1. Come in have a seat and read your independent novel for 10 minutes
Come in have a seat and read your independent novel for 10 minutes. (SILENT ACTIVITY)
Tardy Bell Activity
If you do not have a book to read, get a book off the white table by the board.

2. Monday November 28, 2016
Today you will need:
Your novel
A pencil

3. Monday November 28, 2016 Today’s Agenda
Word Generation – Lesson 1.14
Review Lesson – Determine the Central Idea
Outcast United – Reading, Activity, & Written Response
Charity Unit Final Project Revisited
Exit Ticket – Grammar Study

4. Asthma: More Than A Medical Problem?
Word Generation Lesson 1.14

5. I say, You Say, & We Clap It Out
W.G. Vocabulary
I say, You Say, & We Clap It Out
intervention
phenomenon
priority
suspend
transmit
Think about each word and what you know, can relate to, or have had experiences with.

6. Word Association: What do you associate with these W. G
Word Association: What do you associate with these W.G. vocabulary words?
Word: intervention
Association: school
Reason: When I struggled in math, I went to intervention tutor sessions to help me understand the content.
Word: phenomenon
Association: Jay Versace
Reason: His videos depicting him singing outlandish versions of old school R&B songs.

7. Word Association: What do you associate with these W. G
Word Association: What do you associate with these W.G. vocabulary words?
Word: priority
Association: crime Reason: The recent rash of violent crimes in Memphis has become a priority for the community to resolve.
Word: suspend
Association: students that have gotten into a fight
Reason: When students have inappropriate physical contact with each other, they are often suspended for three or more days.

8. Word Association: What do you associate with these W. G
Word Association: What do you associate with these W.G. vocabulary words?
Word: transmit
Association: disease Reason: Many illnesses, such as the flu, can be transmitted through touching, and that is why it is important to wash your hands when you are sick.
Quick Check
Use two of this weeks vocabulary words in a sentence.
Share your sentence with your group.

9. Read Aloud – Asthma: More than a medical problem?
What are some of the causes of asthma?
Asthma is more common in low-income, urban areas than in wealthier neighborhoods. What explains this phenomenon?
What might be some causes of asthma that low income families can control?
Is the government responsible for intervening to prevent smoking in places where children are present?
W.G. Vocabulary Words
intervention
phenomenon
priority
suspend
transmit

10. At the end of today’s lesson, we will read, analyze, & discuss chapters 4 & 5 of Outcast United by Warren St. John for central idea, characterization, and point of view.
Criteria for Success…

11. Determining Central Idea in Nonfiction
Review Lesson

12. Standard for Reading Informational Text Skill Ability for 6th Grade
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
You should be able to:
read & analyze informational text for evidence to determine the central idea
read & analyze an informational text for evidence to include in a summary
determine & explain the central idea of a text
explain how the central idea is conveyed through details in the text
summarize the text, apart from personal opinion & judgment

13. Determining Central Ideas in Nonfiction
Nonfiction works develop central ideas through the use of supporting details.
A central idea is a key point the author wants to make.
All the details in the text develop and support the central idea by:
Proving it
Explaining it
Illustrating it
Giving further details

14. Determining Central Ideas
In most cases, the author directly states the central idea near the beginning of the text.
In other cases, the central idea is implied by the points the author makes.
We readers can infer the central idea by determining what point all of the details combine to support.

15. The Role of the Paragraph
Each paragraph in nonfiction develops its own main idea.
This main idea is used to support the main idea of the whole text.
The main idea of a paragraph is often stated in a topic sentence.
The topic sentence is then supported by reasons, examples, and other details in the paragraph.
All details in each paragraph, as well as each paragraph itself, serve the larger purpose of developing the central idea of the whole work.

16. Central Idea: Our town should build a skate park for skateboarders.
Topic Sentence:
A park would keep skateboarders out of the street.
Skateboarders would no longer damage public property, such as curbs.
A park would inspire skateboarders to take pride in our town.

17. Central Idea
How a text’s central idea is developed is directly related to the author’s purpose, or reason for writing.
Example Purposes: To inform, to persuade, to entertain

18. Rock climbing is dangerous.
To inform
To persuade
To entertain
Include facts about accidents.
Add arguments about the need for safety.
Include comical details about a rock climbing experience.
Purpose
Angle

19. In summary:
We readers determine themes in fiction, central ideas in nonfiction.
Themes can be directly stated or implied through careful examination of characters and story patterns.
Themes are expressed in a statement, or a complete sentence.
Central ideas are the main ideas identified and developed in nonfiction.
Usually, central ideas are directly stated by the author at the beginning of a text.
Each paragraph in a nonfiction text contains a central idea with supporting details, and each paragraph serves to support the central idea of the work as a whole.
An author’s purpose for writing determines how a central idea will be developed.
Both themes and central ideas will be supported through details in the text, and it is our job as readers to figure out what the theme/idea is. It’s the “so what?” of our reading.

20. Central Idea in Nonfiction Guided Practice
Panda Pair In 1972, Americans fell in love with two giant pandas named Hsing-Hsing and Ling-Ling. The pandas came to the United States from China. The National Zoo in Washington, D.C., became the pandas’ new home. On their first day there, 20,000 people visited the two pandas. The crowds kept coming year after year. Hsing-Hsing and Ling-Ling were just cubs when they got to the United States. As the years passed, many hoped the pair would have cubs of their own. Ling-Ling gave birth several times. But none of the babies lived more than a few days. Each time a cub died, people around the world felt sad. Both pandas lived to an old age. Ling-Ling was 23 when she died in Hsing-Hsing died in 1999 at the age of 28. But the pandas were not forgotten. At the National Zoo, the glass walls of their home were covered with letters from children. The letters expressed the children’s love for the pandas and told how much they were missed.

21. Central Idea in Nonfiction Guided Practice
What is the central idea of the passage Panda Pair? What details from the passage support your response?
What do you learn about the Panda’s in this passage?
Which sentences from the passage would be best to include in an objective summary of the passage?

22. Central Idea in Nonfiction Independent Practice
Read the passage Music Inside of Us.
Complete the central idea graphic organizer.
Write an accurate summary of the text using textual evidence.

23. Alone Down South Outcast United Chapter 4
Using only the title of the chapter, predict what you think this chapter will be about for Luma.

24. Outcast United Independent Task
Read chapter 4 “Alone Down South”
Purpose for reading: Luma’s character, Luma’s girl’s soccer team, when Luma first meets the refugees.
After reading, respond to the following short answer questions using the R.A.C.E. strategy:
What characteristics & values did Luma notice in the refugee boys’ pick-up soccer matches that attracted her to these players?
What does the chapter title, “Alone Down South,” lead readers believe the chapter will be about? Is that expectation fulfilled? What other, perhaps more informative, titles could be given to this chapter?

25. Exit Ticket – Grammar Study