directions to student: sit across from your partner and

Day 1 – Flipped – Grade 6

ESE/ESOL Strategies have been embedded throughout lesson Division of Language Arts/Reading

4

Classroom Community Interview Instrument

Directions to student: Sit across from your partner and ask him/her the following questions.

Carefully record his/her answer. Feel free to ask any additional questions which come up as a

result of your question or his/her answer. This interview instrument should serve as a

guideline for you to conduct your interview.

SELF:

1. What is your full name?

2. What grade are you in?

3. What is your favorite thing to do?

4. Do you have a favorite resting or hiding place that you like to go to? Where?

5. What is your favorite song?

6. My idea of a good time is ……………..

7. I hope I will never…………………….

8. I am at my best when………………….

9. I am terrible at……………………..

10. What do you hate to do?

11. I hope I will never…………..

12. I wish people wouldn’t ……………

13. I’m afraid……………………..

14. The future looks……………

15. I would like to be…………………

16. I often worry about……………………….


ESE/ESOL Strategies have been embedded throughout lesson Division of Language Arts/Reading

5

17. I look forward to………………………….

18. What is your “Claim to Fame”? ---------------------------------------------

HOME:

19. Where do you live? Describe your home.

20. Who lives with you?

21. Do you have brothers/sisters/grandparents? Describe them.

22. I wish my parents knew……………...

23. I can’t understand why……………….

SCHOOL

24. What is your home school?

25. How do you feel about coming to school?

26. What is your favorite part of school?

27. What is your greatest fear about school?

28. What is your favorite book or author?

29. Why are you attending summer school?


ESE/ESOL Strategies are embedded throughout lesson Division of Language Arts/Reading

5

Character Frame

Character

Physical

Description

(outside

details)

Personality

traits

(inside

details)

Actions

which

support that

trait

Details given

by or about

the character

which

illustrates

trait

Bryce

Julianna



4

Day 4 – Flipped – Grade 6 Article, The Luna Tree-Sit


5

The Luna Tree-sit

Butterfly's story

On August 18th, 1996, my head collided with a steering wheel, lodging my

skull, damaging my brain and body, and changing the course of my life

forever. Two weeks after I was released from my last doctor. Almost a year

later, I headed west following my spirit to an unknown destination. At that

time I thought my journey was going to lead me out of the country. When I

entered the great majestic cathedral of the Redwood forest for the first time,

though, my spirit knew it had found what it was searching for, I dropped to

my knees and began to cry because I was so overwhelmed by the wisdom,

energy, and spirituality

housed in these holiest of

temples.

My wanderings then led

me to the incredible

Lost Coast of Northern

California. I spent a

little over a month there

hiking and absorbing the

beauty. During one of

my trips into

Garberville, CA, to re-

up on supplies, I met a

volunteer for EPIC who

told me about the plight

of Headwater's forest. I

was blessed with a job

at Reggae on the River

that exposed me to even

more information about

the destruction that was

and is occurring to these

forests.

After praying on the

Lost Coast one night

about the direction my

life was meant to take, I

felt complete peace in my

decision to do what I



6

could to save these awe-inspiring forests. I went back to Fayetteville,

Arkansas, where I had my wreck, settled my lawsuit, sold everything that I

owned, said my goodbyes to the closest friends I've ever had, and came

back out west determined to do whatever I could to be of help.

On reaching Arcata, I called the number I had for Base Camp to get

specific directions. After 2 hours of calling, I finally got through to

someone only to find out that "Action Camp is closing, we don't need you."

I was given the media office number -only to have the same words

repeated. I told the voice on the other end that I felt compelled to be here

doing anything at all in the fight. He told me that there was a pepper spray

rally in Eureka and gave me directions on how to get there. Approximately

45 minutes later, my worn body, feet and backpack were a part of the

growing crowd. I marched, chanted, and cried for the fallen Ancient trees.

During the course of the day, several people stopped to ask where I was

from, and what my plans were. Every one of them answered almost exactly

the same, "Yeah, action camp is closing- they really can't use you." A

beautiful, kind brother by the name of Shakespeare overheard one of my

conversations and took it upon himself to make sure that I made it to

basecamp anyway. He told me that even though it was closing, if I was

going to get "plugged in" to what was happening, that was the best place

for me to start. I spent the next three days wandering around the camp

trying to figure out who the right people were to talk to and basically being

led in circles or else completely shunned under the guise of "need to

know". One day, a man named Almond was enlisting people to sit in the

tree, Luna. I volunteered my services, excited to at last be doing something.

