Wednesday, March 30, 2016

This is the 6^th Grade Reading Schedule...
By Tuesday - Chapters 5-6 - Two Entries

By Wednesday - Chapters 7-10 - Two Entries

By Thursday - Chapters 11-12 - Two Entries

By Monday - Chapters 13-15 - Two Entries

Warm-Up:

Allow students 5-10 minutes to share their entries from Chapters 7-10.  They should have 7 total entries in their Double Entry Journal by today.  If they have 7, you can give them a STAMP (meaning, extra credit from Busse).

Note: A Double Entry Journal Entry, or DEJ entry, should consist of a quote from the text, the page number, and a response that is more than one sentence.  If any part of the DEJ is missing, please don’t stamp their page.  Please only STAMP once per student.

Work Period:

1.    If students have written their response to yesterday’s writing prompt, have them share their paragraphs with a partner.  Remind them that a strong paragraph includes the following:

a.     Topic Sentence

b.    Details and Examples from the text to support your topic sentence

c.     Commentary Explaining and Analyzing how the details bring you to your conclusions.

d.    Transitional words and phrases that highlight the compare/contrast nature of your paragraph.

2.    Have students respond to #1, the Quickwrite on page 102 in their Class Notebook.

·       CN Entry: 3/30: "Physical Journeys = Emotional Change" 

o   Lead a discussion of this idea after students have written in response to #1 for about 3-5 minutes.

3.    Students should choose TWO significant events in the Plot from Chapters 1-10 and describe them in the graphic organizer on page 102.  For each event, they should make a thorough inference or prediction about how that event relates to a character change (focus on Phoebe and/or Sal).

4.    CN Entry: 3/30: “Walk Two Moons Timelines”

a.     Help students understand that there are two stories here.  The story of Phoebe and the story of Sal.  Sal is the protagonist, but she plays a role of observer and friend in Phoebe’s story.  We hear Phoebe’s story because Sal tells it to her grandparents on the Road Trip to Lewiston, Idaho.  As Sal tells Phoebe’s story, she slowly reveals her own story through flashbacks and memories.

b.    So, students should create Three timelines…

                                              i.     Sal’s Timeline (Kentucky)

1.    Sal’s timeline is fuzzy – we get somewhat random “snapshots” of her past

                                            ii.     Phoebe’s Timeline (Ohio)

1.    Phoebe’s timeline is a straight, uninterrupted narrative in the novel

                                          iii.     The Road Trip (Ohio to Idaho)

1.    Involves Gram and Gramps, and their many, often humorous, misadventures together.

Your Goal: 

Get the kids to work in small groups to determine the details of each timeline.  Feel free to do this as a jigsaw with three or six groups – so that each group pays specific attention to ONE timeline.  That will help them get better details.

After ample time, allow each group to present/draw their timeline for the class.  Students should take notes so that all THREE timelines are completed by the end of the instruction time.  As a class, come up with any missing details of each timeline.  They will contradict each other from time to time, but continually have the kids USE THE NOVEL to support the details they discover.

Closing:

Ask students to consider:  While she travels across the United States on her way from Ohio to Lewiston, Ohio, what emotional journey Sal is taking?  Does this emotional journey also have a “sequence of events”?

·      Ask students to add details from Sal’s emotional journey to The Road Trip timeline.