose one text excerpt that you highlighted in the previous activity.
1) Describe five things you notice from that excerpt.
For example:
- How do the characters act?
- What personality traits do they show?
- How do the characters look?
- What emotions do they show?
- What examples of dialect do the characters use?
2) What does this text excerpt show you about Tom or Aunt Polly?
Use these sentence starters for extra help:
- I noticed that Tom/AuntPolly ______ this shows me _______.
- The characters in this excerpt ______ this shows ____ about them.
- This text excerpt shows me _______ about Tom/Aunt Polly because ________.
Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
Use these sentence starters for extra help:
- I noticed that the characters in this excerpt act/show/look/speak _______________________.
- This text excerpt shows me that Tom/Aunt Polly ___________________________.
Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
Original Writing Prompt
Choose one text excerpt you highlighted from one of the skits, describe everything you noticed about that excerpt, and tell what it shows about Aunt Polly, or Tom, or both.
Due:
Assignment
Lesson at a Glance
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Assignment
Lesson at a Glance
Due:
Assignment
Lesson at a Glance
Find a moment you highlighted from the chapter.
What type of person is the Matron? Use detail from the moment your highlighted to convince your reader.
Use the sentence starters below to help you.
The Matron is ___________
I know this because ___________
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
Use the sentence starters below to help you.
The Matron is ___________
I know this because ___________
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
What type of person is the Matron? How is she similar or different from the Headmaster?
Use details from this chapter and others to support your ideas.
Original Writing Prompt
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
Write about one awful moment from a recent day at school. (Or one great moment.)
Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.
Due:
Assignment
Lesson at a Glance
Find a moment you highlighted from the chapter.
What type of person is the Matron? Use detail from the moment your highlighted to convince your reader.
Use the sentence starters below to help you.
The Matron is ___________
I know this because ___________
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
Use the sentence starters below to help you.
The Matron is ___________
I know this because ___________
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
What type of person is the Matron? How is she similar or different from the Headmaster?
Use details from this chapter and others to support your ideas.
Original Writing Prompt
Write one idea you have about the type of person the Matron is after reading this chapter.
Describe 2–4 details from two moments in the chapter to convince your reader of your idea.
Write about one awful moment from a recent day at school. (Or one great moment.)
Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.
Due:
Assignment
Lesson at a Glance
Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.
Use the sentence starters to help you.
I took _______ out of my backpack/locker.
While I was looking for it, I noticed that the inside of my backpack/locker was _______.
If you were to look inside my backpack/locker, you would see _______.
Think about your backpack or locker. Is it messy or neat? Is it full of stuff or almost empty?
Think about a time when you took something out of your backpack a locker. Could you find it easily? Was it hard to find what you were looking for?
Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.
Use the sentence starters to help you.
I took _______ out of my backpack/locker.
While I was looking for it, I noticed that the inside of my backpack/locker was _______.
If you were to look inside my backpack/locker, you would see _______.
Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it. Use the sentence starters to help you.
I noticed that the inside of my backpack/locker was _______.
If you were to look inside, you would see _______.
Personal Narrative Prompt:
Write about one moment when you took something out of your backpack or locker. Describe what you noticed about the contents of your backpack or locker so that the reader can picture it.
- Reread the passage and think about what the boys used tuck-boxes for.
- Highlight two details that show why tuck-boxes were important to the boys.
- Write to explain why tuck-boxes were so important to Dahl and the boys. Use the details from the text you highlighted to explain your reasoning.
Reread the passage and think about what the boys used tuck-boxes for.
Why would the boys think they were important?
Describe 2–3 details from the text to explain your reasoning.
Response to Text Prompt:
What is one reason that the tuck-boxes are important for the boys at boarding school? Describe 2–3 details from the text to explain your reasoning.
What are three reasons why the tuck-box was so important to the boys at boarding school?
Use details from the text to support your reasoning. Compare Dahl’s description of the importance of tuck-boxes to his description of the importance of the sweet-shop to him and his friends in “The bicycle and the sweet-shop.”
