6th Grade Humanities P3-Period 3 Assignments
- Instructor
- Josh Hamler
- Term
- 2018-2019 School Year
- Department
- 01) Humanities
- Description
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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Lead/Hook - Pink
Background Information Blue
Claim - Green
Body Paragraph
Own idea/Topic sentence that introduces the evidence connects back to the claim - yellow
“Evidence” - Red
(Citations)- Purple
Explanation of the Evidence - Orange
Hook/Lead:
What if________________?
How would you feel_____________?
Would you like it if__________________?
What would you do if___________?
Background:
In the book Boy by Roald Dahl, ________________________________
Claim: Dahl describes the [boys/adults] as causing more trouble because _____.
Body Paragraphs: An example of the boys/adults causing trouble is when ___________________________In the text it says, "___________________________________"(Chapter__P.__) This shows that the boys/adults cause more trouble because_____________
Another detail that shows the ______ causing trouble is when________________. In the text it says,"____ " (Chapter P.__) This shows that_________
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Hook/Lead
How would you fel if_____________?
What if you_________________?
What would you do if_______________?
Can you believe that__________________?
Background: In the book Boy, by Roald Dahl,____________________________
Claim Statement- Dahl describes the [boys/adults] as causing more trouble because _____.
Body Paragraphs - An example of the boys/adults causing trouble is when ___________________________In the text it says, "___________________________________"(Chapter__P.__) This shows that the boys/adults cause more trouble because_____________
Another detail that shows the ______ causing trouble is when________________. In the text it says,"____ " (Chapter P.__) This shows that_________________
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This shows that______________________________.
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Identify and list the sequence of key moments in “Mrs Pratchett’s revenge.”
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Solo Overview
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Answer a question and complete a chart about complex sentences.
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Answer multiple choice questions regarding "The Great Mouse Plot" from Boy.
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Dahl and Narrative Subunit 3
Lesson 3 Slide 8
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Solo Overview
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Read "The bicycle and the sweet-shop" from Boy.
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Highlight and annotate the passage as directed.
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Answer the multiple choice questions.
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Solo Overview
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Read passage "Mr Coombes" from Boy.
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Highlight and annotate the passage as directed.
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Answer the multiple choice questions.
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Homework:Bring your Computer to Open House. Open House starts at 5:30. Yes, you have to go!
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- Write 2–3 sentences in the space below the photo to show what the girl is thinking or saying that helps show her emotion.
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Directions
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Practice Showing!
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Read the Telling sentence below. Write 3–5 sentences using details to describe what this boy did and looked like when he was tired.
The boy was tired.
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Homework: Amplify Dahl and Narrative
Subunit 2, Lesson 3 Slide 7 Solo.
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Write 3–5 sentences about a moment that grabbed your attention at home.
Don't forget to use precise details.
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ACTIVITY
T
Lesson Tips
Review these guides to understand how to work with this lesson in a blended
classroom.
1
Vocabulary Activity
2
Try It On: Library Navigation (7 min)
Students explore how to find books, customize their Amplify Library theme,
and add annotations to text in the Library.
3
Spotlight: Focus on One Moment (1 min)
Point out and celebrate the variety of moments and details each student
writes about in order to communicate a sense of engagement with your
students' writing.
4
Review: Focus on One Moment (1 min)
Students review the skill introduced in the previous lesson to remind them
that they are selecting one moment and writing about what grabbed their
attention.
5
Revise: Focus on One Moment (8 min)
With the Spotlights as models, students practice focusing further on one
small moment and adding precise details, then note the variety of moments.
6
Discuss: Practicing Observation (2 min)
Students brainstorm small moments that happen throughout school to get
ready to write.
Write (12 min)
Students choose just one moment and write for the whole time about just
that moment. It does not need to be the perfect moment—the power is in
the observation.
8
Share (8 min)
Students give their classmates feedback about a specific place in their
writing that made an impact on them.
9
Wrap-Up (4 min)
Students see the various locations they wrote about to consider the range of
perspectives represented.
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Solo (10 min)
Students use precise details to write about a moment at home.
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Vocabulary Video
Students will watch a short video that teaches the definition of the
vocabulary word and will complete two activities that support the learning of
the word in the correct context.
Vocabulary Activity (5 min)
Try It On: Library Navigation (7 min)
Students practice using List and Search functions to find books in the
Library.
Discuss: Cafeteria Photos (10 min)
Photos move from a wide overview to focused close-ups to create a visual
understanding of focus so that students can “see” details that grabbed the
photographer’s attention.
Introduce: Zooming In on One Moment (10 min)
Students use the photo discussion to help practice focused writing by
identifying brief, distinct moments from a recent lunch and zooming in on
key details.
Introduce: Writing Rules (4 min)
Students connect the previous activity to a key part of The Student's
Mindset and are introduced to the Rules for Writing. CLASS
Write (12 min)
Students write for 12 minutes to practice the skill of Focus by using precise
details to describe one small moment from lunch. WRITING
Share (8 min)
Students give their classmates feedback about a specific place in the writing
that made an impact on them. CLASS
Wrap-Up (2 min)
Students end with a clear sense that they make unique observations each
day and that others are interested in what they have to say in their writing. CLASS
Solo (5 min)
Students write about one moment they notice on their way home from
school.
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Puzzling
Teamwork
Device Navigation
Lesson at a Glance
Lesson Tips
Review these guides to understand how to work with this lesson in a blended
classroom.
Introduce: Logging In
The teacher helps students log in to their Amplify accounts.
Play Video: Classroom Principle 1 (2 min)
Help students think about a nonsense phrase as an anagram that contains
the classroom principle.
Introduce: Classroom Principle 1 (2 min)
Students solve the anagram to reveal Classroom Principle 1.
Try It On: Classroom Principle 1 (10 min)
Students complete 3 limericks that rely on similar logic and skills to test
Classroom Principle 1T
Play Video: Classroom Principle 2 (2 min)
Help students to think about a second nonsense phrase as an anagram that
contains the classroom principle.
Introduce: Classroom Principle 2 (2 min)
Students solve a second anagram to reveal Classroom Principle 2.
Try It On: Classroom Principle 2 (10 min)
Students work with a "riddle" poem to consider Classroom Principle 2.
: Classroom Principle 3 (5 min)
Students consider the meaning and significance of Classroom Principal 3