This week in reading, students will be close reading Chapters 21 and 22 of To Kill a Mockingbird and analyzing how different characters respond to the verdict. Students will use an iceberg analysis protocol to analyze the factual information in the case, as well as how the laws, customs, and economic events at the time influenced the verdict. Students will compare and contrast the responses of characters in To Kill a Mockingbird to the response of the community during current events, such as the Zimmerman verdict in the shooting death of Trayvon Martin.
Students will begin the preliminary work for their literary essays. Students will close read Thank You, Ma'am and Mother to Son by Langston Hughes. Next week students will begin to identify similar themes in the two pieces of literature and how the Hughes develops those themes.
Much of the work that students do in reading and writing is in Google Classroom. Students can complete assignments, access class materials, and receive feedback on Google Classroom. For example, a PowerPoint with all of the powerful language that we have learned this year is linked to the Reading Class on Google Classroom. Similarly, audio of To Kill a Mockingbird is linked to the class, as well as some of the vocabulary and quick comprehension quizzes that they have taken.
In order to access Google Classroom, go to classroom.google.com.
Students will need to log in using their DGS email.
Passwords: First initial Last initial Lunch number
For example, if I were a student at DGS, my email would be firstname.lastname@example.org and my password would be am765423. Some students have changed their passwords or there is another student with the same first name and last initial, so a few students have slightly different email addresses. Please email me at email@example.com if you are having trouble logging into your child's account. I can reset passwords and confirm email addresses.
We have a lot going on in literacy this week.
We'll continue reading To Kill a Mockingbird. On Tuesday, we will do a close read of Chapter 3 and students will read Chapters 3-6 this week. Students will have time in class on Tuesday, Thursday, and Friday to read. They also have 30 minutes of DEAR time every day to read.
While we're reading, we will be studying conflict in literature. On Thursday we will review the types of conflict and on Friday we will work on writing ACE responses using vocabulary from the definitions. For a quick refresher on types of conflict, here is the PowerPoint that students will use on Thursday.
Lastly, the students have been working on pivotal moment stories. The first draft of those stories are due on Wednesday, October 12th. Students submit their stories on Google Classroom. Stories should be two pages, double -spaced with a header on each page that includes full name, date, reading block. Students have rubrics and checklists in the writing section of their binders that they can use to self-assess themselves before submitting their work.
This week we are focused on the importance of setting beyond the when and where in which a story takes place.
Students will start to read To Kill A Mockingbird. All students will have a paper copy of the text and many students will have access to the text on Learning Ally, where the text is read aloud. To Kill A Mockingbird is a challenging text to read, but it is a beautifully written text that will help students to connect the work that we have done in class regarding self-identity and stereotypes with a text.
To meaningfully understand the setting of To Kill a Mockingbird requires understanding the moral universe in which the story takes place. In other words, it requires having a sense of the “rules, constraints, possibilities, potential conflicts and possible consequences” that affect the choices the characters make.
In addition to reading the first chapter of To Kill A Mockingbird, students will watch a video, How Stereotypes Affect Us and What Can We found below. Lastly, students will read the poem, "I, too" by Langston Hughes.
We only have two instructional days before our camping trip this week. Students will be working on writing ACE responses. ACE is a strategy that we use at DGS to answer constructed responses questions. ACE standards for
A - Answer
C - Cite evidence
E - Explain how the evidence supports the answer
In addition to writing ACE responses, students will also have time to read their identify books and work on pivotal moment stories.
For those of you who missed this at back to school night, here is the homework policy for 6th Grade Literacy.
In general, students will not have homework in writing or reading. If students do not complete work in class, then they will need to complete it at home. If you aren't sure whether or not your child has homework, check his/her/their planner. The daily assignment should be written down and then they cross it our when it is complete.
There will be a few exceptions to the no homework policy. Sometimes we will work on long-term projects and students might have work to complete at home. Similarly, sometimes students will be asked to interview family members or share information with family members.
In place of traditional homework, students are asked to play outside, play with a family member or friend, eat a meal with a friend or family member, read or write for pleasure or practice a hobby.
If you have any questions, do not hesitate to contact me at firstname.lastname@example.org.
How do I self-identify? How do others identify me?
What experiences have shaped you into the person you are today?
In class we'll be reading:
Additional related readings: