2nd Hour Reading Intervention 2020-2021 Assignments

-AGENDA-
Listen to Chapter 17 of Charlotte’s Web
https://spark.adobe.com/video/ZmYrH5psxqsOB

Read Martin Luther King Jr Day Article together as a class.
Slide 5: Paragraph Summaries
Slide 6: Key Ideas and Details
Slide 7: Comprehension Questions


CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Language Objective: I can write to summarize the three paragraphs of the article, Martin Luther King, Jr. Day on slide 5 using complete sentences.

Content Objective: I can demonstrate comprehension of the article, Martin Luther King Jr Day by outlining the most important events of the article on slide 6 using a graphic organizer and answering clarifying questions on slide 7.

1. Charlotte's Web Chapter 15
2. Read Article Inauguration Day
3. Read and Respond Questions (Slide 3)
4. Extra Credit Crossword Puzzle

Content Objective:
I can demonstrate comprehension of the article, Inauguration Day by explaining how Inauguration Day is introduced, illustrated and elaborated in the text by answering questions in complete sentences.

Language Objective
I can listen to the article, Inauguration Day in order to find and define 7 key vocabulary words to complete the crossword puzzle.

CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

1. Charlotte's Web Chapter 15
2. Read Article Inauguration Day
3. Read and Respond Questions (Slide 3)
4. Extra Credit Crossword Puzzle

Content Objective:
I can demonstrate comprehension of the article, Inauguration Day by explaining how Inauguration Day is introduced, illustrated and elaborated in the text by answering questions in complete sentences.

Language Objective
I can listen to the article, Inauguration Day in order to find and define 7 key vocabulary words to complete the crossword puzzle.

CCSS.ELA-LITERACY.RI.6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Reading Intervention 1,2,3 Hours
Charlotte’s Web Review
Charlotte’s Web Chapter 14
Edmentum Exact Path

CCSS.ELA-LITERACY.RL.6.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Content Objective:
I can demonstrate comprehension of what is presented to me in my Edmentum Exact Path individualized assignment with the goal of reading in the 6-8th grade text complexity range by the end of the year.

Language Objective: I can write to predict what will happen in Chapter 14 of Charlotte’s Web entitled Dr. Dorian using complete sentences on a google slides presentation.

Create your own Ugly Sweater! Choose one of the sweaters and decorate it with the provided items or others online. (This is just for fun if you have all of your assignments turned in!)

1. Charlotte's Web Chapter 12: A Meeting
2. Context Clues #2

Standard: CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Language Objective: I can listen to Chapter 12 of Charlottes's Web in order to orally describe events with the

Content Objective: I can demonstrate knowledge of the meaning of words and phrases as they are used in a text by using context clues to identify the clues themselves and the implied definitions of the 5 bold words.

1. Charlotte's Web Chapter 10
2. Context Clues #1

Standard: CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

Language Objective: I can write to take notes on the video, Context Clues including the definition of Context Clues and the 4 types of context clues.

Content Objective: I can demonstrate knowledge of the meaning of words and phrases as they are used in a text by using context clues to identify the clues themselves and the implied definitions of the 5 bold words.


1st, 2nd, and 3rd Hours: Wednesday 12.08.2020

1. Charlotte's Web Chapter 9
2. Making Inferences #2
2A. Write everything you know about Alaska in the box entitled
Background Knowledge.
2.B Listen and find 3 pieces of evidence that prove the best time of
year to visit Sitka, Alaska as a tourist.
2.C. Make an inference: Use text evidence and what you already knew
about the topic to infer when it would be the best time of year to
visit Sitka as a tourist.

Standard: CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Language Objective: I can listen to a reading selection on Sitka, Alaska in order to find 3 pieces of evidence that prove when is the best time of year to visit Sitka, Alaska.

Content Objective: I can demonstrate comprehension of what a reading selection says explicitly as well as inferences drawn from the text to infer the best time of year to visit Sitka, Alaska using text evidence and background knowledge in complete sentences.

