The Lightning Thief: I can use a model text to guide my writing of an analytical mini-essay. • I can use the writing process, and the support of my teacher and peers, to plan and draft my analytical mini-essay about Prometheus. (W6.5) • I can identify and write clearly about the elements of mythology in the myth of Prometheus. (W6.2) • I can identify and write clearly about a theme in the myth of Prometheus. (W6.2) • I can support my thinking with details from the text.
I can use a model text to guide my writing of an introduction and conclusion for my analytical mini-essay.
I can use feedback to revise and publish an analytical mini-essay about Prometheus (W4)
I can get the gist of my expert group myth.
I can collect details from my expert group myth to determine a theme (RL2).
I can identify the criteria for strong analytical writing based on Row 1 of the NYS Writing Rubric.
I can choose evidence from The Lightning Thief to explain how the theme of the expert group myth is communicated in the novel (RL2)
I can describe a life lesson that can be learned from my expert group myth.
I can identify the criteria for strong analytical writing based on Row 2 of the NYS Writing Rubric.
Hatchet: : I can describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.
I can analyze the impact of a specific word choice on meaning and tone.
I can analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or pot through symbolism.
I can explain how an author develops the point of view of the narrator or speaker in a text through the use of repetition.
7 C's focus:
I can collaborate effectively with peers.
I can effectively take notes to make a reference for myself.
I can maintain an orderly working environment.
I can follow class norms.
I can transition quietly within the classroom.
I can use a rubric to assess my own and my group's collaboration.
I can consistently create work with emphasis on accuracy, detail, and beauty.
I can consistently use an organized notebook to reflect on my work and set expectations to improve.
I can list the different sources of air pollution.
I can describe how air pollution affects people and the environment.
I can discuss how air pollution can be reduced.
I can answer questions about our impact on water and air.
I can obtain, evaluate, and communicate information to show how Earth’s surface is formed.
I can obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.
Mrs. Talton 6th grade ELA/Science Teacher Brighten Academy Charter School