Caldwell-4th Period-2022-FY Assignments

Use your notebook to answer the questions.

Today, we are getting creative. Your job is to imagine that you have a time machine. Use narrative technique (dialogue, action, detailed setting, etc.) to tell where you would go, what you would do and see, and if you would return.

Be sure to use a variety of sentences (simple, compound, and complex).

Today, we are looking at the 2-point constructed response rubric. We will look at some sample responses and work on writing our own. 

Study the rubric.
Look at the samples.
Score the samples and see where you might improve the responses.
Answer the constructed responses on your own (using the rubric).

Today, we are using the RACER format to answer an Achieve 3000 (TeenBiz) Thought Question.

Read the Thought Question.
Review the vocabulary and look at pictures/captions. 
Read the passage carefully.
Answer the question using RACER. (Restate, Answer, Cite, Explain, Recap)

Today, we are using text to support our answers to various questions. Complete the form by typing your answers to the questions (above the box), and then typing the detail from the text that supports your answer (in the box). 

Once you have completed the work, read the excerpt from Katerina's Wish (You will need to be familiar with the text tomorrow.)

Use your notebook to answer the questions. All of the words are words that we have reviewed in class over the last couple of weeks.

Today, we are reviewing point of view. We will not be using second person. Look at the charts below, and then complete the activity in your notebook. 

Write your answers to the task  card on page 47 of your notebook.

Today, I want to teach you that it is important in every story that the writer stays in the moment whenever possible, by writing in scenes with action, thoughts, and dialogue, not just writing in summary.  The writer brings his/her story to life by using precise language and vivid details.  This allows the reader to not only read what is happening, but picture it in his/her mind, thus bringing the story to life.


First, watch the short video clip. (This is an example of "telling." BORING!) If we want our readers interested and engaged, we cannot just tell our stories, we must "show" them.
Now, look at the samples of Telling vs. Showing sentences. Read them carefully, and see the difference. 

Finally, go to your Free Write from Monday. Choose a "TELLING" sentence. Use your senses and precise language (maybe even figurative language) and revise the sentence to make it a "SHOWING" sentence.

Write about anything you wish, just keep it school appropriate. Use Calibri, Arial, or Comic Sans font. No larger than 16 pt. Aim for a full page or more.

After reading the article, "Sharenting: Total TMI?" please complete the following Thought Question:

Should kids have a say in what their parents post online? Use the RACER format.

If possible, print the sheet and complete. If printing is not an option, write the answers in your notebook or on notebook paper. You can also type the answers in a comment box.

Think of the story, The Three Little Pigs. Write an essay to prove that the 3rd little pig is an admirable character. Use the same style as our argumentative essay (state your claim, give three reasons, use examples to explain your reasons). 


Write your essay beginning on page 37 of your notebook or use the Google Doc below.

Read the excerpt titled Popularity. While reading, consider whether Will is a strong or a weak character. After reading, write to state your claim (weak or strong) and give reasons why you feel that way. Be sure to use specific text evidence to support your claim.

Read the attached article, "That's My Jam."
Use the RACER format to answer the Thought Question (Write). 
You may write on notebook paper and turn it in when you return, or you can type your response on the Google Doc provided.

We are beginning a new argumentative essay. Take time today to research the pros and cons of students having cell phones at school.

View the PowerPoint below. 
Complete the activities as directed by writing your answers on notebook paper or printing the handout. (Ignore line 4 on the final section, as it is not needed.)

Read the attached TeenBiz article. Using the RACER format, complete the WRITE section. You may answer on the attached Google Doc or write on page 13 of your notebook.

Complete the argumentative letter that we worked on last week. Use the argumentative writing checklist to make sure your letter is complete. Use the document from last week (January 11 for most classes).

Flash drafts should be completed by the end of class Friday. When reading over your letter/essay, check to make sure that you have a balance between research/evidence and personal thoughts and opinions. 


I have attached a copy of my letter, so far. It is not complete, but it will give you a model to get you going. 


Use the FLASH DRAFT document from our previous session.

Before we begin work on our next language focus, I want to see what you already know/understand. 


Read each sentence carefully and chose whether the sentence is simple, compound, or complex.

Go to Achieve 3000 (Teen Biz). 
Find and read the article Concussion Confusion.
Answer the discussion questions.
State your opinion on the topic and support your opinion with evidence from the article.

Today, we are taking a PRE OnDEMAND assessment. This is an opportunity for you to show what you already know about argument essays. You may type the essay on the Google Doc below or write on notebook paper.  


In your writing, make sure you: 
• Write an introduction. 
• State your opinion or claim. 
• Give reasons and evidence. 
• Organize your writing. 
• Acknowledge counterclaims. 
• Use transition words. 
• Write a conclusion.

Watch the video linked below. After watching, type a one-page reflection of the video. (Page must be double spaced with a 14-point Calibri font.) Be sure to include any ideas you may have for a 30 day writing challenge. You may also include other school (or life) challenges that you may want to try. 


Remember that small changes can make a huge difference in the long-run.

Read the directions and examples. Complete the work and submit.

You will create your presentation here. It should have at least 6 slides and no more than 15 slides. The assignment will be graded in multiple parts. This part of the presentation will be graded as follows:


Readability (Is the amount, size, and choice of font easy to read? Don't let the background take over.) 25 points
Balance (Do your images and information balance each other? Not too many pictures and not too many words.) 25 points
Information (Is the information included relevant and important to your topic?) 25 points
Appearance (Do you have a title slide? Did you check your spelling and capitalization? Did you double check your punctuation?) 25 points

This document will be used to create your informational book. The book will be double-spaced with a 16-pt. font. You may use Calibri, Arial, Comic Sans MS, or Times New Roman font. Margins will be 1 inch.