Due:
Assignment
Lesson at a Glance
Revision Assignment—Use of Evidence
-
Reread your writing from Lesson 9 and underline a sentence(s) where you used details from the book to develop your idea. (Your teacher may have underlined a sentence for you.) Use the NEXT and PREV arrows below the text to navigate among the chapters "The Great Mouse Plot," "Mr Coombes," and "Mrs Pratchett's revenge."
-
Reread that part of the book and identify one or two more details that connect to your idea.
- Write 3–5 more sentences using those details to explain your idea. Use at least one direct quote.
Directions
If you share, do this:
- Read the original version.
- Read the new version.
- Identify which version you like better and explain why.
Directions
- Reread your writing once more.
- Underline the most convincing piece of evidence (details from the text) you use to persuade your reader.
- Skip a line. Explain why you think this piece of evidence is the most convincing.
Directions:
1) Use the prompt your teacher assigns to you.
2) Read the passage from The Secret Garden by Frances Hodgson Burnett.
-
Writing Prompt 1: Write one idea you have about the type of person Colin is. Describe 2–4 details from the passage to convince your reader of your idea.
-
Writing Prompt 2: Does Burnett's description of Colin make him sound like a likable character? Compare Burnett's description of Colin to Dahl's description of Miss Pratchett. How does each writer use details to create a likable or unpleasant feeling toward the character?
Due:
Assignment
Roald Dahl in Boy is…………..….
Name:____________________________
One Pager
Use your reading from the book Boy by Roald Dahl.
Complete the 1-pager mini-poster
Your individual poster must include the following.
- 5 quotes or pieces of evidence from the reading that caught your attention.
- Ten words that describe or represent Roald Dahl in Boy.
- Five visual images or pictures that represent things that have happened in the book
- Cluster around these images captions that describe the images.
- Two thoughtful questions and answers about Dahl in Boy
- Use lots of color!
___/10 Five quotes
___/10 Ten words that describe sugary drinks
___/10 Five visual images/pictures
___/10 Captions for pictures
___/10 Two questions with answers
___/10 Color
___/60 Total
Due:
Assignment
Lesson at a Glance
Lesson at a Glance
Directions
-
Now write 3–4 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
-
Use these sentence starters to help you with your writing.
-
David reaches for _______.
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As he does, Nick says, “_______.”
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Nick moves so that _______.
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David says, “ _______.”
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Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use the thinking prompts below to help you get started.
- What is David reaching for?
- What could David be saying as he does this?
- What is Nick thinking as David reaches over him? How do you know? What does Nick’s body and face look like?
- What might Nick be saying or thinking?
When you are ready to start writing, use the sentence starters below.
David reaches for ____________.
As he does, Nick says, “ ____________.”
Nick moves so that ____________.
David says, “ ____________.”
Directions
-
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
-
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
-
Use the sentence starters below to help you with your writing.
- David reaches for ____________.
- As he does, Nick says, “ ____________.”
- Nick moves so that ____________.
- David says, “ ____________.”
Directions
- Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
- Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Directions
-
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
-
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look. Include some internal dialogue to show what a character is thinking or feeling in this moment.
Original Writing Prompt:
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Lesson at a Glance
Directions
-
Now write 3–4 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
-
Use these sentence starters to help you with your writing.
-
David reaches for _______.
-
As he does, Nick says, “_______.”
-
Nick moves so that _______.
-
David says, “ _______.”
-
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Use the thinking prompts below to help you get started.
- What is David reaching for?
- What could David be saying as he does this?
- What is Nick thinking as David reaches over him? How do you know? What does Nick’s body and face look like?
- What might Nick be saying or thinking?
When you are ready to start writing, use the sentence starters below.
David reaches for ____________.
As he does, Nick says, “ ____________.”
Nick moves so that ____________.
David says, “ ____________.”
Directions
-
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
-
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
-
Use the sentence starters below to help you with your writing.
- David reaches for ____________.
- As he does, Nick says, “ ____________.”
- Nick moves so that ____________.
- David says, “ ____________.”
Directions
- Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
- Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Directions
-
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
-
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look. Include some internal dialogue to show what a character is thinking or feeling in this moment.
