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Language Arts with Mrs. Florczak
Instructor: Mrs. Andrea Florczak   

Welcome, Indigo Team sixth grade language arts students and parents!
Below you’ll find an ongoing list of class work. Scroll down to the Files section at the bottom of the page for copies of handouts; homework is listed on the calendar below. Questions or concerns?
The best way to contact me is by email: aflorczak@tenafly.k12.nj.us

A course overview as well as a Guide to Doing Great in Grade 6 Language Arts
can be found in the Files section at the bottom of this page.

Grading Policy:
Marking period grades are determined using a point system:
the number of points earned divided by the number of possible points.


For tonight's homework and upcoming assignments,
please click on VIEW FULL CALENDAR below.

Today in Language Arts
On Tuesday, May 23, 2017, we:
* learned about secret libraries and spiritual resistance
On Monday, May 22, 2017, we:
* shared first Found Journal entries
* continued working on reading guides for The Cage
On Friday, May 19, 2017, we:
* studied entries from children's diaries during the Holocaust
* started creating personas and planning entries for our Found Journal project
On Thursday, May 18, 2017, we:
* demonstrated close reading of The Cage (quiz)
* added a journal entry related to My Secret Camera, the story of Mendel Grossman
* continued reading The Cage and completing the reading guide for chapters 10 through 15
On Wednesday, May 17, 2017, we:
*reviewed and discussed chapters 5 to 9
*identified and presented important quotes from chapters 2 through 9
On Tuesday, May 16, 2017, we:
* read My Secret Camera and a brief biography to learn about Mendel Grossman, who secretly photographed life in the Lodz ghetto
On Monday, May 15, 2017, we:
* continued reading and discussing The Cage
*
started working on the reading guide for Chapters 5 through 9
On Friday, May 12, 2017, we:
* watched and discussed a video on life in the Lodz ghetto where Riva, the narrator of The Cage, has been forced to live
On Thursday, May 11, 2017, we:
* continued our close reading and discussion of The Cage and worked together to complete the reading guide for chapters 1-4
On Wednesday, May 10, 2017, we:
* continued reading and discussing the beginning of The Cage and completing the reading guide, making inferences and supporting them with details from the text
On Tuesday, May 9, 2017, we:
* discussed the articles on the Hitler Youth and the Volksdeutsche
​* continued reading, discussing, and reflecting in writing on he opening chapters of The Cage
On Monday, May 8, 2017, we:
* read, analyzed and discussed the poem "Why?", which appears at the beginning of The Cage
* reviewed what this unit's reading guides will be like
* read and discussed the first two chapters of The Cage
On Friday, May 5, 2017, we:
* reflected in writing on yesterday's propaganda lesson
* discussed the story "The Rag Doll"
* prepared to read The Cage with an overview of events leading to World War II
On Thursday, May 4, 2017, we:
* explored propaganda and its impact by analyzing pictures in a children's book from 1936 Nazi Germany
On Wednesday, May 3, 2017, we:
* created writing journals for this unit
* compared 3 texts (Terrible Things, "The Monsters are due on Maple Street" and "First They Came"
* started reading "The Rag Doll"
On Tuesday, May 2, 2017, we:
* held a Socratic seminar comparing the poem "First They Came" to "Terrible Things" and "The Monsters are Due on Maple Street"
On Monday, May 1, 2017, we:
* participated in an interactive read-aloud of Eve Bunting's Terrible Things
* wrote and presented mini-monologues
On Friday, April 28, 2017, we:
* read Act Two of "The Monsters are due on Maple Street" aloud, taking parts.
* worked in small groups to respond to questions about the episode

To read a pdf of the script, go to:
http://www.santeesd.net/cms/lib/CA01000468/Centricity/Domain/287/The%20Monsters.pdf

On Thursday, April 27, 2017, we:
* watched Act One of the Twilight Zone episode "The Monsters are due on Maple Street" and worked in small groups to answer questions about the story. If you missed class today, you can watch the episode on youtube (see link below.