1. Read the selection.
2. Answer the questions in complete sentences to infer what type of enviornment the bear lives in. Make sure your final inferences is in complete sentences.


Standard:
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Language Objective:
I can listen and follow along to Charlotte’s Web Chapter 6. I can orally share what I think will happen next in a class discussion.

Content Objective:
I can demonstrate comprehension of what a reading selection about bears says explicitly as well as inferences drawn from the text to infer the type of environment in which the bear described in the selection lives in using text evidence and background knowledge in complete sentences.

Standard:
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Language Objective: I can listen and follow along to "Charlotte's Web" Chapter 5 and find 3 pieces of evidence to determine what species Wilbur's new friend is.

Content Objective: I can demonstrate comprehension of what the text "Charlotte's Web" says explicitly as well as inferences drawn from the text by summarizing what is learned in Chapter 5 about Wilbur's new friend, Charlotte. This summary should include at least 3 complete sentences.

1. Read Aloud Chapter 1 of Charlotte's Web "Before Breakfast"
2. Making Inferences #3 "For the Birds"
3. 20 Minutes of Reading in EPIC

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

Content Objective:
I can demonstrate comprehension of the "For the Birds" by making inferences about events taking place without words being spoken by answering questions and looking for evidence.

Language objective:
I can orally discuss what happened in Charlotte's Web Chapter 1 "Before Breakfast."

Vocabulary: barely, glob, plopped, disaster

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

Content Objective:
I can demonstrate comprehension of the paragraph presented in Making Inferences #2 by making an inference about Willie's location in the story in 2-3 complete sentences.

Language objective:
I can orally explain what it means to make an inference and share the clues the author provides in each sample text that help us make our inferences (during the video).

Vocabulary: barely, glob, plopped, disaster

1. Watch the following video on making inferences: https://youtu.be/JdaD2FZQFEY

2. Practice making an inference on the following story:
http://digitalreadingactivities.com/secure-pages/reading8835/


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

Content Objective:
I can demonstrate comprehension of the paragraph presented in Making Inferences #1 by making an inference about why Robbie is excited in the short story.

Language objective:
I can orally explain what it means to make an inference and share the clues the author provides in each sample text that help us make our inferences (during the video).

Vocabulary: Inference, Glanced, Bounded, Emerged

1. Watch "The Present"
2. Use the graphic organizer to summarize the who, what, when, where, why, and how of "The Present"
3. Creating a flipgrid vido sharing a summary of "The Present"

CCSS (Reading) 6.2 Determine a theme or 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.

Content Objective: I can demonstrate comprehension of the movie short “The Present” by writing a summary distinct from personal opinions or judgements using a graphic organizer.

Language Objective: I can orally share a summary by making a flipgrid video to share the who, what, when, where, and why from the graphic organizer we completed together as a class.

Use the question to create a stem, then provide your opinion to complete the sentence.

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Content Objective
I can demonstrate application of restating a question as a part of my answer by constructing a sentence stem and completing the sentence to provide my opinion.

Language Objective:
I can orally share some of my picks for this or that.

Follow the directions on each slide. You will be using words from each prompt to write responses in COMPLETE SENTENCES.

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Content Objective
I can demonstrate application of restating a question as a part of my answer by construcinting a sentence stem based on given information using a google slides presentation that asks me to drag words from a question to create my response.

Language Objective:
I can write to type an answer sentence that uses the most important words from the question.

1. Read the article together as a class. (Article has been attached for your reference.)
2. Answer the questions on the Google Slides assignment. Use the sentence stems to complete the questions.

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or 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.

Content Objective:
I can demonstrate comprehension of the article "Red Ribbon Week" by summarizing the article by paragraph without personal opinions or judgements using a graphic organizer.

Language Objective:
I can write to answer questions about "Red Ribbon Week" using sentence stems on the graphic organizer.