Original Writing Prompt:
Look at the dialogue you filled in for the photo of the students standing in the cafeteria line.
Write 5–7 sentences describing this moment. Use dialogue and narration, including precise details, to show what people are saying, doing, and how they speak and look.
Due:
Assignment
Lesson at a Glance
Does Dahl wish he didn’t put the dead mouse in Mrs. Pratchett’s jar? How do you know? Be sure to use details from “Mrs Pratchett’s revenge” in your answer.
Use the NEXT and PREV arrows below the text to navigate among the chapters “The Great Mouse Plot,” “Mr Coombes,” and “Mrs Pratchett’s revenge.”
Does Dahl wish he didn’t put the dead mouse in Mrs. Pratchett’s jar? How do you know? Use details from “Mrs Pratchett’s revenge” in your answer.
The sentence starters below may help you start your writing.
After he gets caught, Dahl is punished by _______.
When he is being caned, he thinks _______.
Does Dahl regret playing the mouse trick on Mrs. Pratchett?
Describe 2–3 details from the reading (including a direct quote) to explain your answer. Use these sentence stems to help you.
Dahl does/does not regret _______.
I know this because _______.
Does Dahl regret playing the mouse trick on Mrs. Pratchett?
Describe 2–3 details from the reading (including a direct quote) to explain your answer.
Use the NEXT and PREV arrows below the text to navigate among the chapters “The Great Mouse Plot,” “Mr Coombes,” and “Mrs Pratchett’s revenge.”
Compare how Dahl feels in “The Great Mouse Plot” to how he feels in “Mrs Pratchett’s revenge.”
In the end, does he regret the mouse trick? Use details from both chapters to explain your thinking.
Original Writing Prompt
Does Dahl regret playing the mouse trick on Mrs. Pratchett?
Describe 2–3 details from the reading (including a direct quote) to explain your answer.
Due:
Assignment
Lesson at a Glance
Directions
- Reread your Writing Response from Lesson 3 and underline a sentence(s) where you used details from the book to develop your idea (your teacher may have highlighted a sentence for you).
- Reread that part of the book and identify one more direct quote that connects to your idea.
- Skip a line and write your new sentences below your original response. Write 3–5 more sentences that use that quote to explain your idea. Use at least one direct quote.
Original Writing Prompt:
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24). Do you agree or disagree? Describe 2–3 details from the passage to show why.
Directions
If you share, do this:
- Read the original version.
- Read the new version.
- Identify which version you like better and explain why.
Due:
Assignment
Lesson at a Glance
Original Writing Prompt
Write about a moment that took three minutes or less.
Directions
- Reread the narrative you wrote in a previous lesson.
- Find two sentences that you can combine into one complex sentence. Copy these sentences and paste them below your writing.
- Combine these sentences into one sentence, using a dependent marker to describe the relationship between these actions and ideas.
- You can change the order of words.
- You may want to add words like "as soon as," "when," "although," and "because."
- Add a comma where necessary.
Due:
Assignment
Lesson at a Glance
Directions
-
Raise your hand to share your candy description.
-
Volunteer to respond to a detail you heard that makes the candy sound delicious or revolting.
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
Do you agree or disagree? Use the two details from the chapter below and the sentence starters to help you get started.
Detail 1:
She never smiled. She never welcomed us when we went in, and the only times she spoke were when she said things like, ‘I’m watchin’ you so keep yer thievin’ fingers off them chocolates!' (25)
Detail 2:
But by far the most loathsome thing about Mrs Pratchett was the filth that clung around her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-crumbs and tea stains and splotches of dried egg-yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grime. (26)
I agree/disagree with Dahl that Mrs. Pratchett was a horror because ___________.
Detail 1 tells me that ________.
I know Mrs. Pratchett was/was not a horror because Detail 2 _________.
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
Do you agree or disagree? Describe 2–3 details from the passage to show why. Use the sentence starters to help you.
I agree/disagree that Mrs. Pratchett was a horror because _______.
In the chapter, Dahl says that Mrs. Pratchett _______.