Act One: Stop at 14:50.

https://www.youtube.com/watch?v=g7OGCe08eXo

On Tuesday, April 4, 2017, we:
* held a Socratic-style seminar on two texts: an excerpt from Boy's Life, a realistic fiction novel, and "Emancipation: a Life Fable" by Kate Chopin.
On Monday, April 3, 2017, we:
*completed customized grammar lessons online
*self-assessed short fiction stories
*began reading and thinking for a practice literary analysis task
On Friday, March 31, 2017, we:
*continued drafting short fiction narratives
*reviewed the short fiction rubric
On Thursday, March 30, 2017, we:
* shared your Chicago Fire stories, identifying climax and theme
* read a short fiction excerpt and worked in pairs to answer PARCC-type questions about it
On Wednesday, March 29, 2017, we:
*revised narratives for show-not-tell, thoughts, and paragraphing
*gathered details from a video and text to prepare for writing a historical fiction short narrative: continuing an eye-witness account of the Chicago Fire of 1871

Site for video:
http://viewpure.com/VZhvbmqYniA?start=0&end=0

On Tuesday, March 28, 2017, we:
*used a story mountain to plan a short fiction narrative, and began writing
On Monday, March 27, 2017, we:
*read a short fiction text and used context clues to define new vocabulary, supporting those definitions with details from the text
*read a fiction book excerpt and worked in pairs to answer PARCC-type questions about the story
On Friday, March 24, 2017, we:
*showed what you know about literary essays with a quiz identifying structure
On Thursday, March 23, 2017, we:
* took a practice quiz on identifying parts of a literary essay
* went over the rubric for your literary essay
On Wednesday, March 22, 2017, we:
* learned about parallel structure, and revised topic sentences for parallel structure
* learned how to write a conclusion paragraph for a literary essay
* started drafting conclusion paragraphs
On Tuesday, March 21, 2017, we:
*"x-rayed" sentences (sentence diagrams)
*continued drafting body paragraphs
*learned more about embedding quotes
On Monday, March 20, 2017, we:
*built vocabulary (quintessential, pristine, deplorable)
*"x-rayed" sentences (diagramming to identify subject, predicate, and modifiers)
*started drafting body paragraphs
On Monday, March 20, 2017, we:
*built vocabulary (quintessential, pristine, deplorable)
*"x-rayed" sentences (diagramming to identify subject, predicate, and modifiers)
*started drafting body paragraphs
On Friday, March 17, 2017, we:
* built vocabulary (indefatigable)
* continued gathering evidence for body paragraphs for your literary essays on theme
* began outlining body paragraphs
On Friday, March 17, 2017, we:
* built vocabulary (indefatigable)
* continued gathering evidence for body paragraphs for your literary essays on theme
* began outlining body paragraphs
On Friday, March 17, 2017, we:
* built vocabulary (indefatigable)
* continued gathering evidence for body paragraphs for your literary essays on theme
* began outlining body paragraphs
On Thursday, March 16, 2017, we:
* diagrammed simple sentences
* started gathering evidence from the text for body paragraphs
On Thursday, March 16, 2017, we:
* diagrammed simple sentences
* started gathering evidence from the text for body paragraphs
On Wednesday, March 15, 2017, we:
* scored introductory paragraphs and decided whether revisions were needed
Snow Day Tuesday, March 14, 2017
On Monday, March 13, 2017, we:
*met in advisory groups to reflect and prepare for student portfolio presentations
On Friday, March 10, 2017, we:
*collected and chose artifacts for upcoming portfolio reviews and identified "glows" and "grows" in a language arts reflection
*participated in an revision lesson for introductory paragraphs, working in pairs to "build" introductory paragraphs with hooks, summaries and thesis statements that "go together," discovering that summaries can be written multiple ways to match a thesis.
Field Trip to see HIDDEN FIGURES on Thursday, March 9, 2017
On Wednesday, March 8, 2017, we:
*identified parts of and problems with introductory paragraphs
*reviewed your paragraphs for those same problems
*started reflecting on what you have learned about yourself as a learner in Language Arts
On Tuesday, March 7, 2017, we:
* reviewed responses to PARCC-type questions about a short fiction text
* learned how to write an effective introductory paragraph in a literary essay: ANT [A = attention-grabbing hook; N = necessary info including title, author and brief summary; T = thesis]
* started writing introductory paragraphs
On Monday, March 6, 2017, we:
*built vocabulary (disingenuous, indolent, industrious)
*identified parts of a literary essay (sorting shapes, labeling outline)
On Friday, March 3, 2017, we:
*practiced forming big ideas to support claims
On Thursday, March 2, 2017, we:
*"x-rayed" a literary essay, identifying key elements including hook, summary, thesis statement, transitions, body paragraphs, topic sentences, textual evidence including direct quotes, citations, elaboration/explanation, conclusion, restated thesis, "big thinking."
On Wednesday, March 1, 2017, we:
*evaluated team-generated theme statements: which ones will work for your book? which ones do you have evidence for? which ones do you most feel like writing?
*practiced testing theme statements for big ideas using a 3 x 3
*started testing theme statements for your books
On Tuesday, February 28, 2017, we:
*built vocabulary (indomitable, debacle)
*practiced developing theme statements using the book Max by Bob Graham
*developed more theme statements for our upcoming literary essay unit
On Monday, February 27, 2017, we:
*watched a short film and developed theme statements
*tested theme statements for your books against the criteria, and revised them as needed
*started collecting a list of working theme statements for our essay unit
On Friday, February 24, 2017, we:
*practiced developing theme statements using conceptual words and essential questions with an article about artist Chuck Close
On Thursday, February 23, 2017, we:
*applied word pairings (fearful/brave, cooperative/adversarial, winner/loser, instigator/peacemaker and more) to characters in your books
*started planning a response to an open-ended question about a text using a 3 x 3. The prompt: which word best describes __________ (choose a main or secondary character) in your book?
On Wednesday, February 22, 2017, we:
*built vocabulary (supercilious, atavistic)
*worked in small groups to identify main, secondary and tertiary/peripheral characters in your books to prepare for writing about them
School Closed Friday, Feb. 17, through Tuesday, Feb. 21, 2017
On Thursday, February 16, we:
*noted and discussed oddities in the English language with a read-aloud of Richard Lederer's essay "English is a Crazy Language"
On Wednesday, February 15, 2017, we:
* had a reading check
* continued building vocabulary through a read-aloud of Miss Peregrine's Home for Peculiar Children
On Tuesday, February 14, 2016, we:
* held our fourth Socratic seminar. The text: Bobby's speech in The Misfits
*
learned how to "map" a seminar as an outer circle participant
On Monday, February 13, 2017, we:
*worked in groups to answer guiding questions about the recent chapters/pages in your novels
*reviewed directions for annotating tomorrow's Socratic seminar text: Bobby's Speech
On Friday, February 10, 2017, we:
* reviewed directions for the reading check retake and packet available to students who scored 75% or lower
* wrote a response to the prompt: on a scale of 1 to 10, how great is being a kid, according to the evidence in your novel
* discussed guiding questions for each novel
Snow Day Thurs., February 9, 2017
On Wednesday, February 7, 2017, we:
*Held a Socratic seminar on two poems: "I Said to Dana's Mother" by Naomi Shihab Nye and "The Little Boy and the Old Man" by Shel Silverstein
On Tuesday, February 7, 2016, we:
*held small group discussions of your novels based on passages identified as important, revealing or confusing by you
On Monday, February 6, 2017, we:
* had a reading check
* practiced using a 3 x 3 to plan a response to an open-ended question
On Friday, February 3, 2017, we:
*analyzed a passage from one of the novels we are reading: Wow! You noticed so much!
*prepared to write about literature with a practice prompt and a sorting activity: grouping details into categories which represent big ideas
*reviewed the 3 x 3 writing frame we will be using to write about reading
On Thursday, February 2, 2017, we:
*responded to an open-ended prompt and shared responses
*held lit circle discussions about your books
On Wednesday, February 1, 2017, we:
*wrote and shared responses to an open-ended prompt about your books
*analyzed a sample passage
*identified passages for analysis in each of the three books groups are reading
On Tuesday, January 31, 2017, we:
*wrote and shared responses to an open-ended prompt about your books
*analyzed passages to share in small group discussions
On Monday, January 30, 2017, we:
* as a whole class and then in small groups, matched passages from your books to conceptual words and Essential Questions for this unit
On Friday, January 27, 2016, we:
*showed how your vocabulary is growing with a Membean quiz
*studied student work -- models of how to record your insights and evidence for your lit circle meetings
*had a mini-discussion in your lit circles using a discussion question of your choosing
*continued building vocabulary with a read-aloud of Miss Peregrine's Home for Peculiar Children
On Thursday, January 26, 2017, we:
*wrote about and discussed similarities and differences between the schools in our books and TMS
*selected discussion questions for tomorrow's lit circle meeting
On Wednesday, January 25, 2017, we:
* Held our second Socratic seminar, a dialogue on the personal essay "Survival of the Fittest" by Soledad O'Brien and how it relates to the books you are reading
On Tuesday, January 24, 2017, we:
* practiced using vocabulary from Miss Peregrine's Home ...
* practiced developing open-ended questions for your lit circle discussions
On Monday, January 23, 2017, we:
*practiced using vocabulary from Miss Peregrine's ...
*held our second lit circle meeting
On Friday, January 20, 2017, we:
* continued our vocabulary-building read-aloud of Chapter 5 of Miss Peregrine's Home for Peculiar Children
* read interviews with the authors of The Misfits, Scrawl and Out of My Mind, combing the text for important information about the writing of each book and its author
On Thursday, January 19, 2017, we:
*held our first Socratic seminar (text: Emily Dickinson's "I'm Nobody. Who are You?") Great job!
On Wednesday, January 18, 2017, we:
*practiced using vocabulary from Miss Peregrine's Home ...
*identified external and internal characteristics in the main character in a sample text and in the book your group is reading
On Tuesday, January 17, 2017, we:
*practiced for and then held our first lit circle meeting on your group's book
On Monday, January 9, 2017, we:
*had a vocabulary quiz
*continued reading Out of My Mind, Scrawl, or The Misfits
Words on Monday's Vocab Quiz:
enveloped
blatant
feigning
invoked
ornate
admonish
bleak
ashen
perturbed
seething
sidled
bleary-eyed
streamline
susceptible
misanthropic
On Thursday, January 5, 2017. we:
*studied a villanelle poem for structure
*reviewed kinds of literary conflict
On Wednesday, January 4, 2017, we:
*build vocabulary
*made inferences about character
*learned the difference between troop and troupe, further and farther
On Tuesday, January 3, 2017, we:
*Built vocabulary
*reviewed how-to's for generating paragraphs for grammar study and surveyed topics
* continued our reading of Miss Peregrine's ...
On Monday, December 19, 2016, we:
*had a vocabulary quiz on words from Chapter 2 in Miss Peregrine's ...
*continued building vocabulary with our read-aloud of the novel
*identified sentence parts

