Blog Archives - MR. MARC'S DOJO

MR. MARC'S DOJO

mon. 9/30/19, Determine an author’s point of view or purpose in a text

9/30/2019

DO NOW:
•Of all the Vikings, Erik the Red and his son Leif Erikson are the most famous. During one of his sea missions, Erik the Red discovered the country of Greenland which he named after the lush green plants that he found there. Nearly twenty years later, his son Leif Erikson, born in 940 A.D., also made a discovery. He became the first European to find North America preceding Christopher Columbus by 500 years. A statue of Leif Erikson located in Boston, Massachusetts, stands in his honor today.

Answer in Do Now Notebook:
RI.6 Point of View and Purpose
1. What is the author’s purpose for writing this passage?
a. to list problems and solutions about Erik and Leif
b. to explain the purpose of early exploration
c. to describe two famous Vikings and their discoveries

Opening: Last week we learned, 4 questions you should ask yourself when you are trying to identify the author’s point of view.
We will use the article SCHOOL’S DECISION ON DRESS CODE to practice answering the 4 questions that help us identify the author’s point of view.

Work Session: Read SCHOOL’S DECISION ON DRESS CODE to practice answering the 4 questions that help us identify the author’s point of view.

To determine an author’s point of view, ask yourself these four questions:

•1. What main idea is the author trying to convince readers to agree with?
•2. How does the author’s choice of words influence how readers think about the topic?
•3. How does the author’s choice of facts or examples influence how readers think about the topic?
•4. What does the author want to accomplish in this text?

Independent Practice:
Read the text “Adhesive from trees could make tape more eco-friendly” to practice answering the 4 mental questions to determine the author’s point of view.

After reading answer the questions below on a sheet of paper.

DIRECTIONS: Answer the Questions Below.

What main idea is the author trying to convince readers to agree with?
How does the author’s choice of words influence how readers think about the topic?
How does the author’s choice of facts or examples influence how readers think about the topic?
What does the author want to accomplish in this text?

Short Constructed Response:

What is the central idea of the text? Can you summarize the central idea using key supporting details? Cite a fact. Cite an opinion.

EXIT TICKET:
After Reading :’Adhesive from trees could make tape more eco-friendly”. Answer a constructive response question to show success over the day’s learning target.

What are the reasons, many scientists have warned that people should stop using fossil fuels? What are some alternatives to the use of fossil fuels?

fri. 9/27/19, identifying the author's purpose for writing

9/27/2019

DO NOW:
Tens of thousands of young people across the United States walked out of school on Wednesday, March 14, 2017 to demand action on gun violence. Their message was that their futures were being stolen from them [by inaction on gun violence]. The walkout was one of the biggest student protests since the Vietnam era in the 1960s and 1970s.

Answer in Do Now Notebook:

Was this paragraph written to:
a. Persuade
b. Inform
C. Entertain

Opening: Yesterday we learned how to determine main idea the author's purpose in a piece of informational text. Today I want to show you how readers determine the author’s purpose of an informational text. I want to show you how to PIE your way through identifying the AUTHOR'S PURPOSE FOR WRITING THE TEXT.

Work Session: Read Mini Lesson and Guided Practice of Author’s Purpose P.I.E. Chart
Worksheet and IDENTIFY THE AUTHOR'S PURPOSE AS TO: PERSUADE, INFORM, or ENTERTAIN

Independent Practice:
◦Read: Women Who Spoke Up Activity and Annotate the Text using Coding Skill learned this week.

After reading answer the questions below on a sheet of paper.

DIRECTIONS: Answer the Questions Below.

What main idea is the author trying to convince readers to agree with?
How does the author’s choice of words influence how readers think about the topic?
How does the author’s choice of facts or examples influence how readers think about the topic?
What does the author want to accomplish in this text?

Short Constructed Response:

What is the central idea of the text? Can you summarize the central idea using key supporting details? Cite a fact. Cite an opinion.

exit ticket - fill in the blanks. record your answer in do now notebook

thurs. 9/26/19, DETERMINING THE CENTRAL IDEA OF INFORMATIONAL TEXT

9/26/2019

DO NOW: If UFOs aren’t alien spaceships, what are they? excerpt from What Exactly are UFO by CBC Kids
In most UFO sightings, what people believe are UFOs are actually just common objects like planes and clouds, or celestial events like meteors and planets that seem unusually bright. Some cases remain unidentified even after they’ve been investigated, but scientists believe many of these to also be sightings of more common objects that people simply didn’t recognize. Many reported UFO sightings actually turn out to be something as simple as a balloon.

