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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, November 21, 2017, we:
* used a top hat graphic organizer to record similarities and differences in "All Summer in a Day" -- video and text
On Monday, November 20, 2017, we:
* revised responses to open-ended questions about "All Summer in a Day"
On Friday, November 17, 2017, we:
* saw how to use a 3 x 3 to plan a response to an open-ended question about "All Summer in a Day"
* chose a question and started planning a response
On Thursday, November 16, 2017, we:
* practiced using vocabulary from "All Summer in a Day"
* continued using a 3 x 3 writing frame to plan a response to an open-ended question
* started drafting paragraphs using the 3 x 3
On Wednesday, November 15, 2017, we:
* practiced using vocabulary from "All Summer in a Day"
* started using a 3 x 3 writing frame to plan responses to open-ended questions
On Tuesday, November 14, 2017, we:
* held a Socratic seminar on Ray Bradbury's "All Summer in a Day"
On Monday, November 13, 2017, we:
* built vocabulary
* took a pre-reading poll
* started reading and annotating ("making a beautiful mess" of) "All Summer in a Day" by Ray Bradbury
On Wednesday, November 8, 2017, we:
* shared our writing and gave positive feedback
On Tuesday, November 7, 2017, we:
* held a Socratic seminar on the poem "Oranges" by Gary Soto
On Monday, November 6, we:
* continued revising personal narratives
On Friday, November 3, 2017, we:
* continued revising personal narratives
On Wednesday, November 1, 2017, we:
* reviewed comma usage and/or verb tenses
* reviewed the rubric for the personal narrative
* worked in pairs to use the rubric to grade a sample personal narrative
On Tuesday, October 31, 2017, we:
* went on noredink.com, a grammar building site (No Red Ink), set up profiles, and took a pre-test on punctuating dialogue, identifying parts of speech, and identifying sentence parts
On Friday, October 27, 2017, we:
* read one another's stories and asked questions to identify gaps and areas of confusion
On Thursday, October 26, 2017, we:
* went to the book store
* identified parts of speech
On Monday, October 30, 2017, we:
* revised personal narratives for dialogue
On Wednesday, October 25, 2017, we:
* took a Membean quiz
* learned how to expand important moments in a personal narrative (breaking down actions into mini-actions to build suspense, and adding sensory details for a "you are there" effect), and practiced doing so
On Tuesday, October 24, 2017, we:
* studied examplars (models) of effective openers written by 6 Indigo writers and identified what these writers are doing that we can do too
On Monday, October 23, 2017, we:
* identified parts of speech
* built vocabulary
* read closely ("The Aged Mother" by Basho)
On Friday, October 20, 2017, we:
* reviewed parts of speech -- including adverbs that modify/describe adjectives (example: very silly -- silly is an adjective, and very is an adverb; it answers "how silly?"
* took a mini vocab quiz on the words from/related to Anton Chekhov's "The Nincompoop"
* continued MAP testing
* identified when and why to make new paragraphs (paragraph challenge)
* made/identified reasons to paragraph in your personal narratives
On Thursday, October 19, 2017, we:
* started the MAP Language test
On Wednesday, October 18, 2017, we:
* reviewed parts of speech: adverbs
* shared responses to a question about "The Nincompoop"
* learned about the importance of adding exposition/background information to your story
* began revising personal narratives
On Tuesday, October 17, 2017, we:
* held a Socratic seminar on Anton Chekhov's "The Nincompoop"
On Monday, October 16, 2017, we:
* built vocabulary (egregious + prolific, resignation, heirloom, derisive, subservient)
* read a biography of Anton Chekhov
* read and annotated "The Nincompoop"
On Friday, October 13, 2017, we:
* identified/reviewed parts of speech
* started drafting personal narratives in Google classroom
On Thursday, October 12, 2017, we:
* discovered the power of beginning a story IN MEDIAS RES
* identified places where YOU could begin YOUR story IN MEDIAS RES
On Wednesday, October 11, 2017, we:
* "tested" ideas to confirm they will work for our personal narrative writing unit
* started story-mountaining ideas
On Tuesday, October 10, 2017, we:
* grew vocabulary (obstreperous)
* continued generating ideas for personal narratives
On Monday, October 9, 2017, we:
* had a mini vocabulary quiz on the words from "The Fun They Had"
* started generating ideas for personal narratives
On Friday, October 6, 2017, we:
* continued identifying features of personal narratives by reading as writers
On Thursday, October 5, 2017, we:
* practiced using the 4 vocabulary words from "The Fun They Had" (Google classroom activity)
* started our Personal Narrative Writing Unit by identifying features of personal narratives in "Owl Moon"
On Wednesday, October 4, 2017, we:
* held our second Socratic seminar, discussing the texts:
"At School" - a painting by Jean-Marc Cote, 1899
"The Fun They Had" - a short story by Isaac Asimov
On Tuesday, October 3, 2017, we:
* did a quick write: 5 sentences in 5 minutes on "What will school be like in 50 years?"