On Thursday, December 15, 2016, we:
*built vocabulary by using words from Chapter Two in Miss Peregrine's Home for Peculiar Children
*continued sentence building activity, using subjects, predicates, prepositional phrases, appositives, subordinate clauses, and absolute phrases!
On Wednesday, December 14, 2016, we:
*built vocabulary by using words from Chapter Two in Miss Peregrine's Home for Peculiar Children
*continued sentence building activity, using subjects, predicates, prepositional phrases, appositives, subordinate clauses, and absolute phrases!
On Tuesday, December 13, 2016, we:
*built vocabulary, using words from Chapter Two of Miss Peregrine's Home for Peculiar Children
*identified subjects and predicates and started building richly detailed (and silly!) sentences
On Tuesday, December 13, 2016, we:
*built vocabulary, using words from Chapter Two of Miss Peregrine's Home for Peculiar Children
*identified subjects and predicates and started building richly detailed (and silly!) sentences
On Monday, December 12, 2016, we:
*continued building vocabulary with a read-aloud
*focused on grammar: what is a sentence (noun phrase + verb phrase/subject + predicate)
On Friday, December 9, 2016, we:
*showed how your vocabulary has grown (quiz)
*continued turning personal narratives into poems and comparing genres
On Thursday, December 8, 2016, we:
*used new vocabulary
*turned a personal narrative into a poem
On Wednesday, December 7, 2016, we:
*used new vocabulary
*analyzed the poem "Oranges" by Gary Soto
*compared genres: personal narratives v. poems -- why would a writer choose one over the other?
*started "distilling" personal narratives into poems, to focus the reader on imagery, climax, understory
For words on vocab quiz, see chart posted in Vocabulary Folder (scroll down to Files, below).
On Tuesday, December 6, 2016, we:
*continued building vocabulary with a read-aloud
*identified figurative language in the poem "Oranges" by Gary Soto
*made inferences about a text and supported them with details from the text
*grew big ideas from evidence

