1. Advanced English 6 January 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.
6.5 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.
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.
January 5-6

2. To Do Today: You need your journal and your group’s Adventure Board.
Complete Assigned Journal 3.
Discuss questioning.
Discuss eminent person Weeblys.
Peer review research papers.
Work on research papers.
Work on matrix.

3. Assigned Journal 3
Put the date and Assigned Journal 3 at the top of the page.
Write the theme sentence your group created last class.
Give at least 3 to 4 examples of how you saw this theme throughout the book in any format (paragraph, bullets, etc.).

4. Questioning-A3 What makes a good question? Bloom’s Taxonomy
Multiple perspectives
5 W’s
Multiple answers, open-ended
Reasonable
Related to topic
Bloom’s Taxonomy
Framework used to focus levels of thinking
6 levels

5. Questioning-A7 What makes a good question? Bloom’s Taxonomy
Multiple word responses
Relevant, on topic
Question mark
Make inferences to answer
Used for learning
Bloom’s Taxonomy
Framework used to focus levels of thinking
6 levels

6. Questioning-B3 What makes a good question? Bloom’s Taxonomy
Makes the reader think
Goes deeper than the surface level
Answer may not be simple; could be complex
May need to research to find answer
Well thought out
Provides the details you need
Bloom’s Taxonomy
Framework used to focus levels of thinking
6 levels

7. Questioning-B7 What makes a good question? Bloom’s Taxonomy
Detailed and makes you think
Questionable topic
Something with a deep answer
Leads to more questions
Bloom’s Taxonomy
Framework used to focus levels of thinking
6 levels

8. Write at least two questions per level on the paper provided.
Questioning
If another group read your novel, what questions should they be able to answer?
Write at least two questions per level on the paper provided.

9. Eminent Person Weebly Pages or Sections: Articles: Link: Cite: 1. Home
3. Videos
4. Research Paper
5. Works Cited
Articles:
Embed some articles on your Weebly (links, buttons, or copy and paste).
Link:
Link your paper to your “Research Paper” page, and copy and paste your Works Cited to your “Works Cited” page or section.
Cite:
Give credit to any pictures or videos you put on your website. Cite them on your “Works Cited” page or section.

10. Organizational Structure:
Peer Review
At the end of the introduction
Needs 3 parts (Create, Innovate, Illuminate)
Thesis Statement:
Introduction, Create, Innovate, Illuminate, Conclusion, Works Cited
It is in the same order as the thesis statement
Organizational Structure:
Should follow Create, Innovate, Illuminate and match the Thesis Statement
Evidence:
At least 6 in-text citations (2 in each body paragraph-Create, Innovate, Illuminate)
A Works Cited page correctly formatted in APA
Ethics:
Grammar, spelling, usage, mechanics
Communication:

11. Research Paper Work Introduction paragraph Create paragraph
Quote by or about your person or short anecdote (story) about your person
A sentence or two to tie it to your thesis statement
Thesis statement
Create paragraph
What did your person do? For what is your person known?
In-text citations
Innovate paragraph
What challenge(s) did my person face?
What Habit of Mind did my person use to overcome the challenge(s)?
Illuminate paragraph
How has my person impacted or influenced the world/field?
Conclusion paragraph
Create sentence
Innovate sentence
Illuminate sentence

12. Garage Mechanics
Check for run-ons and fragments.
Read your paragraphs out loud to your partner.
POS or SOS will read along silently and will help to find run-ons and fragments.
Highlight all in-text citations.
Make sure the ending punctuation is outside the parentheses.
Make sure you have put commas in between each part of the citation.
Underline the first word in every sentence and ending punctuation.
Highlight missing capitals.
Highlight missing punctuation.

13. What are fragments? What are run-ons? How do you find them?
Missing subject or verb or an incomplete thought
What are run-ons?
Two complete sentences joined with no punctuation or with just a comma or with just a conjunction
How do you find them?
Read the sentence exactly as you wrote it. Do not change words and punctuation pauses.
No punctuation=No pause
Comma=Slight pause
Period=Longer pause
Take the “and” or other conjunction out of the sentence to see if you have two complete sentences.
If you read two complete sentences joined with no punctuation or with just a comma or with just a conjunction, change the punctuation.
Make sure you have a subject, verb, and complete thought in each sentence.

14. Research Paper In-Text Citations Paper Heading and Title
(Author’s last name or “Article Title,” year of publication).
Name (first and last)
Advanced English 6 Bell A 3/4, A 7/8, B 3/4 or B 7/8
Mrs. Fritzinger
11 January 2017 or 12 January 2017
Paper Title (Related to your person)
Works Cited: Put in alphabetical order by first word.
Each entry must have:
1. Author’s last name, first initial.
-OR-
Article title.
2. (Year of publication).
3. Article title. (If you already used it, do not
put it again. Put the website used in italics.)
4. Retrieved from URL (if electronic source)

15. Smoothing the Rough Edges
Read
Read through your five paragraphs in this order: Introduction, Create, Innovate, Illuminate, Conclusion.
Highlight
Highlight any places the paper seems to be rough (places the paper does not flow well or does not connect). These are areas that need transition words or phrases.
Think
See if you can think of some transition words that would connect your paragraphs and sentences to help your paper flow.

16. Paper Rater www.paperrater.com Use Now FREE! 6th Grade Research PaperGo
Click
Use Now FREE!
Copy and Paste
Your paper into the box.
Your Works Cited into the box.
Select
6th Grade
Research Paper
Include
Plagiarism Detector
Click
I have read and agree to the terms of service below.
Get report
Analyze
Your paper to see what your strengths and areas for improvement are.
Reflect
List some areas of strength and areas for improvement.

17. Research Paper Rubric

18. Research Paper Work Introduction paragraph Create paragraph
Quote by or about your person or short anecdote (story) about your person
A sentence or two to tie it to your thesis statement
Thesis statement
Create paragraph
What did your person do? For what is your person known?
In-text citations
Innovate paragraph
What challenge(s) did my person face?
What Habit of Mind did my person use to overcome the challenge(s)?
Illuminate paragraph
How has my person impacted or influenced the world/field?
Conclusion paragraph
Create sentence
Innovate sentence
Illuminate sentence

19. Matrix Digital portfolio
Turn in your research paper on Google Classroom:
Complete editing checklist.
Complete rubric self-assessment.
Use Paper Rater.
Eminent Person Weebly and snowflake
Digital portfolio
Creative journals: 2 due Jan. 18 (A) and 19 (B)
Vocabulary Word Splash