Two days later, I hiked to the top of the Stafford Ridge and learned to

climb on the gigantic 1000+year old

tree. I spent the next six days in her

branches learning the life of tree

sitting. I went back to "civilization"

for a day to clean my body and my

clothes and promptly hiked back up

the mountain for another stay with

Luna.

I became extremely ill and spent the

next two and a half weeks on the

ground going to doctors and

recovering. When Luna came under

attack in early December, Almond



7

and I both decided to come to the tree sit for a while and 'hold down the

fort". Two weeks turned into three and after three I thought, "I'm so close to

a month I might as well stay." As I sit here writing this by candlelight, I am

on my 79th day of "living and loving" on Luna. Luna and I have become

one in a way I never would've thought possible. We have stood together

and survived loggers and the desperate sadness of watching giant elders

smash into the ground; PL's deputized climber, Climber Dan", cutting our

lines to other trees; being placed under siege by PL security to try and

starve me down; and some of the worst storms in California history- some

of the worst storms in my life anyway. With the love, unity and support of

some incredible individuals (many of whom I've never even seen), our

occupation of this hillside is now closing in on two hundred days of open

defiance.

Luna and I, with the amazing efforts of a wonderful support team, stand

together in defiance of the destructive practices of corporate greed and

paid-off politicians. Luna is our beacon of hope and truth. In all her

majestic glory, she has become our platform to the world. From her

branches we are making people aware that the destruction of the

environment is a direct reflection to the destruction of our lives!

Julia Butterfly

For further information, go to http://www.circleoflife.org/inspiration/luna/

http://www.circleoflife.org/inspiration/luna/



4

Advice from a Tree

By Ilan Shamir

Dear Friend,

Stand Tall and Proud

Sink your roots deeply into the Earth

Reflect the light of a greater source

Think long term

Go out on a limb

Remember your place among all living beings

Embrace with joy the changing seasons

For each yields its own abundance

The Energy and Birth of Spring

The Growth and Contentment of Summer

The Wisdom to let go of leaves in the Fall

The Rest and Quiet Renewal of Winter

Feel the wind and the sun

And delight in their presence

Look up at the moon that shines down upon you

And the mystery of the stars at night.

Seek nourishment from the good things in life

Simple pleasures

Earth, fresh air, light

Be content with your natural beauty

Drink plenty of water

Let your limbs sway and dance in the breezes

Be flexible

Remember your roots

Enjoy the view!

Copyright 1993-2003 Your True Nature, Inc. For Advice from a Tree books, journals, posters and other nature products, visit http://www.yourtruenature.com/ or call 800-992-4769.

WALKING THE PATH | GALLERY | EXPERTS ROUNDTABLE | advice from a tree THE GREAT HYDRAULIC FOREST | TREE STORIES | WOOD NOTES HOME

COPYRIGHT 1998 TREEUTAH

http://www.yourtruenature.com/

http://www.treelink.org/woodnotes/vol1/no1/thepath.htm

http://www.treelink.org/woodnotes/vol1/no1/gallery/gallery.htm

http://www.treelink.org/woodnotes/vol1/no1/experts.htm

http://www.treelink.org/woodnotes/vol1/no1/forest.htm

http://www.treelink.org/woodnotes/vol1/no1/story/stories.htm

http://www.treelink.org/woodnotes/vol1/no1/index.htm

Day 5 – Flipped – Grade 6 Word in Context Map (Graphic Organizer)


5

Transparency

Word in Context Map

person example animal example action example

non-example non-example non-example

Endurance

Day 5 – Flipped – Grade 6 Word in Context Map (Graphic Organizer Answer Key)


6

Transparency

Word in Context Map

frailty fortitude

weakness resilience

feeble stamina

person example animal example action example

Rocky Balboa Camel climbing a mountain

nonexample nonexample nonexample

Fat Albert sheep unable to climb stairs

preserving,

continuing

survival

endurance

Day 5 – Flipped – Grade 6 Landscape Visual


7

Day 5 – Flipped – Grade 6 Landscape Visual


8



4

Salmonella

WHAT IS SALMONELLA FOOD POISONING?