On Monday, December 5, 2016, we:
*built vocabulary
*read the poem "Oranges" by Gary Soto and made inferences about the text, citing details from the text to support those inferences
On Friday, December 2, 2016, we:
*identified parts of speech
*built vocabulary with a read-aloud
On Thursday, December 1, 2016, we:
*practiced using new vocabulary
*continued building vocabulary with a read-aloud
On Wednesday, November 30, 2016, we:
*identified adjectives
*built vocabulary with a read-aloud
Website for creating a haiku:
http://www.readwritethink.org/classroom-resources/student-interactives/haiku-poem-interactive-31074.html
On Tuesday, November 29, 2016, we:
*used an online program to write a haiku
*identified verbs
*continued building vocabulary with a read-aloud
On Monday, November 28, 2016, we:
*noticed nouns
*built vocabulary with a read-aloud
On Wednesday, November 23, 2016, we:
* built vocabulary with membean!
On Tuesday, November 22, 2016, we:
*celebrated your writing! :)
On Monday, November 21, 2016, we:
* reflected on your stories and yourselves as writers
* started making our inspirational narwhals :)
On Friday, November 18, 2016, we:
* took a quiz on punctuating dialogue
* reviewed the personal narrative rubric, and worked in groups to score a sample narrative
On Thursday, November 17, 2016, we:
*practiced punctuating dialogue
*reviewed comma rules
On Wednesday, November 16, 2016, we:
*identified and avoided common writing errors (such as verb tense shifts)
On Monday, November 14, 2016, we:
*grew vocabulary (pulchritudinous!)
*learned and applies the rules of punctuating dialogue
On Wednesday, November 9, 2016, we:
*added thoughts to personal narratives
*received feedback from peers on your personal narratives
*started making revisions
On Tuesday, November 8, 2016, we:
*identified adjectives and adverbs
*peer-reviewed a sample narrative in small groups, using useful comments identified and added to yesterday
*conducted individual peer reviews
On Monday, November 7, 2016, we:
*prepared for tomorrow's peer review by providing a focus for our peer reviewers and identifying helpful comments (sincere compliments and kind critiques).
On Friday, November 4, 2016, we:
*took a practice vocabulary quiz based on vocabulary activities we've been working on each day this week
*studied paragraphing and dialogue in our IR books, discussing: why do writers make paragraphs -- and add dialogue -- where/when they do?
*read "My Dad is Better than Your Dad" aloud in pairs to experience the power of well written dialogue
On Thursday, November 3, 2016, we:
*did another vocabulary building activity with the words from "The Gruesome Test"
* identified nouns, adjectives and verbs in your personal narratives
* traded out verbs for more precise, vivid verbs
On Wednesday, November 2, 2016, we:
*built vocabulary, working with words from "The Gruesome Test"
*discovered the difference that word choice makes by "trading out" vague verbs for more precise/vivid ones
On Tuesday, November 1, 2016, we:
*built vocabulary
*continued working on personal narratives, using show-not-tell
On Monday, October 31, 2016, we:
*learned Halloween-themed idioms
*applied show-not-tell to describe a creepy house
*named and illustrated phobias
*read a scary story, learning new vocabulary along the way
On Friday, October 28, 2016, we:
*identified nouns
*learned about vignettes
*started gathering details for vignettes of places in our personal narratives
On Thursday, October 27, 2016, we:
*took an online grammar pretest on parts of speech, verb tenses and sentence building
*continued working on our personal narratives
On Wednesday, October 26, 2016, we:
* learned how to log in at www.noredink.com
* went to the book fair!
On Tuesday, October 25, 2016, we:
*started writing personal narratives on Google Classroom
On Monday, October 24, 2016, we:
*built vocabulary (insconspicuously)
*shared in media res leads
*story-mountained your stories to identify rising action, falling action, climax and understory
On Friday, October 21, 2016, we:
* used timelines to identify places in our stories where we can begin IN MEDIA RES (in the middle of things)
On Thursday, October 20, 2016, we:
*continued drafting personal narratives
On Wednesday, October 19, 2016, we:
* had a quiz on features of personal narratives
* continued drafting personal narratives
On Tuesday, October 18, 2016, we:
*grew vocabulary (gregarious = outgoing, sociable, fond of being around people, a "people-person")
*identified vignettes v. passages of exposition
*drafted personal narratives
On Monday, October 17, 2016, we:
* worked with partners to take a practice story based on a student-written personal narrative ("The Great Escape")
On Friday, October 14, 2016, we:
* Evaluated your story ideas with a six-star test: do you feel comfortable sharing the story? are you the main player? do you remember the details clearly enough to tell the story well? does the story take place over minutes or hours (rather than days, weeks, months or longer)? could you story mountain this episode in your life (does it have rising action, a climax, falling action)? does the story have an understory (deeper meaning)?
On Thursday, October 13, 2016, we:
*tried six more ways to generate ideas for personal narratives
School Closed Wednesday, October 12, 2016
On Tuesday, October 11, 2016, we:
* had a quiz on identifying narrative perspective
* continued generating ideas for personal narratives
On Monday, October 10, 2016, we:
* grew your vocabulary (obstreperous!)
* continued generating ideas for personal narratives
On Friday, October 7, 2016, we:
* explored the question: "How old is English" -- watching a video about the origins of the language
* identified narrative perspective in more sample passages
* started generating ideas for personal narratives
On Thursday, October 6, 2016, we:
* viewed a video on narrative perspective and took notes
* identified the narrative perspective in sample passages
* compared findings in our Genre Features Study of personal narratives
On Wednesday, October 5, 2016, we:
* grew your vocabulary (harbinger = sign of things to come)
* identified narrative perspective in sample passages (book excerpts): first person, second person, and third person objective, third person limited, third person omniscient
* continued our Genre Features Study of personal narratives
On Friday, September 30, 2016, we:
*continued our genre study
On Thursday, September 29, 2016, we:
*revisited "The Follower" by Jack Gantos and sorted 20 vocabulary words by category (character, plot, setting, exposition, understory); the more we use new words, the more we "own" them!
*started our genre features study of personal narratives by viewing OWL MOON and evaluating the story for narrative perspective (first or third person?), hook/lead (does it have one?), verb tense (past or present?), scenes and more. The homework is to evaluate "The Follower" the same way -- fill in your findings in the Sample 2 column on the Genre Features Study handout. For a copy of the handout with the example, see the Genre Features Study folder in the Files section at the very bottom of this page.