Watch the first Malala video (3 minutes) and the Alex video (2 minutes). While watching the videos, take notes in your Writer's notebook. Complete the Google form below to show that you have completed the assignment.

Think of a topic that you’ve studied or that you know a lot about. Write an informational (or all-about) text that teaches others interesting and important
information and ideas about that topic. Please time yourself and work no longer than 45 minutes. 



If you want to find and use information from a book or another outside source to help you with
this writing, you may bring that with you tomorrow. In your writing, make sure you:
• Write an introduction. 
• Elaborate with a variety of information. 
• Organize your writing. 
• Use transition words. 
• Write a conclusion.

For the next 2 days, I am learning to let the question, "What is my story really about?" guide my decisions in my narrative.
First, I will watch how an external-internal story mountain can be used as a tool for planning a new, more meaningful version of a story.
Next, I will create my own story timelines and/or external-internal story mountain (IN MY WRITER'S NOTEBOOK) using my own seed idea.
Finally, I will write an entirely new-- and more meaningful--version of my flash-draft.

Complete and submit Daily 5 at the beginning of class. 

Complete and submit Daily 5 at the beginning of class. 

Complete and submit the Daily 5 at the beginning of class. 

Today, I am learning that I can use my writer's notebooks to practice techniques that I have seen in mentor texts.

I will decide what skill or strategy I need to practice. 
I will revise previous entries in my notebook, practicing this skill. 
I will learn from mentor texts how to improve these skills.

Complete and submit the Daily 5 at the beginning of class. 

Today, I want to remind you that writers fill themselves up with the true thing that happened, recall how they've decided to start the story, and then, keeping their mind fixed intently on the mental movie of what happened, they let their pens fly down the page (or, in our case, they let their fingers fly over the keys). When they do this, they finish a whole draft (or close to a whole draft) in one sitting. 


This flash draft will not necessarily be your best writing. Keep these things in mind:
Aim to get a first draft down, regardless of whether it is your best writing or not. 
Relive the story in your mind's eye before starting to write, remembering the best of your rehearsals from our last session. 
Listen and watch as the story unfolds in your mind, try to remember every detail.
Work silently and intently, holding yourself to the highest of standards.

Answer and submit Daily 5 at the beginning of class.

Today, we are starting the second bend of our unit, and we will be developing one personal narrative into a published piece. You must first choose you seed idea. If the idea is in your notebook, find a way to mark the page (a paper clip, a sticky note, or maybe just fold the page). If your idea is from a story you have been typing, make a note in your notebook of the idea and the session ou worked on the story. 


Congratulations, writers, and welcome to your seed idea!


Our learning target today focuses on the idea of rehearsing for writing by trying out several different leads. I want to teach you that writers don't just choose a story and write it, but they actually take time to start the story a few different ways and see what "feels" the best. After I show you a few examples, you are going to spend time today writing multiple beginnings/leads for your narrative.

Answer and submit Daily 5 at the beginning of class.

Today, we will pause for a moment and take stock of the work we have done as writers of narratives. We will discuss the Narrative Writing Checklist. I will demonstrate how to assess a piece of writing using the checklist and a sample text, and then you will spend some time self-assessing using the checklist. As you look over your writing and the expectations of 6th grade writing, be thinking of your next step. 


Will you begin a new narrative today with your personal goals in mind? 
Will you use your new insight on areas to improve to go back an revise an old piece?


Keep in mind that tomorrow you will be choosing one personal narrative as the seed idea you will work on for the next couple of weeks.

Complete and submit the Daily 5 at the beginning of class.

Today, we are looking closely at a mentor text to find ways to make our writing more powerful. We will use a text by James Howe, called "Everything Will Be Okay." The piece is attached below. You will need your writer's notebook to make a list before using the document to type a narrative. Remember, you may or may not have time for a complete story, but you will have time to try the strategy and get a portion of the story typed.

You will use the samples below to look closely at a mentor text. You will use the document to type your story. Stories will be submitted at the end of class. Remember, the goal is to TRY the strategy. You may or may not be able to write a whole story. You can use a story from your notebook, revise, and rewrite.

Complete and submit the Daily 5 at the beginning of class.

Please complete the Daily 5 just as you did yesterday. (See video for help.)


Today, you may choose another idea from one of your charts/maps and write a new story, or you may finish writing a story that you began earlier in the week. If you are continuing a story, please make a note of what story you are continuing, or copy and paste from your previous document.

Watch the video using the link provided on my teacher website (on the Calendar) or click below. After watching, complete the assignments below. Be sure to turn in your work upon completion.


Do not turn in your work until you have completed the Daily 5 AND the Memorable Moments chart with a story.

Make sure that you have watched the video link found on my calendar on my teacher website. 


Today, I want to teach you that one strategy for coming up with ideas for a narrative is to think of moments where you realized something important. You may recognize these moments because of the strong feelings that are present. 


Use the document below to think of moments when you experienced strong feelings. Jot some ideas, and then choose one and type a story. Type the story quickly, making sure to get to the heart of the story. Use action and dialogue.

At the end of our session today, you will create at least 2 writing goals for yourself. We will complete this activity in the place of share time.

Be sure to watch the video link in my lesson plan on my teacher website. 


Use the attached document to list your memorable places. 


After you type some places that matter to you, but before you begin writing your story (narrative), choose one of the places and sketch a map in your notebook to help you remember all of the events that happened at that particular place. Take a look at the sample maps to give yourself some ideas.