6th Grade ELA-Period 3-EESM6_30 (Period 3) 2023 1 Assignments

GIVEN ON PAPER IN CLASS-
This critical thinking task is an opportunity for you to analyze a character more  in - depth in order to deepen your understanding of what makes them such a  dynamic part of the text you are reading. Before you begin, just take a minute  to think about your character overall - what motivates, disappoints, entertains  or fulfills them?  
On the provided Head Drawing you will illustrate  your character with FOUR components:  

 At least TWO QUOTATIONS from the text that best conveys the most   important parts of the character - the reader should be able to   understand the character’s personality, priorities and / or   vulnerabilities  
 At least TWO ADJECTIVES that describe them (use the attached list to   help you - be specific!)  
 At least TWO DRAWINGS from the sequence of events within the text that   impact the character the most - what has the character been a part of that has helped to develop the story?  
 At least TWO SYMBOLS that best represent this character’s beliefs and /   or experiences  
 TWO BRIEF STATEMENTS that explain how you feel about this character based on the information you read and included in the MIND MIRROR.

GIVEN ON PAPER IN CLASS-
This critical thinking task is an opportunity for you to analyze a character more  in - depth in order to deepen your understanding of what makes them such a  dynamic part of the text you are reading. Before you begin, just take a minute  to think about your character overall - what motivates, disappoints, entertains  or fulfills them?  
On the provided Head Drawing you will illustrate  your character with FOUR components:  

 At least TWO QUOTATIONS from the text that best conveys the most   important parts of the character - the reader should be able to   understand the character’s personality, priorities and / or   vulnerabilities  
 At least TWO ADJECTIVES that describe them (use the attached list to   help you - be specific!)  
 At least TWO DRAWINGS from the sequence of events within the text that   impact the character the most - what has the character been a part of that has helped to develop the story?  
 At least TWO SYMBOLS that best represent this character’s beliefs and /   or experiences  
 TWO BRIEF STATEMENTS that explain how you feel about this character based on the information you read and included in the MIND MIRROR.

GIVEN ON PAPER IN CLASS-
This critical thinking task is an opportunity for you to analyze a character more  in - depth in order to deepen your understanding of what makes them such a  dynamic part of the text you are reading. Before you begin, just take a minute  to think about your character overall - what motivates, disappoints, entertains  or fulfills them?  
On the provided Head Drawing you will illustrate  your character with FOUR components:  

 At least TWO QUOTATIONS from the text that best conveys the most   important parts of the character - the reader should be able to   understand the character’s personality, priorities and / or   vulnerabilities  
 At least TWO ADJECTIVES that describe them (use the attached list to   help you - be specific!)  
 At least TWO DRAWINGS from the sequence of events within the text that   impact the character the most - what has the character been a part of that has helped to develop the story?  
 At least TWO SYMBOLS that best represent this character’s beliefs and /   or experiences  
 TWO BRIEF STATEMENTS that explain how you feel about this character based on the information you read and included in the MIND MIRROR.

1. View the attached slide to read the directions and serve as a model 
2. Click on the "Create" icon
3. Select "Slides"
4. Begin creating by following the directions on slide 4 of the attached Google Slides

1. View the attached slide to read the directions and serve as a model 
2. Click on the "Create" icon
3. Select "Slides"
4. Begin creating by following the directions on slide 4 of the attached Google Slides

1. View the attached slide to read the directions and serve as a model 
2. Click on the "Create" icon
3. Select "Slides"
4. Begin creating by following the directions on slide 4 of the attached Google Slides

In your notebook, write a prediction about what will happen in Reading 3 of Raymond’s Run

In your notebook, write a prediction about what will happen in Reading 3 of Raymond’s Run

Please complete this brief survey.

Please complete this brief survey.

Please complete this brief survey.

Read the passage below. Identify one character trait/quality of Chris and explain.
The teacher told the students that they were not to start testing until everyone received all testing materials. He went on to explain that the test booklet was to remain sealed until he had read through all the directions. Immediately after receiving the test booklet, Chris raised his hand and asked if he could start the test

Sentence Starter: Chris can be described as _______________ because ___________. This is seen in the text when it says " ____________________".

Read the passage below. Identify one character trait/quality of Michael and explain.


Michael has clothes all over the floor of his bedroom. Underneath the clothes on his floor is a pizza box with crusts in it. Underneath the pizza box is bunch of pieces of a board game that Michael played and didn't put away. Michael sat on his unmade bed with his shoes on and played video games all night.


Sentence Starter: Michael is ___________________ because _____________. This is seen in the text when it says " ____________________".

Read the passage below. Identify one character trait/quality of Michael and explain.


