1. In this PowerPoint… Reflection and Matrix Discussion
Eminence Discussion
Research Walk-About
Research Questions and Sources Discussion
Gale Demonstration (saving sources to Drive)
Assigned Journal 3
Character Analysis Task
Matrix Time

2. Advanced English 6 January 2-3
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.
6.9 The student will find, evaluate, and select appropriate resources to create a research product.
a) Formulate and revise questions about a research topic.
b) Collect and organize information from multiple sources.
c) Evaluate and analyze the validity and credibility of sources.
d) Cite primary and secondary sources.
e) Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.
f) Demonstrate ethical use of the Internet.
January 2-3

3. To Do Today: You need: a pencil, your planner, your classic novel,
your journal,
your purple portfolio, and
your Chromebook.
Reflect on the year so far and rest of the year ahead; look at the matrix.
Participate in a research walk-about.
Discuss research questions and sources.
Discuss theme, and do Assigned Journal 3.
Review and work on the character analysis task.
Work on the matrix.

4. Break Top Ten
On the next free page of your journal, create a top 10 list from your break.
Being with family
Sweets and cookies
Watching my daughter experience the holidays now that she understands more
Cooking for all the events
Spending time outside
Cleaning all the things (no, really!)
Chilling with my husband and my dog and watching soccer and movies
Watching my daughter open gifts and sit by the tree
Fires in the fireplace when it’s all quiet
Being with family (I know it’s there twice.)

5. Reflection Think back over the past four months in school.
What have you learned?
Think about the present.
What would you like to improve right now?
Think about the next six months.
What would you like to learn?
What would you like to improve?

6. Matrix Classic Novel Book Club Digital Portfolio Journaling
In Progress
Eminent Person Research
Vocabulary and Grammar
Vocabulary Activity 2
Derivatives Activity: Vocabulary.com
Grammar Patterns and Rules
Digital Portfolio
Classic Novel Book Club
Questioning: Character Analysis
Journaling
Assigned Journal 3
Creative Journal 2
Research Paper Writing Process
Completed
Vocabulary Activity 1 (Greek and Latin roots)
Vocabulary and Grammar
Internal vs. External Conflict
Tweet Board
Adventure Board
Classic Novel Book Club
Assigned Journals 1 and 2
Creative Journal 1
Journaling

7. In your journal, respond to one of the following:
How can studying eminent individuals impact our own identities?
What forces impact the mindset of people on the path to eminence?
Quick Write
If you give up when it’s winter, you will miss the promise of your spring, the beauty of your summer, and the fulfillment of your fall.

8. Research Walk-About Why do we research?
What does the research process require?
What do we want to know about our eminent people?

9. What are the main ones we need to ask?
Research Questions
What is their purpose?
What are the main ones we need to ask?

10. WHY is your person worthy of being recognized as an eminent individual who inspires others?
Guiding questions:
What did your person create?
How did he/she innovate?
How did he/she make an impact on society?
Eminent: adj.
(of a person) famous and respected within a particular sphere or profession.

11. What were the contributions of the eminent person to the discipline?
What were the significant challenges or the noteworthy conflicts the eminent person overcame to reach success?
How did the eminent person use a habit of mind to resolve the issue?
Why is the eminent person worthy to represent someone who skillfully employed a habit of mind to overcome adversity?
Guiding questions

12. Sources What is a source? What are the types of sources?
Primary
Direct/firsthand evidence about an event, a person, an object, or a work of art
Examples: Eyewitness account, experiment results, historical document (Constitution)
Secondary
Describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources
Examples: Magazine articles, biographies, videos about someone or something
Print
Physical copies of the source (books, magazines, etc.)
Non-print
Sources that are not printed (videos, audio recordings, electronic articles, etc.)
Which sources are appropriate to use?
Where do we find them?

13. Sources Accuracy: Authority: Currency: Objectivity: Coverage:
Does the information contradict information you have found from another source?
Accuracy:
Is the author identified? What are the author’s credentials?
Authority:
Is the information up-to-date?
Currency:
Does the author or group have an obviously biased viewpoint?
Objectivity:
Is the topic covered well, or are there gaps?
Coverage:
Do the site’s links work and is it clear how to return to the home page?
Navigation:
Is the domain a reliable domain (.gov or .com, .info, .net, or.org and is posted by a well-known, reputable organization or company, or .edu and faculty, not students who maintain the site)?
Domain:
School-sponsored databases
Web sites of colleges or universities
Sits of published magazines and newspapers (New York Times.com)
Sites of national and international news media (NBC, CNN, FOX NEWS, CBS)
Wikipedia is not allowed.

14. Evaluating Sources
Check your sources for credibility using the document provided on Schoology.

15. Research Questions and Sources
Look for the following:
What did your person CREATE?
How did your person INNOVATE? How did he or she use a habit of mind to overcome a challenge?
How did your person ILLUMINATE the world?
Be sure to save the citation information.
You can save the articles to your Drive for future reference.
Make sure you are logged in.
Go to Gale.
Look for at least three sources.

16. Assigned Journal 3: Theme
What is theme?
Author’s message or belief about life
Universal
What the story means
Assigned Journal 3
Write your theme sentence on your Adventure Board concept map.
Find at least 3 examples of your theme from your classic novel.
Be sure to put the page and/or chapter numbers.
EVERY GROUP MEMBER MUST CONTRIBUTE!

17. Character Analysis
Work with your book clubs to write questions at each level.
Then you will pick 3 specific questions. Each question should represent different levels of questioning from the Bloom’s Taxonomy chart.
The questions MUST relate to our BIG IDEA.  
Answer the questions you have created in complete sentences and use textual support in EACH to fully explain your answers.
Use MLA citations for EACH answer.
What forces have shaped the identity of a character and caused that character to change over time?

18. Matrix
Work on your character analysis on the Google Doc provided on Schoology (DUE BY THE END OF NEXT CLASS)!
Find 3 sources for your eminent person research. Bring them to the 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
Personal Narrative-6th grade page
Personal Narrative reflection-6th grade page
Derivatives Activity on vocabulary.com
Extreme Sentence Surgeons (link on Schoology)
Finish Advisory work from Wednesday, December 12.
ONLY if you finish everything else, you may
Work on your eminent person snowflake.
Record your “Where I’m From” poem on Seesaw.