This means she is/isn’t a horror because _______.
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
Do you agree or disagree? Describe 2–3 details from the passage to show why.
Use the sentence starter to help you get started with your writing.
Mrs. Pratchett is/isn’t a horror because _______.
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
Do you agree or disagree? Describe 2–3 details from the passage to show why.
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
What does he mean by “horror”?
Do you agree or disagree with him? Describe 2–3 details from the passage to show why.
Original Writing Prompt
Dahl says earlier in the chapter that Mrs. Pratchett was “a horror” (24).
Do you agree or disagree? Describe 2–3 details from the passage to show why.
Due:
Assignment
Lesson at a Glance
Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.
Use this sentence starter to help you with your writing:
____________ candy sounds repulsive/appealing to me because the text says ____________.
Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.
Choose two candies from the sweet-shop: one that sounds appealing to you and one that sounds repulsive. Why is one appealing and one repulsive? Use details from the text to explain why.
Original Writing Prompt
Write about one candy that sounds really appealing or repulsive to you and why. Describe 2–3 details from the text in your response.
Directions
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Create your own 3–5 sentence description of a candy you have had before or one that you make up.
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Be creative and use precise details. Will your reader think your candy sounds delicious or disgusting?
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Optional: Draw a picture of your candy on paper to include with your description.
Due:
Assignment
Lesson at a Glance
Due:
Assignment
Lesson at a Glance
Complete this activity if your teacher has told you to work on your writing from Lesson 4.
Directions
Revision Assignment: Focus on a Moment
- Reread your Writing Response from Lesson 4.
- Read your teacher’s comments. Your teacher highlighted one place in your writing where you began to focus but can develop this moment further.
- Add 3–5 more focused sentences, using precise details to develop your moment even further. Skip a line and write your new sentences below your original response.
Complete this activity if your teacher has told you to work on your Writing Response from Lesson 8.
Directions
Revision Assignment: Focus on a Moment
- Find a place where you focused on one moment but could add even more details to develop this moment further. (Your teacher may have highlighted one place.)
- Add 3–5 focused sentences to this section, using precise details to develop your moment. Skip a line and write your new experimental sentences below your original response.
Directions
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Think of a place that you find comfortable or uncomfortable.
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Maybe it’s a place where you don’t feel right or you have a hard time relaxing.
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Maybe it’s a place where you know where everything is and it’s just like being in your own home.
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- Write 5–7 sentences to describe this place, using details to show why it makes you feel comfortable or uncomfortable.
Write about a recent moment from gym class.
Goal: Try to write 3 pages, or 315 words, in one sitting! You will need to use lots of details to focus on your moment.
Due:
Assignment
Lesson at a Glance
Due:
Assignment
Lesson at a Glance
Directions
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Choose one of the moments from your comic strip and use precise details to describe just that moment.
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Think about these questions to help you get started.
- What were you doing?
- Who was there?
- What did you feel like or think?
- What could you hear?
- Were people talking?
- What were they saying?
Choose one of the moments from your comic strip and use precise details to describe just that moment.
Original Writing Prompt
Choose one of the moments from your comic strip and use precise details to describe just that moment.
Directions
Underline two showing details from your writing.
Due:
Assignment
Directions
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Practice slowing down the moment.
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Write about a recent moment that took three minutes or less.
Directions
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Practice slowing down the moment.
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Write about a recent moment that took three minutes or less.
Directions
- Read loudly and slowly.
- When you’re done, call on two volunteers to respond.
Original Writing Prompt
Write about a recent moment that took three minutes or less.
Directions
1. Reread your writing from today.
2. Underline a place in your writing where you used precise details.
Directions
On your sticky note, describe the moment you wrote about in one sentence. You will get to share it on the class map in a moment!
Directions
Read the passage from Helen Keller’s autobiography. When you read, consider the fact that she could not see or hear. What senses did she use to “slow down the moment”? Write about a recent moment that took three minutes or less using the senses that Keller used.
Due:
Assignment
Challenge: Note how many words you wrote in the previous Writing Response and challenge yourself to write more.