To view OWL MOON, copy and paste this link into your browser: ​http://viewpure.com/HN8W05hBbSM?start=0&end=0

On Wednesday, September 28, 2016, we:
* went to the TMS library for orientation
On Tuesday, September 27, 2016, we:
*reviewed genre and narrative perspective (first person and third person objective, limited and omniscient) and identified genre and narrative perspective of your IR books
*continued MAP testing
On Monday, September 26, 2016, we:
* grew vocabulary (clandestine, covert)
* started the Language test of MAP, to show what you know about grammar, mechanics, usage, spelling and structure of writing
Thursday-Friday, Sept. 22-23, 2016
Reach Out!
On Wednesday, September 21, 2016, we:
* learned that adverbs can modify (describe) adjectives as well as verbs (examples: really hungry, so happy, very long)
* continued showing what you know about a literary essay with a no-stress pre-test

On Tuesday, September 20, 2016, we:
*Shared haikus!
*Started a writing pre-test on theme and how theme is developed in a story
On Monday, September 19, 2016, we:
* learned what the word sesquipedalian means!
* showed what you know about classroom rules and routines (and vocab from the Guide) [quiz]
* continued our close reading of "The Follower" by Jack Gantos, making inferences and citing evidence from the text to support those inferences
On Friday, September 16, 2016, we:
* applied what we learned about connotation to a new set of words, matching synonym pairs and identifying which word has a positive connotation and which one has a negative connotation
* learned about our reading guides, and starting using one
* started reading a short story, already making inferences and collecting details from the text to support them
WORD LIST FOR MONDAY'S QUIZ
perplexed = confused
meander = wander
loquacious = talkative
reiterate = repeat
inadvertently = accidentally
miniscule = tiny
accrue = build up or gain (such as interest on a savings account)
pre-ordained = decided in advance
cogitate = think
erroneous = incorrect
On Thursday, September 15, 2016, we:
*learned about connotation
*worked in small groups to find synonym pairs (example: bold/brash) and "sort" words by positive and negative connotations
On Wednesday, September 14, 2016, we:
*read, discussed and responded to the personal essay "Failure is a Good Thing" by Jon Carroll, learning new vocabulary along the way
On Tuesday, September 13, 2016, we:
*reviewed parts of speech (nouns)
*got to know one another a little better (shared our "pies")
*made inferences about a text, citing details from the text
*engaged in small group discussions about that text, trying to come to consensus
On Monday, September 12, 2016, we:
* wrote a response to an open-ended question to warm up to writing
* participated in a close-reading activity that demonstrated the benefit of reading with a purpose
On Friday, September 9, 2016, we:
*learned about extended metaphors
*started celebrating and sharing who you are by making/baking "pies" using noun phrases and adjectives
On Thursday, September 8, 2016
*continued to learn and practice classroom routines, building vocabulary along the way
*participated in a get-to-know-one-another activity (find someone whose favorite genre is fantasy, who thinks the book is always better than the movie, who has a Tenafly library card, and more)
*started thinking about the pie mini-project that celebrates and shares who you are and what's important to you
On Wednesday, September 7, 2016, we:
* started learning and following classroom routines
* got to know one another with an antonym-matching activity
On Tuesday, September 6, 2016, we:
* had just enough time to meet one another!
Hello from your Language Arts teacher!
Dear Indigo Team students,
I am so happy to be your Language Arts teacher! Please click on my Welcome Message in the Files section, below, for my official greeting. Also, if time permits, go ahead and click on the Guide to Doing Great in Sixth Grade, which I've prepared for you. This is NOT required, as we will be going over all of these guidelines in class (no worries!). I can't wait to meet you! Between now and then, enjoy the rest of the summer and know that we have much to look forward to.
Mrs. Florczak
Files
 Close Reading
Includes:
Golden Apple excerpt plus questions
 Genre Features Study
Contains files for 6 of 7 Personal Narratives from which to choose; here is link to "Fish Cheeks" (disregard the questions that follow the story):

