1. Come in have a seat and read your independent novel for 10 minutes
Come in have a seat and read your independent novel for 10 minutes. (SILENT ACTIVITY)
Tardy Bell Activity
If you do not have a book to read, get a book off the white table by the board.

2. Today you will need: Tuesday November 29, 2016 Your novel A pencil
Book Talk Signature Page (EXEMPT STUDENTS ONLY)

3. Tuesday November 29, 2016 Today’s Agenda
Bell Challenge – Mentor Text Sentences
Review Lesson – Determine the Central Idea (7&8 Period ONLY)
Review Lesson – Writing an Accurate Summary
Outcast United – Reading, Activity, & Written Response
Charity Unit Final Project Revisited
Exit Ticket – Grammar Study

4. Bell Challenge
Invitation to Notice Read and analyze the following sentence aloud. MENTOR SENTENCE When Luma was grieving, she liked to get into her daffodil-yellow Volkswagen Beetle, put on some music—something fast and peppy—and simply drive.. Outcast United - Warren St. John

5. At the end of today’s lesson, we will read, analyze, & discuss chapters 4 & 5 of Outcast United by Warren St. John for central idea, characterization, and point of view.
Criteria for Success…

6. Writing an Accurate Summary
Review Lesson

7. See if you can tell what the difference is between this slide:
In “Harry Potter and the Sorcerer’s Stone”, Harry Potter is the most miserable, lonely boy you can imagine. He’s shunned by his relatives, the Dursley’s, that have raised him since he was an infant. He’s forced to live in the cupboard under the stairs, forced to wear his cousin Dudley’s hand-me-down clothes, and forced to go to his neighbor's house when the rest of the family is doing something fun. Yes, he’s just about as miserable as you can get. Harry’s world gets turned upside down on his 11th birthday, however. A giant, Hagrid, informs Harry that he’s really a wizard, and will soon be attending Hogwarts School of Witchcraft and Wizardry. Harry also learns that, in the wizarding world, he’s a hero. When he was an infant, the evil Lord Voldemort killed his parents and then tried to kill Harry too. What’s so amazing to everyone is that Harry survived, and allegedly destroyed Voldemort in the process.

8. And this slide:
''Harry Potter and the Sorcerer's Stone" is a red-blooded adventure movie, dripping with atmosphere, filled with the gruesome and the sublime, and surprisingly faithful to the novel. A lot of things could have gone wrong, and none of them have: Chris Columbus' movie is an enchanting classic that does full justice to a story that was a daunting challenge. The novel by J.K. Rowling was muscular and vivid, and the danger was that the movie would make things too cute and cuddly. It doesn't. Like an "Indiana Jones" for younger viewers, it tells a rip-roaring tale of supernatural adventure, where colorful and eccentric characters alternate with scary stuff like a three-headed dog, a pit of tendrils known as the Devil's Snare and a two-faced immortal who drinks unicorn blood. Scary, yes, but not too scary--just scary enough.

9. Summary 2 ''Harry Potter and the Sorcerer's Stone" is a red- blooded adventure movie, dripping with atmosphere, filled with the gruesome and the sublime, and surprisingly faithful to the novel. A lot of things could have gone wrong, and none of them have: Chris Columbus' movie is an enchanting classic that does full justice to a story that was a daunting challenge. The novel by J.K. Rowling was muscular and vivid, and the danger was that the movie would make things too cute and cuddly. It doesn't. Like an "Indiana Jones" for younger viewers, it tells a rip-roaring tale of supernatural adventure, where colorful and eccentric characters alternate with scary stuff like a three-headed dog, a pit of tendrils known as the Devil's Snare and a two-faced immortal who drinks unicorn blood. Scary, yes, but not too scary--just scary enough.
Summary 1 In “Harry Potter and the Sorcerer’s Stone”, Harry Potter is the most miserable, lonely boy you can imagine. He’s shunned by his relatives, the Dursley’s, that have raised him since he was an infant. He’s forced to live in the cupboard under the stairs, forced to wear his cousin Dudley’s hand-me-down clothes, and forced to go to his neighbor's house when the rest of the family is doing something fun. Yes, he’s just about as miserable as you can get. Harry’s world gets turned upside down on his 11th birthday, however. A giant, Hagrid, informs Harry that he’s really a wizard, and will soon be attending Hogwarts School of Witchcraft and Wizardry. Harry also learns that, in the wizarding world, he’s a hero. When he was an infant, the evil Lord Voldemort killed his parents and then tried to kill Harry too. What’s so amazing to everyone is that Harry survived, and allegedly destroyed Voldemort in the process.

10. Why do we summarize:
Sometimes when we read, there is so much information in the text that we have to decide what is most important and worth remembering.
This is an important skill to have for writing essays and research papers. This is also a good skill to have to help us break down and understand more difficult material.
Remember, what is most interesting is not always what is most important.