* read and annotated (marked up/made a beautiful mess of) "The Fun They Had" by Isaac Asimov
On Monday, October 2, 2017, we:
* learned the "secrets" of writing a response to an open-ended question about a text
On Friday, September 29, 2017, we:
* took a mini vocab quiz on 5 words from "The Follower"
* identified theme and showed what you know about sentence building
On Thursday, September 28, 2017, we:
* held our first Socratic Seminar on "The Follower" by Jack Gantos, exploring the questions:
* Is the mom in the story a good mom?
* Is the narrator truly a follower?
On Wednesday, September 27, 2017, we:
* built vocabulary
* engaged in a rigorous read-aloud of "The Follower" by Jack Gantos
On Tuesday, September 26, 2017, we:
* went to the library for orientation
On Friday, September 15, 2017, we:
* wrote poems in the style and structure of "Abandoned Farmhouse," which makes inferences about objects
On Thursday, September 14, 2017, we:
* Practiced writing poems expressing inferences about objects (inspired by "Abandoned Farmhouse")
* Started planning your own poems
On Wednesday, September 13, 2017, we:
* practiced using new vocabulary words
* discussed your responses to the questions about "Abandoned Farmhouse"
* made inferences about a visual text and supported them with details from the text,
On Tuesday, September 12, 2017, we:
* Grew vocabulary by using words on the guide
* Read, annotated, and discussed the poem "Abandoned Farmhouse" by Ted Kooser. We will also be using this poem as a mentor text for an upcoming writing assignment.
* Looked at pictures as detectives and poets, identifying objects in scenes and what they could "say" about people and situations
On Monday, September 11, 2017, we:
* continued learning rules and routines :)
* built vocabulary (practice using the words: reprieve, inadvertently, lamenting, imperative, meander, reiterate, conundrum, incentive and loquacious)
* identified nouns that are always plurals (including pants, clothes, shenanigans, scissors, more!)
* learned what an analogy is and practiced completing them
On Friday, September 8, 2017, we:
* learned what zero plurals are (words that are the same in the singular and plural -- example: one deer, 500 deer)
* joined our Google classroom
* practiced using new vocabulary
* read the poem "Purple" closely and discussed the poem, making inferences and citing evidence from the text to support those inferences
On Thursday, September 7, 2017, we:
* got to know one another a little
* set up binders
* continued learning rules and routines
* started using the Word Wall
* discovered how many words are in the English language (and how that number compares to other languages) and guessed at what a "zero plural" might be
On Wednesday, September 6, 2017, we:
* got to know one another a little
* started learning how things work at TMS and in Language Arts
* interpreted lines of a poem ("Skier" by Robert Francis)
* identified figurative language in the poem
* worked together and independently on Your Guide to Doing Great, using context clues to define new vocabulary
On Tuesday, September 5, 2017, we:
* met briefly! Happy first day of middle school!
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 packet is NOT due yet; 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.

smiley Mrs. Florczak
 Personal Narrative Writing Unit
* "Blue Spruce"
* Genre Features Lab
* Story Mountain Form
* Story Mountain Example
Extra Help Please see times posted in our classroom.

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