1. In this PowerPoint… Speed Write Personal Narrative Reflection
Biography in Context Search and Eminent Person Survey
Character Analysis Questioning Task Introduction
Book Club/Write Questions on Google Sheet
Matrix Time

2. Advanced English 6 December 14, 17
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.
December 14, 17

3. To Do Today: You need: a pencil, your planner, your journal,
Do a speed write.
Reflect on the personal narrative.
Discuss eminent people.
Introduce the character analysis task.
Have Book Club, and begin creating questions.
Have matrix time.
You need:
a pencil,
your planner,
your journal,
your classic novel,
your purple portfolio, and
your Chromebook.

4. Speed Write:
The king and queen walked through their well-kept grounds. The gardeners had been hard at work, and the royals appreciated their dedication. As they rounded the corner, they saw the gates that led into their garden. In the garden grew the most beautiful flowers, but….

5. Areas for Improvement:
Personal Narratives
Narrative structure/Organization
Hooks
Imagery/Descriptive details
Syntax
Vivid vocabulary
Examples of Habits of Mind
Areas of Strength:
Run-ons/comma splices/fragments
Dialogue punctuation
Dialogue formatting (tags, capitalization, etc.)
Switching verb tense
Spelling, especially homophones
Indenting paragraphs
Areas for Improvement:

6. COMMON THINGS TO CHECK FOR: TENSE: Don’t switch between present and past. “We were going to the store.” vs. “We are going to the store.” The story is in the past, so write it in past tense. COMMAS: If you have a natural pause, add a comma. If you are adding info in the middle of a sentence, like an appositive, add commas. If you are using quotation marks, “Make sure you add a comma!” hollered your teacher. If you have a phrases at the beginning of a sentence (like this one), use a comma after it. INDENTING: Indent each paragraph. If you start a sentence with quotation marks, indent. Yes, it does look weird. Do it anyhow.

7. COMMON THINGS TO CHECK FOR: SPACES BETWEEN PARAGRAPHS: No extra spaces between paragraphs are needed. Just indent the new one and move on. NUMBERS: Write out numbers ten and under. For example, do not write 3. Instead, write three. YOU: Eliminate any places where the reader is directly spoken to or referenced. “You” is fine in quotes only. No: Can you believe it? No: You would have been so surprised! NO..Never…Ack…Bad: I’m going to tell you about… I hope you see how I used this habit… Have you ever had a time like this?

8. Personal Narrative Reflection
My purpose in writing my narrative was….
When writing a personal narrative, I have to keep in mind the following….
Of these three, the element that proved to be the most difficult for me in writing this narrative was….
The reason this element was difficult for me was….
I hope to improve this element in my future writing by….
Personal Narrative Reflection
My personal narrative was to include:
a strong hook,
2. detailed elaboration, and
3. a thoughtful reflection of my use of a habit of mind.

9. Eminent People: Biography in Context
How do we know if someone is eminent?
What is a database?
Why is it important?
How can we use it for this research assignment?
Search for those eminent people on your sheet in the Biography in Context database.
Look for information about him or her.
Narrow your choices to your top three.
Complete the Eminent Person Survey in Schoology when you have chosen your top three eminent people.

10. What is a character analysis?
What is it?
“A detailed examination of anything complex in order to understand its nature or to determine its essential features” (Merriam-Webster’s Dictionary)
What is a character analysis?
“When you evaluate a character's traits, his/her role in the story, and the conflicts he/she experiences. When analyzing, you will want to think critically, ask questions, and draw conclusions about the character by looking at those three areas” (study.com).

11. IT ALL STARTS WITH A QUESTION.
BIG IDEA
IT ALL STARTS WITH A QUESTION.

12. Character Analysis Big Idea Question
What forces have shaped the identity of a character and caused that character to change over time?

13. Change
Force
Identity
Conflict

14. Change: Generalizations
Change generates additional change.
Change can be either positive or negative.
Change is inevitable.
Change is necessary for growth.
Change can be evolutionary or revolutionary.
Change is linked to time.
Change is everywhere.
Change may be perceived as orderly or random.
Change may happen naturally or be caused by people.

15. B7-Forces that Cause Change:
Problems
Challenges
Conflicts
People
War
Words
Pain
Expectations
Death
Loss
Nature
Feelings
Being alone
Mental health
Depression
Disorders
Winning
Appearance
Society
Pressure
Torture
Standards
Thoughts
Bloodthirst
Technology
Life
Near-death experiences
Revenge
Self-doubt
Advertisements
Surgery
Time
Money
Sickness
Obsession
Sitcoms
Power
Drugs
Injuries
Braces
Alcohol
Characteristics
Quotes
Land
Religion
Fear
Friends
Superstitions
Bullying
Crime
Learning
Willpower
Compassion
Love
Confusion
Hope
Luck
Magic
Anger
Hatred
Greed
Change
Sadness
Family
Corruption
Music
Gluttony
Politics
Sleep
Jealousy
Homes
Force
Movies
Paintings
Moving
Jokes
Parents
Education
Choices
Pets
Grades
Envy
Energy
Schedules
Clothing
Dreams
Visions
Ideas
Regret
Ego
Decisions
Disciplines
Accidents
Disabilities
Race

16. Questioning-B7 What makes a good question? Bloom’s Taxonomy
Question mark
Who, What, Where, When, Why, How
Makes you think
Answer is expected
Related to topic
Not just yes or no answers
Looking for information
Detailed
Bloom’s Taxonomy
Framework used to focus levels of thinking
6 levels

17. HOW DO WE KNOW IF WE HAVE A GOOD QUESTION?
WHO IS THIS GUY BLOOM?
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

18. Costa’s Levels of Questioning
Level 1: The Basement
Level 2: The Ground Floor
Level 3: The Penthouse

20. Character Analysis
Work with your book club to create questions at each level.
Write the questions on the Character Analysis Questions Sheet on the sheet for your book.
Remember: The questions must relate to CHANGE and/or to FORCES that cause change, our big idea.
What forces have shaped the identity of a character and caused that character to change over time?

21. Book Club Adventure Board: Chapters Read: Tweet:
Make sure every part of the plot diagram is labeled:
Exposition
Inciting Incident
Rising Action
Conflict
Climax
Falling Action
Resolution/Denouement
Chapters Read:
Add notes with page numbers or chapter numbers about the exposition, inciting incident, rising action, conflict, climax, etc. to your Adventure Board.
Tweet:
Write a group Tweet summarizing what you read, using the notecard provided. Put your block and the date on the notecard.

22. Matrix Turn in any missing assignments ASAP! Check the board.
Read your classic novel according to your group’s schedule. Be ready for book club discussion NEXT CLASS! You must be finished reading your book by the time you come to class next time!
Pick your top three choices for the eminent person research, and complete the survey.
Write questions for the character analysis task on the Google Sheet.
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
Finish Advisory work from Wednesday, December 12.
ONLY if you finish everything else, you may
Record your “Where I’m From” poem on Seesaw.