Vocabulary:
educate, drugs, drug abuse, harmful, eliminate, research

Take Notes using the SAAC Statement Presentation with Mrs. Beesley.

Log in to NEWSELA with Google. Use this link to access the assignment.
https://newsela.com/read/cheating-technology-teens/id/33629?assignment=2003561746&classroom=2001773961

1. Read the article.
2. Highlight any unknown words.
3. Answer the question under the writing portion.
4. Take the quiz.

CCSS.ELA-LITERACY.RL.6.2
Determine a theme or 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.

Content Objective:
I can demonstrate comprehension of the article, "Kids tech-savy cheating at school" on NWESELA by explaining how a particular detail helps you understand the main idea in 2-3 sentences.

Language Objective:
I can write to take notes on using SAAC statements when writing summaries.

Vocabulary:
survey, cyberbullying, cheating, private, blocked websites

We are going to work through this together. Please follow along and work with me so you can complete this assignment today.

Content Objective:
I can demonstrate comprehension by writing a summary a video clip using guided questions.

Language Objective: I can write a 6-word summary on a given nursery rhyme.

Summarizing Lesson 1- Please follow along with Mrs. Beesley to complete this assignment.

Slide 1: Notes
Slide 2: 6 word Summary
Slide 3: Doodle Summary https://canvas.apps.chrome/ can be used to create your drawing.
Slide 4: Summary of Paragraph- Save for Friday

Content Objective: I can demonstrate comprehension by writing a summary of the paragraph on Ansel Adams distinct from personal opinions or judgments. (This summary must contain 3 important details from the passage.)

Language Objective: I can orally share about one of my doodle summaries with one other person (either from class or with my family).

Standard: CCSSELA-Literacy RL.6.2
Detemine the theme or 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.

Vocabulary: Summary, Essential, Non-Essential, close reading, main idea, irrelevant, crucial

We have been learning about the plot elements. Today you will watch a review video on the different plot elements. Then we will apply what we have learned about the plot structure in order to identify the plot structure of a short film.

You must add all plot elements to the slideshow for credit and answer all questions.

Content Objective: I can demonstrate comprehension of how “Taking Flight” unfolds in a series of episodes by interpreting and mapping the 5 plot elements using the plot diagram.

Language Objective: I can write to explain the event I choose for the Climax of “Taking Flight” by justifying my position with textual evidence.

We have been practicing identifying the parts of the plot diagram. Show me what you have learned by matching the definitions to each part of the plot diagram. Then, listen to "The True Story of the 3 Little Pigs" and identify the parts of the plot on the slide provided.

Content Objective: I can demonstrate comprehension of how “The True Story of the 3 Little Pigs” unfolds in a series of episodes by interpreting and mapping the 5 plot elements using the plot diagram.

Language Objective: I can write to explain the conflict of “The True Story of the 3 Little Pigs.”

We will be working in this presentation all week. Listen carefully to Mrs. Beesley about what slides should be completed on which days.

Monday/Tuesday COLOs
Content Objective: I can demonstrate knowledge of the meaning of words and phrases from The Stick by defining key vocabulary words using the Learner’s Dictionary.

Language Objective: I can write to describe a time I used my imagination to pretend, like the boy from the short story “The Stick.”

Wednesday/Thursday COLOs
Content Objective: I can demonstrate comprehension of how “The Stick” unfolds in a series of episodes by interpreting and mapping the 5 plot elements using the plot diagram.

Language Objective: I can write to explain the event I choose for the Climax of The Stick by justifying my position with textual evidence.

Complete this exit ticket about the book you have read today during your silent reading time. I have posted your star scores in student connect as well as your lexile range in the comments of that score. Please include this information in your exit ticket.

Content Objective: Students will be able to understand a book at their level (with
the goal of being in the 6-8th grade text complexity band) by reading in epic and writing a 3 sentence summary.

Please watch the videos and answer the questions that follow.