Mrs. Boudreaux's 6th Grade ELA Homepage
Welcome to my announcement page. This page will include an overview of the week's learning agenda, important classroom, and schoolwide information. More detailed information for each school day can be found on "Canvas".
How to get to Canvas:
MBMS students log into "Launchpad" where the "Canvas" app, along with other apps, can be found. Once a student is in "Canvas", my ELA course will be one of those shown on my students' "Dashboard". Click on ELA, go to "Modules", look for the week of interest, and the information of each day's instruction can be found along with links and supporting files.
The following information includes all the steps required for students' Out of the Dust essay (CWT). All the information was explained and then posted on the board and/or projector. The students were told repeatedly to ensure they have all the steps in their essay because it would be graded accordingly.
How to Write an Introduction Paragraph with a Thesis Statement
***It’s always a good idea to start your writing with a “hook”; something that provokes the readers interest. It can be a question, a quote, an interesting fact, ... that helps introduce your topic.
- Remember to introduce the title of the book. Turn the topic into a question and answer it (claim).
- Reason, explain, tell why you believe your claim in your own words. Explain thoroughly.
- Restate your claim with different wording and include the reasons you are using to support that claim. These two will be the topics of your next two paragraphs (body).
A conclusion paragraph is like the final farewell - it needs to be impactful and effective. The way you choose to conclude your essay can make or break the impression you leave on the instructor.
First - read your essay once again in its entirety – this is the first step in planning the concluding paragraph. By going over the rest of the essay, you can make a note of the main points and ensure you reinstate them in the conclusion. Not just that, this exercise also ensures you don’t repeat any statements as is.
Begin the conclusion by reminding the reader of your viewpoint by reinstating the most logical arguments you made in the essay. Use this space to tie loose ends and summarize the main points. The conclusion needs to act as a reminder, stating why your viewpoint matters.
An effective conclusion contains three basic parts:
- a restatement of the speech's thesis
- a review of the main points discussed within the speech
- a concluding device that helps create a lasting image in audiences' minds.
Restate the thesis statement. Start your essay conclusion with reminding readers of the main idea of your paper. However, do not just copy-paste the sentence from the introductory part. You should present the same claim but using different words.
Summarize the main points. Proceed with analysis and summary the key ideas you have discussed in the body paragraphs. Show how these arguments support and prove your thesis statement.
Sum up the whole essay. After analyzing the major ideas of the paper, draw up a general essay conclusion. If you do not know how to do it, try answering the So-what?-question. What did you want your reader to understand from all your information?
Bell Ringer - Click the link, hit "File" on top left-hand side, Save As on the left and then right or just right if it is there, and then rename. Do the same with the next worksheet.
Make sure you have the Saved button on that is next to the document's name.
Rename this practice "Capitalization'. You won't be able to make the corrections per the directions on the worksheet, so I want you to make whatever corrections are needed on the page, no circling, just fixing. Don't share this work. I'll check to ensure you completed your work when I get back, hopefully tomorrow. Link to capitalization practice. (Links to an external site.)
Rename it "Contractions". Complete the practice according to the directions. Link to contractions practice (Links to an external site.)
We're starting a new unit for the novel, "Out of the Dust". Out of the Dust Novel (Links to an external site.)
Out of the Dust Unit Goal: Students read literary and informational texts to understand how people respond to adversity, the lessons that can be learned from hardship and failure, and what happens when we take good fortune for granted. Students express their understanding of the social and environmental issues farmers faced in the 1930s, noting how reading literary and informational texts enhances their understanding of the topic.
Focus - “Out of the Dust” Lesson 1: Examine the novel-in-verse structure
Exposition video to be played before starting the lesson so students can visualize the situation that the people of that community are having to deal with. Students need to answer questions during the video. Stop the video to allow time for them to respond to the questions, then share before moving one to ensure that all students have adequate notes.
Lesson 1 of "Out of the Dust" - requires split note taking as shown in this link. Link to split note taking graphic organizer (Links to an external site.)
Label Lesson 1 and answer these questions:
Why might the author have chosen verse structure instead of standard prose structure?
Include at least two possible reasons in your answer.
Homework - CWT and Extension Task Speech completed and shared, practice reading your speech; Presentations are due Friday to be given in person or on a video recording that you provide.
Students that need to be absent are to email me each morning, and I'll communicate the day's assignments. After you do some of the work, you can confirm or get clarification of understanding. Too many students, most, are not checking Canvas and have excuses why the work is not complete. Emailing me each morning should help with that.To Know:We have a "Casey at the Bat" test Thursday. Tomorrow, I'll put all the things you need to study. The Bell Ringer's will have review practice too.Today:We review the rhyme scheme/pattern for the stanzas of this poem. Remember, we did this with "Casey at the Bat" - AABB ...
“Will you walk a little faster?” said a whiting to a snail. _____
“There’s a porpoise close behind us, and he’s treading on my tail. _____
See how eagerly the lobsters and the turtles all advance! _____
They are waiting on the shingle—will you come and join the dance? _____
Will you, won’t you, will you, won’t you, will you join the dance? _____
Will you, won’t you, will you, won’t you, won’t you join the dance? _____
“You can really have no notion how delightful it will be _____
When they take us up and throw us, with the lobsters, out to sea!” _____
But the snail replied “Too far, too far!” and gave a look askance _____
Said he thanked the whiting kindly, but he would not join the dance. _____
Groups are discussing the BEST evidence for the claim and explaining why it's the best. Then, they list which evidence is 2nd and then 3rd without explanation. We'll use it to compare data. I hope you can read the evidence, or you can zoom it to read.