Write about a moment when you were nervous.
Directions
- Read loudly and slowly.
- When you’re done, call on two volunteers to respond.
Original Writing Prompt
Write about a moment when you were nervous.
Directions
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Here's your writing from Lesson 1.
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Click NEXT to compare it to your writing today.
Directions
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Here's the writing you did today.
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What do you notice about the word count for each one?
Directions
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Practice Showing!
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Read the Telling sentence below. Write 3–5 sentences using details to describe what this boy did and looked like when he was tired.
The boy was tired.
Due:
Assignment
Directions
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Reread your writing from the previous lesson.
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Find one place in your writing where you could use precise details to describe what grabbed your attention. Underline that place.
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Write two more sentences to focus more on this one moment.
Original Writing Prompt:
Write about one moment when you saw or did something new or unexpected.
Directions
- Read loudly and slowly.
- When you’re done, call on two volunteers to respond.
Original Writing Prompt:
Write about one moment when you saw or did something new or unexpected.
Directions
What’s your precise detail?
- Underline one precise detail from your writing today that you would like to share with everyone.
- Write the sentence on a sentence strip or on the chart paper.
- Post your sentence on the class map in the correct location.
Due:
Assignment
Directions
- Find one place in your writing where you could add precise details to focus on that specific moment even more.
- Write two more sentences to describe this moment.
Write about one moment when you saw or did something new or unexpected.
Directions
- Read loudly and slowly.
- When you’re done, call on two volunteers to respond.
Original Writing Prompt
Write about one moment when you saw or did something new or unexpected.
Write 3–5 sentences about a moment that grabbed your attention at home.
Don't forget to use precise details.
Due:
Assignment
Follow the guidelines below to understand how to teach the activity to accommodate your class configuration.
Teacher on Device Only (TDO): Teacher is projecting the lessons while students complete activities on paper.
1. Use the Instructional Guide to identify what to project.
2. Use the activity numbers and titles to identify the students' activities in their Unplugged print lesson.
3. Follow any additional tips after the acronym TDO.
Shared Devices: Students will be sharing devices.
1. Students will work in groups to collaborate on their response to each activity.
2. Select one student from each group to log in to his or her student account and open the digital lesson.
1:1 Device to Student: Each student is able to log in to his or her student account and access the lesson.
Use the Instructional Guide as written to support students in each activity.
Due:
Assignment
Day 1- Mon 8/29
Purpose: How do readers pay attention to details in a text?
Language Study: Answering in complete sentences
Organization:Set up notebooks, student cards
Name
Nickname
Favorite hobby
Favorite animal
Favorite Sport
Favorite Subject
Favorite Book
Minilesson: Circle
- Introduce yourself.
- On a scale of 1-10, how ready are you for the year and why?
- What is one thing that you did this summer?
- What are your expectations for a class meeting area? What does it look like and sound like?
What does a meeting area look like/sound like?
Engagement:
Macklemore - Wings
Write down details from the video - only watch ½ of video.
Watch 2x
Read Aloud
Preview letter with students
Habits of Mind
- What type of text is this and how do you know?
- What do you expect to learn from this text?
- Who is the audience for this text?
- What is one prediction, inference or question that you have about this text.
Independent Practice:
First Read - Read the letter underline anything interesting
Second Read - Write down details that you notice about the letter.
Third Read- Annotate the Letter with graphic organizer -What each paragraph says/What I can write in my letter.
Homework: Students read letter to parents and parents sign off.
Day 2- Wed 8/31
Purpose: How do readers pay attention to the details in a text?
Language Study: Complete sentences
Organization:
Engagement: Macklemore - Wings- Character Details. What do we know about the character. Write down details about the main character.
Minilesson:
Explain: What’s in a jot?
- An original thought or question.
- A reference to or evidence from the text.
- Why this is important or why it matters.
- A connection to the overall theme or a personal connection.
Jot: What do you think about the main character?
Read Aloud:
Independent Reading
Finish T-Chart
Begin writing letter to Mr. Hamler
Independent
HW: Finish writing letter to Mr. Hamler