A Salmonella bacterium is a one-celled organism that cannot be seen,

touched or tasted. It is a bacterium commonly found in the intestines of

humans and animals but can also be found on raw meats, poultry, eggs and

unpasteurized milk. Salmonella food poisoning (Salmonellosis) is an illness

that can occur if live Salmonella bacteria enter the body. The bacteria can

attach to the cells lining the intestines where they produce toxins and

attack the intestinal cells.

HOW IS IT SPREAD?

Animals become infected with the bacteria by direct contact with other

animals by consuming contaminated feed or water or through grass, wild

birds and rats. Humans acquire the bacteria from contaminated foods such

as beef products, poultry, eggs and egg products. In the kitchen Salmonella

may be transferred from raw to cooked food by hands, contact with kitchen

surfaces and equipment.

WHAT ARE THE SYMPTOMS?

The symptoms of Salmonella food poisoning are diarrhea, cramps, vomiting

and fever. The incubation period is from 12-36 hours. If people develop

severe symptoms, they should contact their doctor.

CAN SALMONELLA FOOD POISONING CAUSE SEVERE PROBLEMS?

Salmonella food poisoning can result in hospitalization and may be life-

threatening for the very young, the very old and for people already

weakened by other serious diseases.

IS THERE A TREATMENT FOR SALMONELLA?

At the onset of symptoms patients should visit their doctor who will ask for

a stool sample and about the food products they have eaten. The doctor will

monitor the patient's condition and in severe cases admit the patient to the

hospital. Liquids should be taken to prevent dehydration.



5

STEPS TO PREVENT SALMONELLA INFECTION

Temperature control - Cooking

Cook food thoroughly. Poultry products should be cooked thoroughly

until they are no longer pink and the juices run clear.

Temperature control - Storage

- Keep hot foods hot (above 63 degrees centigrade) and cold foods

cold (below 5 degrees centigrade).

- Rapid cooling of food to chill temperatures is essential.

Prevent Cross Contamination

- Wash cutting boards, counters and knives after using them for raw

meat and poultry.

- Never let raw meat and poultry, or their juices, come into contact

with cooked meat or any other food that will not be cooked before

eaten.

- Ensure food preparers wash their hands thoroughly between

handling raw and cooked / ready-to-eat food.

Ensure Good Hygiene Practice

- Hands should be washed thoroughly after using the toilet, before

and after handling all food, after performing routine cleaning duties

etc.

Thaw frozen meat / poultry overnight in a refrigerator.



6

Reflection Connection

is to is to as

as

is to

because

is to is to as

is to

because

is to is to as

as

is to

because



4

JUST MY DOG

He is my other eyes that can see above the clouds; my other ears that hear above the winds. He is the part of me that can reach out into the sea. He has told me a thousand times over that I am his reason for being: by the way he rests against my leg; by the way he thumps his tail at my smallest smile; by the way he shows his hurt when I leave without taking him. (I think it makes him sick with worry when he is not along to care for me.) When I am wrong, he is delighted to forgive. When I am angry, he clowns to make me smile. When I am happy, he is joy unbounded. When I am a fool, he ignores it. When I succeed, he brags. Without him, I am only another man. With him, I am all-powerful. He is loyalty itself. He has taught me the meaning of devotion. With him, I know a secret comfort and a private peace. He has brought me understanding where before I was ignorant. His head on my knee can heal my human hurts. His presence by my side is protection against my fears of dark and unknown things. He has promised to wait for me... whenever...wherever--in case I need him. And I expect I will--as I always have.

He is just my dog.

--- Gene Hill ---



5

Word Knowledge Chart

Put a check under the appropriate category to show your knowledge of each

word.

Word

Know it

well, can

explain

it, use

it

Know

something

about it,

can relate

it to a

situation

Have

seen or

heard the

word

Do not

know

the

word

It means

embryo

Before

reading

After

reading

contaminate

Before

reading

After

reading

incubation

Before

reading

After

reading

documentation

Before

reading

After

reading

hygrometer

Before

reading

After

reading

poultry

Before

reading

After

reading

candling

Before

reading

After

reading

thermometer

Before

reading

After

reading

fluctuation

Before

reading

After

reading

dismantle

Before

reading

After

reading



4

Grandparenting What’s so grand about grandparenting?

