CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
Literary essayists must view texts closely, determining "big" ideas about the characters. Here, students are sharing claims they developed after reading short stories. They are discussing whether the claims they made about the character encompasses the whole text.
CCSS.ELA-LITERACY.W.6.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
Students viewed two video clips of The Three Little Pigs. The claim was that the third little pig was an admirable character. They took notes that supported this claim and constructed an essay with supportive reasons and relevant evidence.
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.
Students viewed two video clips of The Three Little Pigs. The claim was that the third little pig was an admirable character. They took notes that supported this claim and constructed an essay with supportive reasons and relevant evidence.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Students working on transitional phrases in their personal narrative pieces.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Students working in our Technology Lab to compare pieces of writing to their Personal Narrative Checklist. They had the opportunity to view some mentor texts, some of Mrs. Torrant's writing, and some of Mr. Chapman's writing to critique using the checklist as the guide.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Students working in our Technology Lab to compare pieces of writing to their Personal Narrative Checklist. They had the opportunity to view some mentor texts, some of Mrs. Torrant's writing, and some of Mr. Chapman's writing to critique using the checklist as the guide.
CCSS.ELA-LITERACY.W.6.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Friday, October 3rd - Sixth Graders spending some writing time outdoors. Students worked on Advice From pieces or continued their personal narratives.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
September 24th - Sixth Graders working in the Tech Lab. They are deciding on ideas for their personal narratives by turning to moments when they learned something significant.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Outdoors for writing on Fridays.
Curriculum
Unit 1 Personal Narrative: Crafting Powerful
Life Stories - Narrative
Unit 2 The Literary Essay: From Character to Compare/Contrast - Argument
Unit 3 Research-Based Information Writing: Books, Websites, and Presentations - Information
Unit 1 Personal Narrative: Crafting Powerful
Life Stories - Narrative
Unit 2 The Literary Essay: From Character to Compare/Contrast - Argument
Unit 3 Research-Based Information Writing: Books, Websites, and Presentations - Information