1. Advanced English 6 October 5-6
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.
d) Identify and analyze figurative language.
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.
j) Identify and analyze the author’s use of figurative language.
k) Identify transitional words and phrases that signal an author’s organizational pattern.
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.
6.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence diagrams, to analyze and
improve sentence formation and paragraph structure.
b) Use subject-verb agreement with intervening phrases and clauses.
c) Use pronoun-antecedent agreement to include indefinite pronouns.
d) Maintain consistent verb tense across paragraphs.
e) Eliminate double negatives.
f) Use quotation marks with dialogue.
g) Choose adverbs to describe verbs, adjectives, and other adverbs.
h) Use correct spelling for frequently used words.
October 5-6

2. To Do Today: Discuss respect. Discuss Habits of Mind briefly.
Practice inquiry textual support.
Turn in final “Where I’m From” poem with attachments.
Have matrix time.

3. Habits of Mind
What are they?
How do we use them?

4. Textual Evidence Implicit Explicit “Im”-inside
Inferences: “Read between the lines”
Not specifically stated in text
Details are not obvious
Have to “uncover” ideas based on what you know about characters, incidents, etc.
YOU MUST STILL USE PAGE NUMBERS TO SUPPORT INFERENCES.
Explicit
“Ex”-outside
Specifically stated in text
Details are obvious
YOU MUST USE PAGE NUMBERS TO SUPPORT IDEAS USING EXPLICIT TEXTUAL SUPPORT.

5. A3: What does a strong inquiry answer need?
Text evidence
Builds on others’ ideas
Realistic
Well-explained
Relevant
Helpful
Higher levels of thinking
Deep answers
Complete thoughts
Signal: Thumbs up

6. A7: What does a strong inquiry answer need?
Text evidence
Loud enough to be heard
Page numbers
Clearly state answer
Reasons
Invite others in
Participate; don’t dominate
Continue conversation
Good eye contact
Bring different relevant ideas
Affirm others, even when you disagree
Appropriate body language
Respectful
Avoid disrespectful bias
Signal: Raise book

7. B3: What does a strong inquiry answer need?
Text evidence
Supporting evidence (reasons)
Deep answers
Truthful
Multiple perspectives
On topic
Have notes and be prepared
Be focused
Have both implicit and explicit evidence
Signal: “Gnarly” symbol

8. B7: What does a strong inquiry answer need?
Text evidence
Supporting evidence (reasons)
Page numbers
RACES strategy
Confidence
Relevant
Connections (text to self, world, text)
Notes (different types)
Be prepared
One person at a time
Multiple perspectives
Be clear
Signal: Mini Dab

9. Inquiry Practice Questions Walkabout
How does the author’s choice of telling the story from multiple characters’ perspectives affect TVFS?
Why do you think the author chose to have Ms. Olinski paralyzed? How does it affect TVFS?
Compare and contrast Julian and Ethan.
Why does the author put a character like Hamilton Knapp in her novel? How does it affect TVFS?
How does being part of The Souls change Noah, Nadia, Ethan, and Julian?
What is the significance of the city and school being named Epiphany? How is the author using Epiphany's identity as a force in the novel?

10. Add any answer you think each question needs.
Walk-About
Work with your group.
Add any answer you think each question needs.
Add any textual support each answer needs.
Discuss each question with your group.

11. Matrix Time
Look at your partner’s peer review feedback.
Type your final copy on Google Drive-due Thursday, October 5 (A) and Friday, October 6 (B).
Work through the checklist and self-assess on the rubric.
Turn in your rubric, checklist, and final poem to Google Classroom. Please click “Turn In” on the assignment.
“Where I’m From” Final Poem
Read chapters 5-12.
Work on shared inquiry questions due Tuesday, October 10 (A) and Wednesday, October 11 (B).
TVFS
You may use dictionaries or online resources. It is due Thursday, October 12 (A) and Friday, October 13 (B).
Vocabulary Activity 1
Finish your Interest Inventory. Work on Parts of Speech chart.
Other