In no particular order – grandparenting is an opportunity to play, to ‘fall in

love’ again, and to appreciate the magic of a developing mind. Grandparents

can share the things they’re passionate about with a new audience; see the

world in a new way through younger eyes; experience music, nature, reading,

gardening, theater and other interests in conjunction with a curious young

mind.

Grandparents can provide expanded support and encouragement to their

grandchildren and use their breadth of experience as parents to do things

differently (or the same) as they did when they were parents the first time

around. Grandparenting is an opportunity to watch children develop through

all stages of growth; it is an invitation to learn about ‘their’ music and ‘their’

passions and to provide input that parents cannot. Usually, grandparents

have the benefit of interacting on a level that is once removed from the

day-to-day responsibilities of parents. This can make it easier to develop a

close bond with grandchildren. From near or far, grandparenting can provide

continuity in a child’s life. Grandparents are often the family historians, and

can add a rich sense of family tradition to a child’s life.

Additionally, contact with grandparents can teach children positive attitudes

towards aging and help them develop skills to enhance their own lifelong

learning.

What is the role of a grandparent in a child’s life?

There are as many answers to this question as there are family

configurations and needs. Some grandparenting requires a full-time

commitment. For others, grandparenting is a weekend together, an afternoon

play date, a summer vacation, a chat on the phone or an email exchange.

Establishing some ground rules with your son or daughter is a good first step

to a long and successful relationship with your grandchild. The AARP has

some tips to get you started on the right foot. Among their hints: be clear

about what role you want to have in your grandchild’s life, be kind to yourself

and to your children, and check with the child’s parents before you buy gifts.

They also discuss pitfalls to avoid – like trying to be the parent, or buying



5

affection – and positive actions to take – like respecting the parenting

decisions of your adult children, and showering your grandchildren with love.

No matter the specific circumstances, when you are expressing love, showing

concern for the child’s safety and well-being, being consistent in your

behavior and paying attention to their needs and words, you are doing the

best grandparenting possible.

Grandparenting activities: what should I do with my

grandchildren?

The best grandparenting activities flow naturally from the interests of both

the grandparents and the grandchildren. You can create a deep, loving

relationship with your grandchildren by sharing the things you love with

them, and by being available to hear about the ideas and activities that

excite them. Some ideas for thinking about activities and ways to spend time

with your grandchildren include:

Take it easy together – Make an effort to enjoy leisure time with your

grandchildren. As a grandparent, you get to interact with your grandchildren

without the same daily pressures of a parent – you don’t have to worry about

driving carpool or juggle making dinner for the family with soccer practice

and grocery shopping. Allow yourself slow down and to become really

absorbed in an activity. Remove the normal boundaries of the day and spend

time with your grandchildren without thinking about a schedule or what’s

next on the list to be done. Moving at a slower pace than usual can give

children a sense that time can be ‘stretched’ – that you don’t need to hurry

through activities. And, as with adults, it gives them the psychic space to

feel, reflect and express without feeling rushed.

One at a time – On occasion, spend time with individual grandchildren. It

will give you an opportunity to bond, without competition, with that day’s

companion grandchild.

Go outside – Children love the outdoors, and trips to the park or the beach

can be a great jumping off point for some wonderful adventures and happy

memories. Nature walks and day hikes can provide lots of interesting things

to talk about, and water activities can be especially fun. Throwing stones

into the water or watching the tide or the current play with the sticks are



6

simple activities that can be fascinating to children. You can start these

activities when kids are toddlers, and expand the games as they get older.

Spending time in nature and near water also provides an opportunity to

experience stillness.

See the sights – Concerts and plays, movies, science centers and museums,

parks or walks in the neighborhood provide opportunities to be together and

to exchange ideas and opinions.

Play games – Board and card games are a unique opportunity to watch kids in

action and to see how they operate in the world. Games also allow you to help

your grandchild learn to be a good sport and play fairly.

Take a trip – Sharing your love of a favorite place will help you create

special memories with your grandchildren. Special trips, whether it be a day

trip to a national park, a weekend in a nearby city, or a week long trip to

another favorite destination will always be remembered by the child as a

special journey with grandma or grandpa. After you have traveled, an album

of that experience can be an ongoing delight for everyone in the family. See

below for tips on traveling with grandchildren.

