1. In this PowerPoint…
Reading of Boys of Steel: The Creators of Superman by Marc Tyler Nobleman and Presentation Discussion
Thesis Statement Discussion
Notetaking Review
APA Formatting Review
Matrix Time

2. Advanced English 6 January 10-11
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.
Advanced English 6

3. To Do Today: Sit at a desk. Choose wisely.
A joke from one of your own:
Did you hear about the semi-colon that broke the law? He was given two consecutive sentences.
Return classic novels to the bookshelves under the white board while Mrs. Fritzinger takes attendance.
Read a story, and reflect.
Complete apostrophes work.
Discuss thesis statements and notetaking.
Review APA formatting.
Work on the matrix.
Find sources.
Take notes.
You need:
your Chromebook,
a pencil,
your journal,
your classic novel,
your planner,
your purple portfolio,
and earbuds for vocabulary.com and apostrophes videos.

4. How does this story tie into our eminent people research?

5. Apostrophes Work Go to Schoology.
Locate the Apostrophe Resources folder.
Check out at least 3 resources in this folder and take notes about what you learn in your journal (not “Beat the Clock!” yet).
When you have finished taking notes, discuss what you have learned with Mrs. Fritzinger.
Then you may play “Beat the Clock!”
Students will have 15 minutes to complete the notes and to review the information about apostrophes.

6. Introduction: Thesis What is a thesis? What is a thesis NOT?
Tells your reader your subject and the main idea you will develop and the order you will do so
Last sentence of your introduction paragraph
Focused on your subject and main idea
What is a thesis NOT?
Too narrow
An announcement of the subject matter
A question or list of questions
A statement of fact

7. Thesis
Solving our environmental problems is more difficult than many environmentalists believe.
The thesis of this paper is the difficulty of solving our environmental problems.

8. Thesis
Hemingway’s stories helped create a new prose style by employing extensive dialogue, shorter sentences, and strong Anglo-Saxon words.
Hemingway’s stories are very good.

9. Thesis Practice-A3 Write a thesis statement for the following example:
Your subject is how to adequately prepare for an overnight ski trip. You will want to identify the three basic stages of preparation. They should include packing for the trip, gathering items from a checklist, and planning on paper to avoid possible problems.
In order to adequately prepare for an overnight ski trip, you should pack for the trip, gather items from a checklist, and plan on paper to avoid possible problems.

10. Thesis Practice-A7 Write a thesis statement for the following example:
Your subject is how to adequately prepare for an overnight ski trip. You will want to identify the three basic stages of preparation. They should include packing for the trip, gathering items from a checklist, and planning on paper to avoid possible problems.
When going on an overnight ski trip, it is important to prepare by packing for the trip, gathering items from a checklist, and planning on paper to avoid possible problems.

11. Thesis Practice-B3 Write a thesis statement for the following example:
Your subject is how to adequately prepare for an overnight ski trip. You will want to identify the three basic stages of preparation. They should include packing for the trip, gathering items from a checklist, and planning on paper to avoid possible problems.
I want to go on an overnight ski trip, and I need to pack for the trip, gather items from a checklist, and plan on paper to avoid possible problems.

12. Thesis Practice-B7 Write a thesis statement for the following example:
Your subject is how to adequately prepare for an overnight ski trip. You will want to identify the three basic stages of preparation. They should include packing for the trip, gathering items from a checklist, and planning on paper to avoid possible problems.
In order to prepare for an overnight ski trip, you have to pack for the trip, gather items from a checklist, and plan on paper to avoid possible problems.

13. Thesis Practice-A3 Write a thesis statement for the following example:
Compare Ethan and Nadia in The View from Saturday. You will need to include challenges they faced, how they overcame those challenges, and how they changed throughout the book.
Ethan and Nadia faced different challenges and overcame them by changing throughout The View from Saturday.

14. Thesis Practice-A7 Write a thesis statement for the following example:
Compare Ethan and Nadia in The View from Saturday. You will need to include challenges they faced, how they overcame those challenges, and how they changed throughout the book.
Ethan and Nadia both differently faced challenges, overcame them, and changed throughout The View from Saturday.

15. Thesis Practice-B3 Write a thesis statement for the following example:
Compare Ethan and Nadia in The View from Saturday. You will need to include challenges they faced, how they overcame those challenges, and how they changed throughout the book.
The View from Saturday compares Ethan and Nadia by showing the challenges they faced, how they overcame those challenges, and how they changed throughout the book.

16. Thesis Practice-B7 Write a thesis statement for the following example:
Compare Ethan and Nadia in The View from Saturday. You will need to include challenges they faced, how they overcame those challenges, and how they changed throughout the book.
In The View from Saturday, two characters, Ethan and Nadia, had to face and overcome challenges, and through doing that, they changed.