https://battlefieldhs.pwcs.edu
/common/pages/DisplayFile.aspx
?itemId=5677740

*Contains example with Owl Moon
Link to film of Owl Moon
http://viewpure.com/HN8W05hBbS
M?start=0&end=0

Also contains a copy of "The Follower"
 Grammar
Includes list of writing prompts for paragraphs.
 Holocaust Unit materials
This folder contains:
* handout: questions about Act I of "The Monsters are due on Maple Street"
*handout: questions about Act II of "The Monsters are due on Maple Street"
To read a pdf of the script, go to:
http://www.santeesd.net/cms/li
b/CA01000468/Centricity/Domain
/287/The%20Monsters.pdf
*"The Rag Doll" by Ruth Minsky Sender
* articles on the Hitler Youth and on the Volksdeutsche
*article about the Judenrat
*Socrative questions about the article on the Judenrat
*Cage reading guide for chapters 5 through 9
*Cage reading guide for chapters 10 through 15
*Cage reading guide for chapters 16 through 20
 March Reading and Writing Folder
contains:
*Julie of the Wolves materials
*Chicago Fire of 1871 materials
 Narrative Perspective
This folder contains blanks of handouts plus answer keys.

Here is the website for the video on narrative perspective:
http://viewpure.com/sOVMM60Sm2
c?start=0&end=0
 Personal Narrative
Contains:
*Idea-Generating Packet
*Practice Quiz on Features of Personal Narrative (with answers)
*Text for Practice Quiz, annotated (marked with answers)
*Vignette or Exposition? handout
*Vignette or Exposition? answer key
*powerpoint on vignettes
*vignette planner
*powerpoint on punctuating dialogue
*handout on rules of punctuating dialogue
*Reflection: Poem vs. Personal Narrative
 Winter Reading Unit
Contains handouts for the novels Out of My Mind, Scrawl and The Misfits, including:
*guiding questions for these chapters/pages:
Out of My Mind: Chapters 27, 28, 29
Scrawl: pp. 190-208
The Misfits: Chapters 24 and 25
*Socratic seminar text: Bobby's Speech
*sample 3 x 3 for Giving Tree prompt (what word best describes the tree?)
*theme statement chart
*criteria for theme statements
*list of theme statements for your books
*blank 3 x 3 for testing theme statements for your books
*3 x 3 for testing theme statement 1 for MAX
*3 x 3 for testing theme statement 2 for MAX
*blank 3 x 3 for your theme statement on your book
*sample 3 x 3 for a theme statement from The Misfits
*literary essay introduction outline
*powerpoint on essay introductions
*body paragraph outline
*building a body paragraph evidence chart
*body paragraph model planned and written
PLEASE LOOK THROUGH ENTIRE FILE; FILES MAY NOT BE IN ORDER.
Schedule
Extra Help Typically, before school on Wednesdays and Fridays and after school on Tuesdays and Thursdays; please let me know in advance that you're coming! :)

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