Answer in Do Now Notebook:
1. What main idea is the author trying to convince readers to agree with?
2. How does the author’s choice of words influence how readers think about the topic?
3. How does the author’s choice of facts or examples influence how readers think about the topic?
4. What does the author want to accomplish in this text?

Opening: Today I want to show you how readers determine the author’s point of view of informational text. I want to show you 4 questions you should ask yourself when you are trying to identify the author’s point of view.

1. What main idea is the author trying to convince readers to agree with?
2. How does the author’s choice of words influence how readers think about the topic?
3. How does the author’s choice of facts or examples influence how readers think about the topic?
4. What does the author want to accomplish in this text?

Work Session: Read What is the International Space Station?, and Annotate the Text using Coding Skill learned this week.

◦Can you summarize the central idea using key supporting details?
◦Can you determine what was fact? What was opinion?

Independent Practice:
◦Read: "Ronald Reagan on the Challenger Disaster" by President Ronald Reagan and Annotate the Text using Coding Skill learned this week.

1. What main idea is the author trying to convince readers to agree with?
2. How does the author’s choice of words influence how readers think about the topic?
4. What does the author want to accomplish in this text?

EXIT TICKET:
In "Ronald Reagan on the Challenger Disaster" by President Ronald Reagan,

3. How does the author’s choice of facts or examples influence how readers think about the topic?

wed. 9/25/19, DETERMINING THE CENTRAL IDEA OF INFORMATIONAL TEXT

9/25/2019

DO NOW:
Re-read: PRESIDENT OBAMA’S NATIONAL ADDRESS TO AMERICA’S SCHOOL CHILDREN. Use Coding Skill Chart to Annotate the Text

Which statement identifies the central idea of the text?
◦ A. Teachers should understand that some students come from difficult backgrounds, and teachers should support them more.
◦B. President Obama wants students to focus on education like he did so they will have the knowledge they need to run the country one day.
◦C. By getting a good education, students can avoid repeating the same mistakes their parents made that prevented them from meeting their potential.
◦ D. Focusing on education, despite any challenges one may face, is a personal responsibility and the key to the nation’s future success.

Opening: Today I want to have a guided discourse about the central idea of the informational text, PRESIDENT OBAMA’S NATIONAL ADDRESS TO AMERICA’S SCHOOL CHILDREN.

Work Session:
Chalk Talk -
How did you use the Coding Skill Chart to Annotate the Text?
How does it help us remember what we read?
How does it helps us remember what we thought?
How are informational texts slightly different than literary texts?

Independent Practice:
◦How can we use this strategy with literary texts? Read Ch. 7 of Lightning Thief by Rick Riordian. Use Coding Skill Chart to Annotate the Text.

Exit Ticket:
ON STICKY NOTE
-How does annotating the text also help us trace the plot development? Yes (Similarity)
-Are we tracking Fact vs Opinion? No (Difference)

tues. 9/24/19, determining the central idea of informational text

9/23/2019

DO NOW:
It was the end of the 1700s. The United States had just gained its independence from England after fighting the Revolutionary War. Although rules were created to make the country strong, many citizens did not feel that there were strong enough laws to protect their rights or the nation. If a farmer did not earn enough money to pay his debts, he could lose everything he had including his livestock, farm, and any other property on the farm. The problem was that many farmers in Massachusetts could not pay their debts which caused them to lose everything. These farmers wanted to do something about these laws.

1. What is the central idea of the text?

a. Farmers did not earn enough money to pay their debts.
b. Many citizens believed the U.S.A. needed better rules.
c. Farms and livestock could be taken away.

Opening: Today I want to show you how readers determine the central idea of informational text. Informational texts are slightly different than literary texts.

Work Session: Read Chocolate from Children by Deb Dunn. Use Coding Skill Chart to Annotate the Text

◦Can you summarize the central idea using key supporting details?
◦Can you determine what was fact? What was opinion?

Independent Pratice:
◦Read: PRESIDENT OBAMA’S NATIONAL ADDRESS TO AMERICA’S SCHOOL CHILDREN. Use Coding Skill Chart to Annotate the Text

EXIT TICKET:
PART A: Which statement identifies the central idea of the text?
◦ A. Teachers should understand that some students come from difficult backgrounds, and teachers should support them more.
◦B. President Obama wants students to focus on education like he did so they will have the knowledge they need to run the country one day.
◦C. By getting a good education, students can avoid repeating the same mistakes their parents made that prevented them from meeting their potential.
◦ D. Focusing on education, despite any challenges one may face, is a personal responsibility and the key to the nation’s future success.

Mon. 9/23/19, COMMON FORMATIVE ASSESSMENT: NARRATIVE TASK

9/23/2019

REVIEW: MOTHER TO SON

DO NOW: Read the passage Magic Elizabeth

Opening:Today is the Common Formative Assessment: Narrative Task

Work Session:
In the passage from Magic Elizabeth, the author creates a vivid setting and two distinct characters, Mrs. Chipley and Sally. Think about the details the author uses to establish the setting and the characters.