Share your interests – Engaging in hobbies and activities that you love or

your grandchild loves can be a great way to spend time together and learn

about each other. Sometimes, activities that you might not expect your

grandchildren to be interested in, like knitting or gardening, might turn out

to provide an important point of connection for you. Similarly, if you take an

interest in something they are passionate about, like trading cards or the

Harry Potter book series, they may open up in a new way because they get to

share their special area of knowledge.

Talk about work – If you are still working, a visit to your place of work can

add a dimension to your grandchild’s perception of you. If you are retired,

pictures and stories about what your working days were like can do the same.

Communicate family history – Tell stories about games or trips you shared

when the grandchild’s parents were young. This is a great way to weave a

‘tapestry’ of shared experiences for the whole family.



8

Three Column Note Worksheet Bryce’s Anger

Quote: “I swear I walked ten miles that day. And I don’t know who I was madder at --- my grandfather, Juli, or me.” Directions: Go back to the Chapter titled “Get a Grip, Man” in order to find

lines that show Bryce’s anger at his grandfather or at Juli or at himself.

Write the lines from the text and the page numbers in the columns below.

Angry at Grandfather Angry at Juli Angry at Himself



4

From “Spoonbread and Strawberry Wine”

By Norma Jean and Carole Darden

Introduction

We are two sisters who love to cook, especially together. During a small

party we were giving the conversation drifted into talk of ethnic heritages.

We mentioned that we were definitely homegrown; since our grandfather,

Papa Darden, had been a slave and a great-grandmother whom we knew

nothing about had been a Cherokee Amerind. A guest offhandedly remarked

that we must have a lot of old-time recipes. It seemed a strange statement

at the time, for we had never thought about our family heritage in exactly

this way.

Yes! We were indeed the heirs to many old and wonderful recipes from the

large families of our parents, some spectacular dishes that for the most

part we had taken for granted and could not reproduce. A chat with our

Aunt Maude, now in her nineties, hastened our desires to jot down some of

the family stories and recipes before time erased them. We scouted out

old-timers who had known departed family members and combed through

their memory boxes.

We divided our book into two main sections, the Dardens and the Sampsons,

and each chapter includes a photograph, a personal anecdotal sketch, and the

recipes which that relative was most fond of or noted for, such as Uncle

Asa’s favorite meal—chicken-in-the-pot and devil’s food cake, Uncle John’s

ice-cream making, and Aunt Maude’s candies and confections. This book is a

reflection of our pilgrimage “home,” which revealed to us not only good food

but the origins, early struggles, and life-styles of our family. Our mother

used to tell us that good food inspires good thoughts, good talk, and an

atmosphere of happiness. It was in such an atmosphere that this book grew,

and it is therefore a testimonial to those who lovingly fed us and at the same

time gave us a better sense of ourselves by sharing themselves.

Aunt Annie

Annie Darden was the second oldest child and the oldest daughter of Papa

and Mama Darden. Much of the family responsibilities fell on her shoulders,

and they couldn’t have fallen on stronger or more loving shoulders. She was



5

highly sensitive to the needs of others and treasured harmony and

tranquility above all things. The slightest argument would upset her, and her

main concern was that everyone should love one another. She was the family

peacemaker, and all the problems of the entire group came her way. She

offered solutions and never betrayed a confidence---that’s how she got her

nickname, “Big Chief.”

Annie was as mild mannered as her mother was fiery, yet the two remained

exceptionally close. Even after Annie had left the nest—finished college,

was working, married, and had children of her own—she lived right across

the street from her parents, continuing to help with the dressmaking and

the raising of the younger children. Instinctively she seemed to have

realized the toll that continual childbearing and hard work had taken on

Diannah, and gladly continued in her role as Big Chief.

Her daughters, Thelma and Artelia, tell us that mothering was so deeply

ingrained in her tenderheartedness, compassion, and affection were not

reserved for friends and family alone. For a while the local hospital was

next door, creating great agony for Annie, who couldn’t bear to hear the

people in pain. She never became immune to it and was deeply concerned

with each new case, taking flowers, soup, and comfort to the patients.