Michael has clothes all over the floor of his bedroom. Underneath the clothes on his floor is a pizza box with crusts in it. Underneath the pizza box is bunch of pieces of a board game that Michael played and didn't put away. Michael sat on his unmade bed with his shoes on and played video games all night.


Sentence Starter: Michael is ___________________ because _____________. This is seen in the text when it says " ____________________".

In your notebook, reflect on the idea of challenges and answer the following question:

-How does challenge help a person change? Provide an example.

On your post-it, choose one vocabulary word from our list and write a sentence that shows the meaning of the word.

In your notebook, reflect on the idea of challenges and answer the following question:

-How does challenge help a person change? Provide an example.

On your post-it, choose one vocabulary word from our list and write a sentence that shows the meaning of the word.

In your notebook, reflect on the idea of challenges and answer the following question:

-How does challenge help a person change? Provide an example.

On your post-it, choose one vocabulary word from our list and write a sentence that shows the meaning of the word.

Students use the template provided and the graphic organizers they used to collect supporting details and paraphrase them to write an academic summary about the non fiction text "Do People Really Change?"

Students use the template provided and the graphic organizers they used to collect supporting details and paraphrase them to write an academic summary about the non fiction text "Do People Really Change?"

Students use the template provided and the graphic organizers they used to collect supporting details and paraphrase them to write an academic summary about the non fiction text "Do People Really Change?"

In your notebook, answer the following question:

-What should independent reading look like in the classroom?

In your notebook, answer the following question:

-What should independent reading look like in the classroom?

In your notebook, answer the following question:

-What should independent reading look like in the classroom?

In your notebook, answer the following question:

Describe how you plan to utilize annotation in the future.

In your notebook, answer the following question:

Describe how you plan to utilize annotation in the future.

In your notebook, answer the following question:

Describe how you plan to utilize annotation in the future.

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: The gray-bearded wizard unrolled the wrinkled parchment and began reading the words to the peasants assembled in the town square.


Sentence starter: The word parchment means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: The gray-bearded wizard unrolled the wrinkled parchment and began reading the words to the peasants assembled in the town square.


Sentence starter: The word parchment means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: The gray-bearded wizard unrolled the wrinkled parchment and began reading the words to the peasants assembled in the town square.


Sentence starter: The word parchment means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: She gives me this look of disdain ever since I ripped off the arms and legs of her dolls and threw their heads into the toilet.


Sentence starter: The word disdain means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: She gives me this look of disdain ever since I ripped off the arms and legs of her dolls and threw their heads into the toilet.


Sentence starter: The word disdain means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

Use the context clues (I.D.E.A.S) to help determine the meaning of the underlined word in the example below. Explain your thinking in complete sentences.



Example: She gives me this look of disdain ever since I ripped off the arms and legs of her dolls and threw their heads into the toilet.


Sentence starter: The word disdain means (enter your definition of the word). The type of context clues used was (choose the type of context clue used & explain)

What strategy do you use when you come across a word that you’ve never seen?

In your notebook use context clues (I.D.E.A.S) to help determine the meaning of the underlined word. Explain your thinking in complete sentences.
Ex: If you don't curtail your spending, you'll be broke in no time at all!

The word “curtail” means ___________.The type of context clue used was _____________ because __________________.

What strategy do you use when you come across a word that you’ve never seen?

In your notebook use context clues (I.D.E.A.S) to help determine the meaning of the underlined word. Explain your thinking in complete sentences.
Ex: If you don't curtail your spending, you'll be broke in no time at all!

The word “curtail” means ___________.The type of context clue used was _____________ because __________________.

With your parent/guardian, review the course syllabus. Then read and sign the contract on the last page. Bring back the contract to class for credit.

With your parent/guardian, review the course syllabus. Then read and sign the contract on the last page. Bring back the contract to class for credit.

With your parent/guardian, review the course syllabus. Then read and sign the contract on the last page. Bring back the contract to class for credit.

Create an email to your teacher(s) requesting something ridiculous. Explain (give a reason for your request) in at least 3 sentences. Be sure to follow all the steps in the "How to Write an Email" document that we reviewed in class. It is attached to the assignment for reference, as well as the example provided in class.

Create an email to your teacher(s) requesting something ridiculous. Explain (give a reason for your request) in at least 3 sentences. Be sure to follow all the steps in the "How to Write an Email" document that we reviewed in class. It is attached to the assignment for reference, as well as the example provided in class.

Create an email to your teacher(s) requesting something ridiculous. Explain (give a reason for your request) in at least 3 sentences. Be sure to follow all the steps in the "How to Write an Email" document that we reviewed in class. It is attached to the assignment for reference, as well as the example provided in class.