11. After we determine what is most important:
List the key points, important events, and the main idea of your story or article.
We then have to decide how to put the information into a format that is concise and clear.
In your own words, you will summarize the story or article in a paragraph.
You should have a topic sentence and a concluding sentence which will state the main idea of the article.

12. How to write a summary: Focus on the central ideas from the text
Omit supporting or minor details
Write only enough to convey the central idea (4-5 sentences maximum)
Organize the information clearly
Restate the information in your own words- DO NOT COPY FROM THE TEXT-THIS IS PLAGIARIZING
Do not include any opinions or personal thoughts

13. Step #1: 3-Part Topic Sentence
A. Name it: identify the title of the text and the author
B. Verb it: use one of the following “summary” verbs- shows, describes, explains, discusses, lists, explores, illustrates, teaches, compares, states
C. Central Idea (CI): identify the central idea, or thesis, of the text

14. Step #2: 3-5 Essential/Key Ideas
If the article does not have subheadings:
Pick 1-2 essential details from the beginning, middle, and end of the text
If the article does have subheadings:
Pick 1-2 essential details from the introduction section and from each subheading.

15. “Stomp Out Bullying” Article
Let’s read the article and then discuss how we would summarize it.
How would we write the topic sentence?
What would our essential/key ideas be?

16. 3-Part Topic Sentence for “Stomp Out Bullying”
Name It
Verb It
Central Idea
“Stomp out Bullying” by Jennifer Dignan
shows
Why bullying is a problem and how it can be solved

17. Key Details: Thousands of teens are bullied every day.
Many schools and organizations have established anti- bullying programs to stop this problem.
To stop bullying, individuals should speak up when they are bullied or when they see bullying happen.
(Notice I wrote these statements in my own words.)

18. Summary example:
The article “Stomp Out Bullying” by Jennifer Dignan shows why bullying is a problem and how it can be solved. The article discusses how one out of four teens is bullied. In fact, many schools and organizations have established anti-bullying programs to address this problem. To help stop bullying, students should speak up when they are bullied or when they see bullying happen.
(I added transitions to make my ideas flow together in a logical manner that makes sense for my reader.)

19. Writing an Accurate Summary Independent Practice
Using the summarizing strategies that you learned in this lesson, choose one of the following chapters and write an accurate summary.
Chapter 1
Chapter 2
Chapter 3
10 minutes to complete!

20. Outcast United Chapters 1-3 Summary
Chapter 1 of Outcast United by Warren St. John provides background information on the Fugee’s coach and central character, the young Jordanian Muslim woman, Luma Muffleh. We learn about her childhood and upbringing as the privileged daughter of a cosmopolitan family in Amman, Jordan. We meet Rhonda Brown, Luma’s volleyball coach at the American Community School in Amman, from whom Luma learned coaching skills, discipline, and how to set and meet high expectations. And we learn about Luma’s decision to stay permanently in the United States after graduating from Smith College, a move she made against the wishes of her family and estranged her from them. Chapter 2 of Outcast United provides background information on Beatrice Ziarty and her three sons In Chapter Two, Warren St. John lays out Liberia’s troubled past and historical circumstances that led to the political turmoil, brutality, and civil war that led to the imprisonment of Beatrice’s husband and caused her to flee the country and spend five years in a refugee camp with her children before being selected for resettlement in Clarkston. As is the case with most refugees, Beatrice begins life in the U.S. in debt to the resettlement agency for the cost of the family’s plane fare from Africa. She gets a job which requires her to commute an hour each way, forcing her to leave her three young children alone for long periods of time. Shortly after arrival, Beatrice gets mugged and robbed of her new identification cards and all her money, leaving her disillusioned and mistrustful, and causing her to confine her boys to the apartment rather than letting them play outside The title of this chapter 3 is somewhat ironic. St. John relates a brief history of Clarkston, describing its transformation from a sleepy, conservative little town to one in which the social divide between middle and working class townsfolk deepened in the 1970s, which experienced white flight in the 1980s, and which, at the end of that decade, became a resettlement hub for organizations like the International Rescue Committee, World Relief, and Lutheran Family Services, until, as the 2000 census revealed, “fully one-third of Clarkston’s population was foreign born.” The face of the town changed, bringing a certain amount of upheaval and an increase in violence which unsettled old-timers who, rather than protesting the influx of foreigners, instead retreated and kept to themselves. St. John presents the findings of a Harvard study showing that this withdrawal is common rather than uncommon. The cost of diversity is that “diverse communities tend to withdraw from collective life” (40). St. John presents snippets of interviews with Clarkston old-timers. They knew little, if anything, about the violence and political forces that drove the refugees to Clarkston. In short, Clarkston residents felt invaded and overwhelmed by forces beyond their control and blamed it on the refugees.