Annie’s husband, John Barnes, was a striking contrast to her. She was

plump, he was lean; she was talkative, he was a man of few words; she always

had a smile on her face, he was known to cast a stern stare. She collected

stray cats and dogs; he shooed them away but carefully cultivated prized

Rhode Island Red chickens in his back yard. She was an indulgent mother; he

is remembered as a strict disciplinarian. Yet this union was one of deep

mutual devotion and respect.

John Barnes was a contractor-mason by trade, and he built Uncle C.L.’s and

Aunt Norma’s house and the A.M.E. Zion Church, which our whole family

attended and where he was the violin soloist. These buildings, as well as

banks, stores, and other homes in the east Carolina area, are still standing

and are visible testimony to his splendid craftsmanship.

Most evenings, as the sun went down, he could be seen sting on his front

porch in his wicker rocker, chewing a little tobacco and giving passing



6

neighbors a terse: “How do.” Some may have found John Barnes a bit

forbidding, but Annie knew how to please him. The one thing certain to bring

a smile to his lips was her wonderful cooking. Meals were always prepared on

time in her home, but the menu never failed to include the two items to

which John Barnes attributed his stamina and strength—buckwheat

pancakes for his early morning breakfast and sweet potatoes for his evening

supper.

Recipe:

Aunt Annie’s Heavenly Hash Sweet Potato Salad

4 medium-size sweet potatoes, ½ cup chopped pecans

cooked and chilled ¼ cup diced celery

¼ cup crushed pineapple, drained 2 tablespoons orange juice

¼ cup marshmallows cut in small ½ cup mayonnaise

pieces or miniatures red cherries

Peel chilled sweet potatoes and cut into small cubes, add pineapple, pecans,

marshmallows, and celery. Mix orange juice with mayonnaise, add to salad,

and toss gently. Serve on bed of lettuce and top with red cherries.

Yield: 4-6 servings.

From Spoonbread and Strawberry Wine by Norma Jean and Carole Darden

(Fawcett, 1978)

Day 9 – Flipped – Grade 6 Transparency for Figurative & Literal language and quotes.


8

1

2

3

1

2

3

LITERAL LANGUAGE FIGURATIVE LANGUAGE

An idea or words that or express a meaning that is beyond/different from the ordinary meaning of the word.

It is completely objective and the meanings of ideas are expressed without any exaggeration or embellishment

“Some of us get dipped in

flat, some in satin, some in

gloss….” “But every once in a

while you find someone who’s

iridescent, and when you do,

nothing will ever compare.”

“Some of us are boring, some are

interesting now and then, some

are exciting, but once in a while

you find someone who’s

irresistibly awesome, and when

you do, nothing will ever

compare.”

Day 11 – Flipped – Grade 6 Article Fact about Mental Retardation


4

FACTS ABOUT MENTAL RETARDATION

What is Mental Retardation?

Mental Retardation is a disability that has to do with how well or how fast

a person can think and learn. Mentally retarded persons vary in their

reading skills and mathematical abilities. .

There is difficulty learning and thinking in abstract terms and adapting

what she/he hears to everyday situations.

A person who has mental retardation has needs, desires and joys like most

of us and wishes to succeed.

There are over 200 causes of mental retardation. Retardation may result

because of brain damage or birth defects; however social, environmental,

medical and cultural deprivation account for the most retardation and

these causes can be prevented.

It is not a disease and it is not MENTAL ILLNESS.

There are 6,500,000 retarded, of these only 200,000 must be taken care of

in an institution - all others can do some kind of work.

What Problems does a Mentally Retarded Person Have?

Since mentally retarded persons are slower to grasp ideas they have

difficulty solving complex problems.

Children who are retarded develop slower; so by the time they are

grown, they have fallen behind other adults. They have more trouble than

most people making it on their own. . The mentally retarded worker,

she/he may need more time to adjust to a job.

Like any other worker, she/he may need time to become friendly.

Day 11 – Flipped – Grade 6 Article Fact about Mental Retardation


5

In new or unfamiliar environments she/he may resist changes and havE

trouble following directions.

What Can a Person With Mental Retardation Do?

Most mentally retarded adults can work and are able to hold steady

jobs - if properly trained and placed in the right job. . They succeed in

tasks that are well explained. . Most will try hard and stay with their

jobs, they usually have a very good attendance record. . They show a

desire to learn as well as loyalty and pride in their work. . There are

many types of jobs they can do well; such as factory work,

construction, clerking, truck driving, carpentry or painting.