17. Thesis
George Washington created a new country, took responsible risks to innovate winning a war against the largest empire in the world, and illuminated a democracy that has become a world power.
In this paper, I will tell you what George Washington created, innovated, and illuminated.

18. Thesis Formula: Write your thesis on the Google Form in Schoology.
(My person) created ________________, used (Habit of Mind) to innovate ways to overcome (challenge), and illuminated the world by _________________.

19. A3-Ethics What does ethics look like in student research:
Values/Morals
Bias Discrimination
Prejudice
Judging
Differing Opinions
Point of View
Right and Wrong
Wisdom
Avoiding discrimination based on characteristics
Avoiding value judgments
Stating relevant facts
Checking for source bias
Citing sources
Title your paper.
Discuss what ethics looks like in STUDENT RESEARCH.
Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

20. A7-Ethics What does ethics look like in student research:
Values/Morals
Bias Discrimination
Prejudice
Judging
Differing Opinions
Point of View
Right and Wrong
Wisdom
Find non-biased sources.
Compose non-biased writing.
Using credible sources.
Know who the author is.
Look at the different sides.
Avoid Wikipedia.
Use different sources.
Evaluate the credibility or reliability of the source.
Give credit to the sources.
Discuss what ethics looks like in STUDENT RESEARCH.
Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

21. B3-Ethics What does ethics look like in student research:
Values/Morals
Bias Discrimination
Prejudice
Judging
Differing Opinions
Point of View
Right and Wrong
Wisdom
Making sure your facts are correct if two sources say different things.
Have integrity.
Finding correct sites (valid, reliable)
Avoid bias; state objective facts.
Include different points of view.
Avoid plagiarism.
Give credit to your sources!
Discuss what ethics looks like in STUDENT RESEARCH.
Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

22. B7-Ethics What does ethics look like in student research:
Values/Morals
Bias Discrimination
Prejudice
Judging
Differing Opinions
Point of View
Right and Wrong
Wisdom
Show different perspectives.
Put forth effort, and show diligence.
Cite sources.
Logical reasoning and proof
Solid facts
Avoid bias.
Search for truth.
Check for proper GUMS.
Triangulate your sources.
Use reliable sources.
Discuss what ethics looks like in STUDENT RESEARCH.
Guide to ideas like plagiarism, citing sources, keeping track of where ideas came from, etc.

23. Notetaking
You need to take notes from your sources to answer your research questions and to go with your thesis statement.
Electronic notes organized by source
Notecards with the source
Paper with the source
Cornell notes with the source
Many other ways, but you have to include the SOURCE!
Direct Quotation:
Exact words of the author in quotation marks; you must give credit to the SOURCE!
Paraphrase:
Putting an author’s words into your own and using his/her ideas, but you must give credit to the SOURCE!
Summary:
Putting an author’s words into your own words, but only including the main points. You must give credit to the SOURCE!
Discuss nonfiction text features (headings, subheadings, etc.) and how to use them to skim and scan for information.

24. Books: Articles: Videos: References (APA)
Author last name, Author first initial. (Year of publication). Title of book. Location of publication: Publisher name.
Books:
Author last name, Author first initial. (Year of publication). Title of article. Title of periodical, volume number(issue number), page numbers. Retrieved from
Articles:
Name of producer (Producer). (Year of publication). Title of video [Location of video-DVD, online]. Retrieved from
Videos:

25. APA In-text Citations In-text citations:
Giving credit to your source in the body of your paper
In-text citations:
The author’s last name
The year the source was published
You need to know two pieces of information:
(Smith, 2016).
Your citation will look like this at the end of a sentence:
Smith (2016) states that George Washington was a strong military leader.
George Washington was a strong military leader (Smith, 2016).
Your citation will look like this in a paraphrase or summary:
Smith (2016) states, “George Washington was a strong military leader” (p. 201).
“George Washington was a strong military leader" (Smith, 2016, p. 201).
Your citation will look like this with a direction quotation:

26. 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.

27. 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

28. Research Look for the following:
Take notes from your sources to answer these questions. Remember to give credit to the source you are using!
These notes you are taking will become your body paragraphs, which we will start writing next class. You need at least three to four notes per question.
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?
Check in with the students approximately every 10 minutes to ensure they are taking notes and giving credit according to APA. Students should have at least three notes per body paragraph (Create, Innovate, Illuminate) in order to begin writing their paragraphs next week.

29. Matrix
Take notes about your eminent person and give credit to your sources. Be ready to start writing body paragraphs next week.
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 (due January 31 for all Marlins)
Creative Journal 2 due Wednesday, January 23 (A Day) or Thursday, January 24 (B Day).
Extreme Sentence Surgeons or “Beat the Clock!” (links in Schoology under Grammar Resources)
Finish Advisory work from Wednesday, December 12. Have Mrs. Fritzinger check that your work is completed.
ONLY if you finish everything else, you may
Work on your eminent person snowflake.
Record your “Where I’m From” poem on Seesaw.