Number the Stars

The sixth graders in Mrs. Crews's classes have started a new novel, Number the Stars by Lois Lowry.

The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10-year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country. Number the Stars won the 1990 Newbery Medal. 

Character Sketch in Reading

Directions:  While reading your novel, take “Sticky Notes” on the following topics.  You can use your sticky notes to complete this graphic organizer and the final written character sketch.  Final typed character sketch is due 4/26.

A CHARACTER SKETCH describes the personality and the physical appearance of a person/character in a novel.  It is a portrait of a person drawn in words.  It describes what he or she is like inside and out. 

A successful CHARACTER SKETCH should:

• Present a vivid picture of the personality and physical appearance of the person
• Give main impressions of the person
• Include dialogue, mannerisms, descriptions that show, rather than tell, what the person is like
• Reveal the writer’s response to the person
• Place the person in surroundings that help the readers understand him or her
• Have a clear structure, a strong beginning and a strong conclusion

Process Description

The sixth grade Language Arts students are creating a short composition describing a process.  Students were allowed to choose any topic or process to describe.  Some topics are: how to make Mac n' Cheese, how to do a dance move, or how to download an App to you Apple device.

Below is a suggested format for students to follow.

Full Name

3/21/13

LA/1

Process Desription

Title

Indent your introduction.  Include a hook sentence/question.  Have 2 sentences about the background information (what is your topic about & why did you choose this topic).  Main idea sentence.

Step 1: type 2-3 sentences about what to do

Step 2: type 2-3 sentences about what to do

Step 3: type 2-3 sentences about what to do

Step 4: type 2-3 sentences about what to do

Conclusion paragraph.  Restate your main idea in a new way.  Write a suggestion or a recommendation.  End in a silly or fun way by using a :) trick.  

Summarizing

This week the sixth graders practiced summarizing using informational text with connections to the short stories we read in class and current Science unit on Color and Light.

Below are guided notes to help while writing summaries and a checklist to follow when ready to write the summary. 

Cite your source:  Newspaper/Magazine/Article title and Author

__________________________________________________________________

5 Ws:  Write short phrases to tell the 5 W’s of the article.

Who: ________________________________________________________________________

What: _______________________________________________________________________

Where: ______________________________________________________________________

When: _______________________________________________________________________

Why: (why did the author choose to write this article?)-This the Main Idea

____________________________________________________________________________

Notes/Details:  

·         ______________________________________________________________________________

·         ______________________________________________________________________________

·         _____________________________________________________________________________

·         _____________________________________________________________________________

Include an Assertion: One statement that you believe is true.

_________________________________________________________________________________

Include Evidence to Support Your Assertion: Details from the text.

_________________________________________________________________________________

Directions:Using your notes and the copy of the article, write a summary.  Use complete sentences and indent.

Be sure to include the following.  Check it off after completing:

• A main idea sentence.
• The 4-6 details that support and are directly related to the main idea.
• Your assertion and the evidence that supports your assertion.
• A concluding statement.  

New Independent Reading Book

The sixth grade students will be introduced to a new independent reading project.  We will once again be practicing "Text Marking" while reading a novel.  The students are expected to have a new novel by Friday, March 1st.  Below are the directions for the assignment and the grading Rubric.

Sticky Notes

Bookmark

Directions:  Choose one of the following after each chapter or about 10 pages.  
You must have at least 10 Post-It notes total, some may be used twice.

A.  Describe how the main character looks and acts.
B.  What is a prediction that you can make after learning about a character?
C.  Write two unanswered questions.
D.  What is the main problem so far in the novel?
E.  Write a 1-3 sentence summary of important events on the chapter or pages?  
F.  What does the title mean to you?
H.  Make any personal/media connection to the book?  Explain the connection.
I.  Describe a character’s actions.  Was it a good or bad choice?  Explain. 
J.  Give an example in the book that made the main character happy, sad, or angry. 
K. Which part of the book would you change?

Sticky Notes Checks
You must have at least 10 Post-It notes total some may be used twice.  Please number your notes and label your choice.
Date	You Need
Thursday 3/7	3 Post-It Notes ---------- /(6) 2 points each
Thursday 3/14	3 additional  Post-It Notes ---------- /(6) 2 points each
Thursday 3/21	4 additional  Post-It Notes ---------- /(8) 2 points each
Friday 3/22	Final Accelerated Reader Test due

Writing in MATH!

The sixth grade students have completed the math unit on Integers.  For a culminating assignment, the students will be writing a RAFT.  This will be a creative writing project the students will be completing in class.  The acronym RAFT, stands for Role, Audience, Format, and Topic.  The students make decisions on their writing before they begin.

Directions for this RAFT:

1. R- role of the writer-  Who are you?- for this RAFT the students can choose to be a type of integer (any positive or negative number, or zero).
2. A- audience- To whom is this written?- the students can choose to write to any type of integer ( a positive could be writing to a positive, or a positive can write to a negative, or maybe a zero is writing to a negative).
3. F- format- What form will it take?- the students can write a News Story, a Journal/Diary, a Cartoon, or Commercial.
4. T- topic + strong verb- the student can be writing to complain, demand to plead, excite, or scare. 

After some time to brainstorm using a graphic organizer, we are asking the students to finish their rough drafts over the weekend.  On Tuesday, 2/19, the students will be typing their final RAFT on their Google Drive accounts.

Adverbs

The sixth graders will be finishing up our short unit on Adverbs this Wednesday.  We will be taking a quiz to include the following topics.

Lesson 7:  Adverbs,  page 197

• students will identify adverbs and the verbs they modify.
• Adverbs that modify verbs answer these questions: How?, Where?, When?. 
• ex:  Alma left quickly.  The adverb is left.  Left modifies left.

Lesson 8:  More About Adverbs, page 199

• identify adverbs and the adjective or adverbs they modify.
• When an adverb modifies an adjective or another adverb, it usually tells to what extent. 
• ex:  A very large crowd gathered quite quickly. (very is modifying large, and quite is modifying quickly)

Lesson 8:  Comparing with Adverbs, page 203

• use the comparative and superlative adverbs correctly
• comparative forms use -er, more, less
• superlative forms use -est, most, or least
• There are also irregular forms for comparison. 

Lesson 9:  Negatives, page 206

• use negatives correctly in sentences
• identify and correct double negatives in sentences

Lesson 10:  Adjective or Adverb, page 209

• distinguish adjectives from adverbs
• use adjectives and adverbs correctly in sentences.