Day 11 – Flipped – Grade 6 Language Collection Graphic Organizer


6

Language Collection

Words/Images That Make me

Smile or Laugh

Action Words Smells, Sights, and Sounds

That Bring Tears to My

Eyes

Words That Hurt Words/Phrases That Paint

a Picture

Slang Words



4

Day 13 - Flipped - Grade 6


3

Sister Sledge - We Are Family Lyrics

Chorus:

We are family

I got all my sisters with me

We are family

Get up ev'rybody and sing

Ev'ryone can see we're together

As we walk on by

(FLY!) and we fly just like birds of a feather

I won't tell no lie

(ALL!) all of the people around us they say

Can they be that close

Just let me state for the record

We're giving love in a family dose

(chorus x2)

Living life is fun and we've just begun

To get our share of the world's delights

(HIGH!) high hopes we have for the future

And our goal's in sight

(WE!) no we don't get depressed

Here's what we call our golden rule

Have faith in you and the things you do

You won't go wrong

This is our family Jewel

(repeat chorus to fade)

All lyrics are property and copyright of their owners.

All lyrics provided for educational purposes only.



4



5

Baker Family Character Chart

Character Personality

trait

(inside

details)

Actions

which

support that

trait

Lines in novel about the

character which illustrate this

trait

(copy line/lines and page

number)

Mr. Baker

endurance

Julianna

endurance



6

Baker Family Character Chart

Character Personality

trait

(inside

details)

Actions

which

support that

trait

Lines in novel about the

character which illustrate this

trait

(copy line/lines and page

number)

Mrs. Baker

endurance

Matt

and

Mike

endurance



5

FOOD AND CELEBRATION

Author: Penny K. Bassett

We eat food because we need it to live; it is what gives us the nutrients that we need for

our bodies to grow. Another reason we eat food is because of psychological reasons. If

we are happy, we eat; if we are sad, we eat; boredom, depression, and loneliness are other

reasons that we eat. We also use food for social needs, playing an important part in how

we celebrate. When we have friends or family over we usually have some form of food

to offer them, whether it be a light snack or a full meal.

Many of us like certain foods because we have been raised eating those foods. In many

cases, whatever our parents eat or like to eat is what we eventually enjoy eating also. The

region where we live as well as economics determines much of our food selection. If we

lived in China we would eat a lot of rice because it is what is grown there. If we lived in a

dairy community, milk products would be a large part of our diet.

Food is also a part of our many celebrations, and is used and selected for many of the

same reasons as mentioned earlier. However, the way that food is used in celebrations

varies from home to home, state to state, and country to country. The celebrations that we

have and the ways that we celebrate them are affected by our culture, and there are many

different cultures around the world. For us to understand why different foods are used in

different celebrations we need to understand a little about culture and how it could affect

the foods we use.

1. Culture is a learned experience; we learn it from our families and the people around us.

It is the same with food. The food that we use for celebrations in our own homes as

children are more than likely to become a part of the foods we use to celebrate with as

adults.

2. Culture involves change; the foods that we use to celebrate with may change as we

change. Our tastes as well as our celebrations may not even be the same. Every culture

resists change; even though some of the foods we use may change, many will stay the

same because of what we learned as children.

3. We are unconscious of our culture. We may use the foods that we do because it is just

so much a part of our lives.

Along with our culture and the other reasons talked about before, the idea that gathering

around a table, uniting as friends and family is an important aspect of food and

celebrations. When we celebrate it is usually with people we love and trust, or are trying

to get to know. Food is a powerful element that can bring together many different people.

Food is a large part of all holidays and celebrations, not just the major ones we hear about

often, but also small everyday family celebrations. Food and celebrations unite people in

the same family, giving them a common bond. Celebrations of all sorts, and the food that

adorns them brings people from all over the world closer together around one table.



4

Formal Dinner Etiquette

( Originally Published 1940 )

The formal dinner never begins before seven o'clock; the time usually is eight or eight-

thirty. It is very discourteous for a guest to be late. Arrive at least five minutes before the

hour set for the dinner. If for some unavoidable reason you cannot arrive on time,

telephone the hostess and explain the reason to her. If it has been impossible for you to

notify her and she has started the meal after having waited the required fifteen minutes

after the hour set, go to her, offer apologies, and take your place at the table as quickly as

possible. The tardy guest begins with the course that is then being served.

