1. In this PowerPoint… Personal Identity Matrix Review
Quarter 2 Greek and Latin Roots
Excerpt from The Story of My Life by Helen Keller (Short Story Model)
Short Story Journal Model
Exposition and Book Club Introduction
Matrix Time

2. Advanced English 6 November 26-27
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.
6.7 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.
Advanced English 6

3. To Do Today: You need: Find your sticky note, and sit at that desk.
Review Personal Identity matrix.
Review Quarter 2 Greek and Latin roots.
Read and discuss an excerpt from The Story of My Life by Helen Keller.
Introduce classic novels and book clubs. Meet with book clubs to discuss reading schedules.
Have matrix time.
Work on final personal narrative.
Finish any uncompleted Seesaw posts.
You need:
a pencil,
your planner,
your journal,
your purple portfolio, and
your Chromebook.

4. Personal Identity Matrix
Completed
In Progress
Habits of Mind
Habits of Mind Sort
Vocabulary and Grammar
Get a “Context” Clue
Paint Chip Activity
Digital Portfolio
Directions Sheet
Personal Challenge Wild Card
Novel
Journaling
Seesaw Entries 1-6
Personal Narrative
Brainstorm/Plan
Rough Draft
Peer Edit
Habits of Mind
Habit of Mind Short Story Model (Helen Keller)
Habit of Mind Short Story Independent
Mind Map: Challenges
Vocabulary and Grammar
Grammar Patterns and Rules
Digital Portfolio
Reader
Writer
Thinker (Not applicable right now)
“Where I’m From” Poem
“Where I’m From” Reflection
Personal Narrative
Polish
Final

5. amo: love
anim: life, mind, spirit
aqua: water
cede, ceed: go, yield
claim, clam: shout
doc: teach
fract, frag: break
hab, hib: hold
liber: free
loc: place
mar: sea
migr: move, change
nat: born
nav: ship
poli: city
tain, ten: hold

6. Excerpt from The Story of My Life by Helen Keller
Blue Literature book: p. 832
How does this story relate to everything we have been discussing about challenges? Think about your choice novel and personal narrative.
“Text Analysis: Autobiography”: p. 833
“Reading Strategy: Monitor”: p. 833
“Meet the Author”: p. 833
Individually or partner-read the excerpt from The Story of My Life: pp

7. Journal Entry: Write the following information in your journal as we complete it together:
Name of the story with correct punctuation
Author’s first and last name
Setting (time AND place)
Main Characters: Protagonists and antagonists
Summary: A 3 to 4 complete-sentence summary. Capitalize the beginning of each sentence. Place correct punctuation at the end of each full sentence.
Habit of Mind: Which Habit of Mind is expressed throughout the story?
Analysis: How does this Habit of Mind impact the story and/or the character? Give EXPLICIT DETAILS (direct quotations from the story with page numbers) that JUSTIFY your choice.

8. Excerpt from The Story of My Life by Helen Keller
Setting: March 1887, Helen Keller’s house
Protagonists: Helen Keller, Anne Sullivan
Antagonists: Blindness, deafness, emotions
Summary: Helen Keller’s teacher, Anne Sullivan, taught Helen some words, such as doll and water. At first, Helen was angry and resisted help. Then, as she realized that words had meaning, she changed her attitude.
Habit of Mind: Taking Responsible Risks, Gathering Data through all Senses
HOM Analysis:
Anne Sullivan took a risk by giving her the two dolls to help Helen understand that both were dolls, even though Helen had broken one of them before. “One day, while playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled d-o-l-l and tried to make me understand that d-o-l-l applied to both” (Keller 836). Once Helen understood that words had meaning, she was able to learn more and to be open to continuous learning. Helen also realized that she had broken her doll, and she was upset.
Anne Sullivan spelled d-o-l-l into Helen’s hand and ran water over her hand to help Helen understand water. “As the cool water gushed over one hand she spelled into the other the word water” (Keller 837). Helen Keller understood that words had meaning based on the sensations she was feeling in her hands.