Independent Practice:
Write an original story about what happens when Sally arrives at Aunt Sarah's house. In your story, be sure to use what you have learned about the setting and the characters as you tell what happen next.

EXIT TICKET:
Turn in FINAL DRAFT OF COMMON FORMATIVE ASSESSMENT: NARRATIVE TASK

project due friday: memorize 'mother to son' by langston Hughes

fri. 9/20/19, common formative assessment: narrative Task

9/20/2019

DO NOW: Read the passage Magic Elizabeth

Opening:Today is the Common Formative Assessment: Narrative Task

Work Session:
In the passage from Magic Elizabeth, the author creates a vivid setting and two distinct characters, Mrs. Chipley and Sally. Think about the details the author uses to establish the setting and the characters.

Independent Practice:
Write an original story about what happens when Sally arrives at Aunt Sarah's house. In your story, be sure to use what you have learned about the setting and the characters as you tell what happen next.

EXIT TICKET:
Turn in FINAL DRAFT OF COMMON FORMATIVE ASSESSMENT: NARRATIVE TASK

thurs. 9/19/19, I will use narrative techniques dialogue, pacing and description to develop experiences, events and characters.

9/19/2019

DO NOW: Read Ch. 7 of The Lightning Thief

Compare and contrast Percy Jackson and Clarisse. How are they alike? Different? [Create a Venn Diagram Anchor Chart]

Opening: Last week we wrote a narrative story. We analyzed the structure by creating a plot development chart. Today we will continue our writing workshop. We will write a 2nd draft of our essay.

Work Session:
Complete the Prezi Activities: Personal Narratives - Your Story Coming Alive [Click Here]

Independent Practice:
Type the Final Draft of your narrative.

EXIT TICKET:
How did the structure of your poem contribute to the development of the theme, setting, or plot?

wed. 9/18/19, analyze how a particular sentence, stanza, chapter, scene fit into the overall structure of a text

9/18/2019

DO NOW: Read the chocolate chip Recipe. Look at the steps and directions.

Is there anything missing
Can your recipe be successful with out those ingredients?

Opening: Last week we talked about narratives and how they are structured that most are written in a sequence or order of importance. Today we are going to continue that train of thought and learn how to analyze how a particular sentence, stanza, chapter, scene fit into the overall structure of a text

Work Session:
Read "Mother to Son" by Langston Hughes

What is being compared?
What is it about them that is being compared?
What characteristics do the have in commons and how are these items alike?
In what way are these items different?

Independent Practice:
Now rewrite your own poem two stanzas :

Use the title: “ Life a been no______________”
Some comparison suggestions: Pair of Retros, Iphone 10, new pair of pants, field of flowers, trip to six flags

Read Ch. 7 of The Lightning Thief

Compare and contrast Percy Jackson and Clarisse. How are they alike? Different? [Create a Venn Diagram Anchor Chart]

EXIT TICKET:
How did the structure of your poem contribute to the development of the theme, setting, or plot?

PROJECT ASSIGNMENT: MEMORIZE "MOTHER TO SON" by Langston Hughes by Friday, 9/27/19 [CLICK HERE FOR MR. MARC'S EXAMPLE]

9/17/19, Describe how the characters respond or change as the plot moves towards a resolution

9/16/2019

DO NOW: In your spiral notebook write your response:
Describe how our PROTAGONIST, Percy Jackson, responds or changes as
the plot moves along in Ch. 6 pgs. 96-97? What are our conflicts? Are they being resolved?

Opening: Today I am going to teach you how to use a reading strategy – Comparing & Contrasting to describe how a character changes and responds to a problem as the plot moves along.

Work Session:
We will read aloud the story The Born Worker by Gary Soto.

Using the [Venn Diagram] anchor chart:
We will trace [write down] how our two main characters are alike.
How do the characters' different traits and motivations create the conflict in the story?
What are the needs and motivations of the characters?
Words to know: Character motivation, Character traits, retort, pumice, stagnant

Independent Practice:

Read Ch. 7 of The Lightning Thief
Compare and contrast Percy Jackson and Clarisse. How are they alike? Different? [Create a Venn Diagram Anchor Chart]

EXIT TICKET:
Analyze Ch. 7 - Describe how our PROTAGONIST, Percy Jackson, responds or changes as the plot moves along in this scene? What are our conflicts? Are they being resolved?

Using details from our Anchor Charts: Venn Diagram

Constructed Response:
Explain why Percy responded the way he did. Connect his character traits to his motivations.