In this PowerPoint… Speed Write Reflection Spelling Bee Try-outs Eminent Person Discussion (continued) Assigned Journal 1 and Plot Diagram Discussion Book Club Matrix Time

Advanced English 6 December 12-13 6.1 The student will participate in and contribute to small-group activities. a) Communicate as leader and contributor. b) Evaluate own contributions to discussions. c) Summarize and evaluate group activities. d) Analyze the effectiveness of participant interactions. 6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language. e) Use word-reference materials. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to the meaning of a text. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line. h) Identify the main idea. i) Identify and summarize supporting details. l) Use reading strategies to monitor comprehension throughout the reading process. 6.7 The student will write narration, description, exposition, and persuasion. a) Identify audience and purpose. b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement if appropriate. f) Write multiparagraph compositions with elaboration and unity. g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Revise sentences for clarity of content including specific vocabulary and information. j) Use computer technology to plan, draft, revise, edit, and publish writing. 6.9 The student will find, evaluate, and select appropriate resources for a research product. a) Collect information from multiple sources including online, print, and media. b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Cite primary and secondary sources. e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. December 12-13

To Do Today: You need: a pencil, your planner, your journal, your classic novel, your purple portfolio, and your Chromebook. Do a speed write. Reflect. Have spelling bee try-outs. Discuss the Biography Walk-Through. Discuss Assigned Journal 1 and more of the plot diagram. Have Book Club. Have matrix time. 6.1 The student will use effective oral communication skills in a variety of settings. a) Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues. b) Participate as a facilitator and a contributor in a group. c) Participate in collaborative discussions with partners building on others’ ideas. d) Ask questions to clarify the speaker’s purpose and perspective. e) Summarize the main points a speaker makes. f) Summarize and evaluate group activities. g) Analyze the effectiveness of participant interactions. h) Evaluate own contributions to discussions. i) Demonstrate the ability to collaborate with diverse teams. j) Work respectfully with others and show value for individual contributions. 6.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. b) Use roots, affixes, synonyms, and antonyms to expand vocabulary. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze the construction and impact of figurative language. e) Use word-reference materials. f) Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 6.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Describe cause-and-effect relationships and their impact on plot. c) Explain how an author uses character development to drive conflict and resolution. d) Differentiate between first and third person point of view. e) Describe how word choice and imagery contribute to the meaning of a text. f) Draw conclusions and make inferences using the text for support. g) Identify the characteristics of a variety of genres. h) Identify and analyze the author’s use of figurative language. i) Compare/contrast details in literary and informational nonfiction texts. j) Identify transitional words and phrases that signal an author’s organizational pattern. k) Use reading strategies to monitor comprehension throughout the reading process. 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Skim materials using text features such as type, headings, and graphics to predict and categorize information. b) Identify main idea. c) Summarize supporting details. d) Create an objective summary including main idea and supporting details. e) Draw conclusions and make inferences based on explicit and implied information. f) Identify the author’s organizational pattern(s). g) Identify transitional words and phrases that signal an author’s organizational pattern. h) Differentiate between fact and opinion. i) Identify cause-and-effect relationships. j) Analyze ideas within and between selections, providing textual evidence. 6.7 The student will write in a variety of forms, to include narrative, expository, persuasive, and reflective, with an emphasis on narrative and reflective writing. a) Engage in writing as a recursive process. b) Choose audience and purpose. c) Use a variety of prewriting strategies to generate and organize ideas. d) Organize writing to fit mode or topic. e) Write narratives to include characters, plot, setting, and point of view. f) Establish a central idea, incorporating evidence and maintaining an organized structure. g) Compose a thesis statement for expository and persuasive writing. h) Write multiparagraph compositions with elaboration and unity. i) Use transition words and phrases. j) Select vocabulary and information to enhance the central idea, tone, and voice. k) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. l) Revise writing for clarity of content including specific vocabulary and information. 6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English. a) Use subject-verb agreement with intervening phrases and clauses. b) Use pronoun-antecedent agreement to include indefinite pronouns. c) Maintain consistent verb tense across paragraphs. d) Eliminate double negatives. e) Use quotation marks with dialogue. f) Choose adverbs to describe verbs, adjectives, and other adverbs. g) Use correct spelling for frequently used words. h) Use subordinating and coordinating conjunctions.

SPEED WRITE:

Narrative Update Your narratives have been graded. We will go over these next class.

METACOGNITION MY GIFTED BRAIN CREATIVITY TASK COMMITMENT How am I using my intelligence? CREATIVITY How am I showing my creativity? TASK COMMITMENT How well am I showing that I am committed to my work? Now what? So what? Joseph Renzulli (1978)

SILVER and HAWKINS

Spelling Bee Tryouts Everyone is participating in the tryouts. You need a piece of paper. Write your name at the top. Number 1-25. Get a cover sheet. Do your best!

realization or realisation refined volley clanging warped achieve plodding sensible anthem prickliness advanced compartment narration temporary doffing immune procession governess rebuked realization or realisation invariably conquering tendrils rosette scrimmage medicinal

Eminent People Look at the personal challenges mind map at your table. Are all of these people eminent? Who else could you add to this mind map now that you know more about eminence? Discuss the Biography Walk-Through. Why were those figures considered eminent? Then discuss the mind maps. Continue to have students process ideas and to think through other eminent figures.

Look at your Assigned Journal 1. SUMMARIZE! Spelling/Capitalization Character’s names Parts of the plot diagram Underlining Draw and label the plot diagram! Conflict vs. Climax Look at your Assigned Journal 1. What questions do you have? Talk about Assigned Journal 2; final grade will be out of 35 points. They can redo Assigned Journal 1 and add to this journal for Friday. They do not need to rewrite what they have.

Rising Action Conflict Inciting Incident Exposition

3. Climax This is the turning point of the story. Usually the main character comes face to face with a conflict. The main character will change in some way.

4. Falling Action All loose ends of the plot are beginning to be tied up. The conflict(s) begins to be solved.

5. Resolution The story comes to a reasonable ending.

Putting It All Together 1. Exposition 2. Rising Action 3. Climax 4. Falling Action 5. Resolution Beginning of Story Middle of Story End of Story

Climax Falling Action Rising Action Conflict Resolution Exposition Denouément Inciting Incident

Adventure Board: Chapters Read: Tweet: Book Club Label every part of the plot diagram: Exposition Inciting Incident Rising Action Conflict Climax Falling Action Resolution/Denouement Chapters Read: Add notes with page numbers or chapter numbers about the exposition, inciting incident, rising action, conflict, climax, etc. to your Adventure Board. Tweet: Write a group Tweet summarizing what you read, using the notecard provided. Put your block and the date on the notecard.

Matrix Creative Journal 1 (due TODAY!) Read your classic novel according to your group’s schedule. Be ready for book club discussion NEXT CLASS! Digital Portfolio “Where I’m From” poem-6th grade page “Where I’m From” reflection-6th grade page Reader paragraph-Home page Writer paragraph-Home page Derivatives Activity on vocabulary.com Finish Advisory work from Wednesday, December 12. ONLY if you finish everything else, you may Record your “Where I’m From” poem on Seesaw.