21. Determining Central Idea in Nonfiction
Review Lesson

22. Standard for Reading Informational Text Skill Ability for 6th Grade
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
You should be able to:
read & analyze informational text for evidence to determine the central idea
read & analyze an informational text for evidence to include in a summary
determine & explain the central idea of a text
explain how the central idea is conveyed through details in the text
summarize the text, apart from personal opinion & judgment

23. Determining Central Ideas in Nonfiction
Nonfiction works develop central ideas through the use of supporting details.
A central idea is a key point the author wants to make.
All the details in the text develop and support the central idea by:
Proving it
Explaining it
Illustrating it
Giving further details

24. Determining Central Ideas
In most cases, the author directly states the central idea near the beginning of the text.
In other cases, the central idea is implied by the points the author makes.
We readers can infer the central idea by determining what point all of the details combine to support.

25. The Role of the Paragraph
Each paragraph in nonfiction develops its own main idea.
This main idea is used to support the main idea of the whole text.
The main idea of a paragraph is often stated in a topic sentence.
The topic sentence is then supported by reasons, examples, and other details in the paragraph.
All details in each paragraph, as well as each paragraph itself, serve the larger purpose of developing the central idea of the whole work.

26. Central Idea: Our town should build a skate park for skateboarders.
Topic Sentence:
A park would keep skateboarders out of the street.
Skateboarders would no longer damage public property, such as curbs.
A park would inspire skateboarders to take pride in our town.

27. Central Idea
How a text’s central idea is developed is directly related to the author’s purpose, or reason for writing.
Example Purposes: To inform, to persuade, to entertain

28. Rock climbing is dangerous.
Purpose
Angle
To inform
To persuade
To entertain
Include facts about accidents.
Add arguments about the need for safety.
Include comical details about a rock climbing experience.

29. In summary:
We readers determine themes in fiction, central ideas in nonfiction.
Themes can be directly stated or implied through careful examination of characters and story patterns.
Themes are expressed in a statement, or a complete sentence.
Central ideas are the main ideas identified and developed in nonfiction.
Usually, central ideas are directly stated by the author at the beginning of a text.
Each paragraph in a nonfiction text contains a central idea with supporting details, and each paragraph serves to support the central idea of the work as a whole.
An author’s purpose for writing determines how a central idea will be developed.
Both themes and central ideas will be supported through details in the text, and it is our job as readers to figure out what the theme/idea is. It’s the “so what?” of our reading.

30. Central Idea in Nonfiction Guided Practice
Panda Pair In 1972, Americans fell in love with two giant pandas named Hsing- Hsing and Ling-Ling. The pandas came to the United States from China. The National Zoo in Washington, D.C., became the pandas’ new home. On their first day there, 20,000 people visited the two pandas. The crowds kept coming year after year. Hsing-Hsing and Ling-Ling were just cubs when they got to the United States. As the years passed, many hoped the pair would have cubs of their own. Ling-Ling gave birth several times. But none of the babies lived more than a few days. Each time a cub died, people around the world felt sad. Both pandas lived to an old age. Ling-Ling was 23 when she died in Hsing-Hsing died in 1999 at the age of 28. But the pandas were not forgotten. At the National Zoo, the glass walls of their home were covered with letters from children. The letters expressed the children’s love for the pandas and told how much they were missed.

31. Central Idea in Nonfiction Guided Practice
What is the central idea of the passage Panda Pair? What details from the passage support your response?
What do you learn about the Panda’s in this passage?
Which sentences from the passage would be best to include in an objective summary of the passage?

32. Central Idea in Nonfiction Independent Practice
Read the passage Music Inside of Us.
Complete the central idea graphic organizer.
Write an accurate summary of the text using textual evidence.

33. Alone Down South & The Fugees Are Born
Outcast United Chapters 4 & 5
Using only the title of the chapter, predict what you think this chapter will be about.

34. Outcast United Independent Task
Read chapter 4 “Alone Down South” & chapter 5 “The Fugees Are Born”
Purpose for reading: Luma’s character, Luma’s girl’s soccer team, when Luma first meets the refugees, and the birth of the boys soccer team.
After reading, respond to the following short answer questions using the R.A.C.E. strategy:
What characteristics & values did Luma notice in the refugee boys’ pick- up soccer matches that attracted her to these players?
What does the chapter title, “Alone Down South,” lead readers believe the chapter will be about? Is that expectation fulfilled? What other, perhaps more informative, titles could be given to this chapter?
Chapter 5 focuses on the first soccer tryouts. How does the fact that St. John wrote a chapter about Beatrice and her boys, help readers follow the developments in this chapter?

35. Exit Ticket Review – Grammar Study

36. Exit Ticket – Grammar Study