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Weekly Agenda
  • Week of Nov. 6-10

    Students will receive a study guide on Monday for the Unit Test that will be given on Thursday. The test will be over what we have covered this nine weeks. It will include informational text. Students should study and read from a book of their choice each night. On Friday, we will begin looking at connotation and dennotation. 

  • Week of October 30-November 3

    We will continue reading informational text sets in class this week and compare and contrast them. 

     

    The following standards will be addressed:

    ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    ELAGSE6RI2: Determine a 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.

    ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). ? 

    ELAGSE6RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 

    ELAGSE6RI5: Analyze how a particularsentence, paragraph, chapter, or section fits into the overall structure of a text and contributesto the development of the ideas. ELAGSE6RL6: Explain how an author developsthe point of view of the narrator or speaker in a text. ELAGSE6RI6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

    ELAGSE6RI7: Integrate information presented in different media or formats (e.g

  • Week of October 23-27

    Weekly Vocabulary: biography, auto-biography, main idea, character traits, point-of-view, relevant

    Monday and Tuesday-Students will read from "A Glory Over Everything" in class and take a quiz on it Tuesday.

    Vocabulary from the story:elude, legitimate, defiant, cautiously, befriended

    Wednesday - Students will read ""Southern Roots of Southern Food" in a reading packet and answer questions in class.

    Thursday-Students will read "John Brown" and "From Harriett Tubman Conductor of the Underground Railroad" in their Elements of Language textbook and answer questions.

    Friday-Students will compare the central ideas in the texts read Wednesday and Thursday in class

     

  • Week of October 16-20

    Main Standards Taught This Week:

    ELAGSE6RI2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements. 

     

    ELAGSE6W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

     

    This week we will be working on arguementative essays.

    Vocabulary for the Week:
    argumentative essay
    persuasive essay
    claim
    counter-claim
    evidence
    relevant
    credible (These words will not be tested, but students will show their understanding of the words through their final argumentative essay,)

     

    The standard for the week is as follows:

    ELAGSE6W1: Write argumentsto support claims with clear reasons and relevant evidence.

    a. Introduce claim(s) and organize the reasons and evidence clearly.

    b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

    c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

    d. Establish and maintain a formal style.

    e. Provide a concluding statement or section that follows from the argument presented.

    Weekly Schedule:

    Monday and Tuesday-On Monday and Tuesday, we will read and respond to persuasive essays. Students will write and respond to persuasive essays read in class. They have already been given and handout explaining the difference between a persuasive essay and an argumentative essay. 

    Wednesday- Students will be given a rubric as to how their argumentative essay will be graded to keep in their ELA notebooks. We will discuss the rubric and what is expected in the argumentative essay. Stuents will choose a topic for an argumentative essay and begin researching in class with Chrome Books. They may continue working at home. 

    Thursday-Students will begin wriitng their first draft of their argumentative essay. They may continue working at home. 

    Friday-Argumentative essays will be due. Students will have use of the Chrome Books in class Wednesday-Thursday. The essay may be typed or hand-written.

  • Week of September 25-29

    Students will need poster and markers for their plot map that they will make in class Wednesday.

    Unit Test over Hatchet Thursday

     

    Vocabulary For The Week
    antiseptic
    rummage
    grime
    numb
    scarze
    oblivious
    unwittingly
    incessant
    rivets
    visualize

     

    Monday-Students will read through chapter 19 in Hatchet and answer comprehension questions in class. 

    Tuesday-Students will finish reading Hatchet in class and answer comprehension questions. 

    Wednesday-Students will create a plot map of Hatchet and fill in a study guide for the Unit Test over the book tomorrow (Thursday).

    Thursday-Students will take a unit test over Hatchet and watch the movie Cry In the Wild. Students will make note of differences in the movie and the book and write an essay to compare and contrast the movie and the book. This will not be due today.

     

    Friday- Students will finish watching the movie The Cry in The Wild and begin writing the essay.

     

     

  • Week of September 18-22

    Monday- We will read from Hatchet. 

    Tuesday- Unit 1 Test

    Wednesday-Friday-We will work in class on researching survival skills and reading Hatchet. 

    No Vocabulary Test This Week!

  • Week of September 11-15

    There will be no vocabulary this week because we will have a Unit 1 Test on Wednesday, September 13. The students will receive a study guide two days prior to the unit test. The test covers grammar rules and conventions studied since school started. It also has some reading passages included that students must read and answer questions to. 

    We will continue reading and discussing Hatchet this week, as well. 

  • Week of September 4-8

    Monday-Enjoy Labor Day

    Tuesday-Students will read from Hatchet focusing on character changes.

    Students will complete worksheet 38 for homework.

    Wednesday-Students will read Hatchet and work on their plot maps. 

    Thursday-Students will read from Hatchet focusing on character changes.

    Friday-Weekly Quiz and work on informational text passages.

    Weekly Vocabulary

    flammable
    eddied
    depression
    dormant
    smoldered
    tapered
    motive
    corrosive
    impaired

  • Week of Aug. 28-September 1

    Tentative Schedule for the Week of August 29-September 1

    Monday-We will compare an informational text about survival in the wilderness with our readings in Hatchet. Students will write a constructed response in regards to the comparison and contrast of the two texts.

    Tuesday- We will read through chapter 8 in Hatchet and answer comprehension questions.

    Wednesday-We will compare another informational text about survival in the wilderness with our readings in Hatchet. Students will write a constructed response in regards to the comparison and contrast of the two texts.

    Thursday-We will read through chapter 10 of Hatchet and explore possible themes. 

    Friday-Weekly Weekly Quiz! We will return to our Unit One Pre-Test taken the first week of school and make corrections.

    Daily Homework
    Study Vocabulary

    Students may check out thier own copy of Hatchet from the library. They may need to finish writing assignments at home.

     

    Vocabulary for the Week

    informational text

    expository text

    theme

    text structure

    sub-heading

    foul

    motivate

    ruefully

    extensive

    amphibious

    diminish

    welted

    recede

    rivulets

    seepage

    gingerly

    flammable

    eddied

    dormant

     

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      Emanuel County Institute  |  102 N College St  |  Twin City, GA 30471
      Phone: 478.763.2673