6th Hour Reading Intervention 2020-2021 Assignments
Assignment Calendar
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Martin Luther King Jr. Day
-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.
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.
Due:
Inauguration Day
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.
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.
Due:
Chapter 14 Prediction Charlotte's Web
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.
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.
Due:
Context Clues #2
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.
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.
Due:
Context Clues #1
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
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
Due:
Making Inferences (Informational Text) #2
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.
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.
Due:
Making Inferences (Informational Text) #2
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.
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.
Due:
Making Inferences (Informational Text) #1
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.
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.
Due:
Write at least 3 complete sentences to summarize what is learned in chapter 5 about Wilbur's new friend, Charlotte.
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.
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.
Due:
Making Inferences #2
1. Read Aloud Charlotte's Web Chapter 1
2. Making Inferences #2
a. Read short story together
b. Look for text evidence
c. Make connection to prior knowledge
d. Make an inference
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
2. Making Inferences #2
a. Read short story together
b. Look for text evidence
c. Make connection to prior knowledge
d. Make an inference
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
Due:
Making Inferences #1
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
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
Due:
The Present
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.
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.
Due:
Restate the Question 11.5.2020
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.
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.
Due:
Red Ribbon Week
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
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
Due:
Summarizing Lesson 2
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.
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.
Due:
Summarizing Lesson 1
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
Slide 4: Summary of Paragraph- Save for Thursday
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
Slide 1: Notes
Slide 2: 6 word Summary
Slide 3: Doodle Summary
Slide 4: Summary of Paragraph- Save for Thursday
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
Due:
Plot Elements
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.
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.
Due:
Plot Diagram Quiz
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.”
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.”
Due:
Plot Pyramid
Drag the labels and the defintions to the correct spot on the plot pyramid.
This is the video we watched today in class for your reference if needed.
https://www.youtube.com/watch?v=Zr1xLtSMMLo&feature=youtu.be
This is the video we watched today in class for your reference if needed.
https://www.youtube.com/watch?v=Zr1xLtSMMLo&feature=youtu.be
Due:
Tuesday 09.08.2020 Growth Mindset
Watch the videos embedded in this video and type your responses in complete sentences.