9. Excerpt from The Story of My Life by Helen Keller
Setting: March 1887, Helen Keller’s house
Protagonists: Helen Keller, Anne Sullivan
Antagonists: Blindness, deafness, emotions
Summary: Helen Keller was blind and deaf, but she overcame it by learning from Anne Sullivan. She learned words, such as doll and water. Her epiphany moment of understanding the connection between words and objects helped her to communicate and to overcome her negative emotions.
Habit of Mind: Remaining Open to Continuous Learning, Gathering Data through all Senses, Thinking Flexibly, Applying Past Knowledge to New Situations, Taking Responsible Risks
HOM Analysis:
Helen is able to communicate and to learn new words because she is open to learning. She states, “That living word awakened my soul, gave it light, set it free!” (Keller 837). She was happy and proud that she could learn something new.
“As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly” (Keller 837). This statement shows that Helen was able to gather data through her senses to make the connection between words and objects.

10. Excerpt from The Story of My Life by Helen Keller
Setting: March 1887, Helen Keller’s house
Protagonists: Helen Keller, Anne Sullivan
Antagonists: Blindness, deafness, emotions
Summary: Helen Keller struggled with her blindness and deafness until she met her teacher, Anne Sullivan. Anne taught her some words, such as water and doll. Once she realizes the connections between words and objects, she becomes happier and more willing to keep learning.
Habit of Mind: Thinking Flexibly; Gathering Data through all Senses
HOM Analysis:
Anne Sullivan tried new ways to help Helen understand the differences between mug and water. At first Helen wasn’t getting it. Then, Anne took her to the water pump and let her experience water. “I knew then that ‘w-a-t-e-r’ meant the wonderful cool something that was flowing over my hand” (Keller 837). Once Helen understood the connections between words and objects, she was joyful and wanted to learn more.

11. Excerpt from The Story of My Life by Helen Keller
Setting: March 1887, Helen Keller’s house
Protagonists: Helen Keller, Anne Sullivan
Antagonists: Blindness, deafness, emotions
Summary: Helen Keller struggled with negative emotions because of her disabilities. Her teacher, Anne Sullivan, taught her some new words, such as doll and water. When Helen learned the connections between words and objects, her attitude became more positive, and she was more willing to learn.
Habit of Mind: Gathering Data through all Senses
HOM Analysis:
Helen is able to learn about language by having her teacher spell w-a-t-e-r into her hand and then feeling the water from the spout pour over her hand. “As the cool stream gushed over one hand she spelled into the other the word water….I knew then that ‘w-a-t-e-r’ meant the wonderful cool something that was flowing over my hand” (Keller 837).

12. Book Club
Setting (Who? What? Where? When?)
Exposition:

13. Label the page with the title and author.
Exposition: Setting
In your journals:
Label the page with the title and author.
Jot notes.
Who?
What?
Where?
When?
Read your classic novel for a few minutes. Take notes on what you notice about the exposition.

14. Book Clubs
Explain questioning, Tweet and Adventure Boards, and expectations.
Have books read by December 18 (A) and 19 (B).
Make a reading schedule (dates, pages or chapters, etc.).
You will have your first book club discussion Friday, November 30 (A) and Monday, December 3 (B).
Make sure everyone has the correct information written in his/her planner.
Have your schedule approved by Mrs. Fritzinger.

15. Matrix: Set your goals!
Finish any Seesaw entries that are not complete by Wednesday (A) or Thursday (B) at the latest. RETURN CHOICE NOVELS TO THE LIBRARY ASAP!
Work on your personal narrative peer review, if not completed, and final, which is due NEXT CLASS (Wednesday, November 28-A Day or Thursday, November 29-B Day)!
Go through the editing checklist and the rubric before turning in your final.
Share the editing checklist with Mrs. Fritzinger when you have completed it.
Turn it in on Schoology when you are finished.
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
Read your classic novel according to your group’s schedule. Be ready for your first book club discussion on Friday, November 30 (A Day) or Monday, December 3 (B Day).
Quarter 2 Greek and Latin roots are due by Tuesday, December 4 (A Day) or Wednesday, December 5 (B Day).
ONLY if you finish everything else, you may
Work on vocabulary.com.
Record your “Where I’m From” poem on Seesaw.