Seating at a Formal Dinner

At a formal dinner, the host enters the dining room first with the woman guest of honor on his right arm. The other guests follow in couples; the hostess enters last with the most important man. The host sits at one end of the table and the hostess at the other, unless by so doing women would sit together, as is true when there are eight, twelve, or sixteen in the dinner party.

Then, the hostess moves one place to the left, and the most important man sits at the end of the table in her place. The woman guest of honor is seated at the right of the host. The most important man or the man guest of honor is seated at the right of the hostess.

Seating at an Informal Dinner

At an informal dinner, the hostess leads the women guests into the dining room followed by the host and the men guests. The hostess then tells her guests where to sit. She must always have the seating planned in advance in order to avoid confusion and delay. The host and hostess sit at opposite ends of the table. While customarily the oldest woman sits at the right of the host and the oldest man at the right of the hostess, guests may be placed wherever they will be happiest.

Each person stands casually behind his chair until the hostess starts to take her seat. The man helps his dinner partner to be seated and also helps move her chair as she rises. Each person moves to the left of the chair to be seated and also rises from the left.

Do not lean back in the chair; yet do not sit too close to the table. Keep your feet on the floor. Your feet may be crossed if you wish, but not your knees.

The Speaker's Table

At a public dinner, the speaker's table is placed in a conspicuous part of the room. The toastmaster sits in the middle seat on the side facing the room. On the toastmaster's right sits the honored guest, the principal speaker of the evening. On the toastmaster's left sits the second most important guest. All those at the speaker's table, of course, sit on the side of the table facing the room. Guests other than the speakers may be honored by being placed at the speaker's table.



5

Service

Whether to serve the hostess or the woman guest of honor first is still a debated question. Regardless of which woman is served first, the waiter moves to the right, serving each guest in turn, around the table. The man guest of honor, no matter how distinguished, is never served first.

When the waiter holds a dish so that you may serve yourself, he presents it at your left. Treat the waiter impersonally while you are being served. "Thank you," "No, thank you," or, "If you please," in low tones is sufficient.

A Cover

A cover consists of the silver, glass, china, and linen necessary to serve one person. From 20 to 24 inches are allowed for each cover.

The service plate, a plate larger than a dinner plate, is placed in the center of the cover about an inch from the edge of the table. The dishes for all courses up to and including the soup course are placed on the service plate, which is removed when the meat course is served. Forks are placed at the left of the plate in the order in which they are to be used; the salad fork is next the plate, and the dinner fork is at the left of the salad fork.

Knives are placed at the right side of the plate, the cutting edge of the knives turned toward the plate. Spoons are placed to the right of the knives. The oyster fork, if one is needed, is placed at the right of the spoons. It is used for raw oysters, clams, and sea-food cocktails and is the only fork placed at the right of the plate.

The silver that is on the table is to be used through the salad course and is arranged in the order of use. Begin each course with the silver farthest from the plate. The silver for the dessert is brought in with the dessert.

The bread-and-butter plate, which may be a part of the breakfast, luncheon, or supper service, is placed above the forks. The butter knife may be placed across this plate. The water glass is placed at the tip of the dinner knife.

Napkin

The napkin is placed at the left of the forks or on the service plate. Do not be the first to reach for your napkin. Wait until the hostess reaches for hers; then take the napkin, unfold it in half, and place it upon your lap with the fold toward you.

The napkin may be used occasionally to wipe the lips before or after taking a drink. Women should avoid soiling the napkins with lipstick, which is often difficult to remove.

If you are a guest for one meal only, the napkin should be left unfolded at the left of the plate. To avoid getting crumbs in the lap, fold the napkin from right to left, then lift to the table. If you are to eat the next meal at the same table, the napkin may be folded as it was originally and placed at the left of the plate. However, observe your hostess; many hostesses use fresh napkins for each meal.



6

Dinner Fork

The fork is held incorrectly more often than any other piece of silver.

When using the knife and fork together, as in cutting meat, the fork is held in the left hand so that the end of the handle touches the center of the palm of the hand, and the handle is grasped with the thumb and the first and second fingers, the first finger pointing toward the prongs. To get the correct idea, grasp the fork handle (prongs down) as if it were a hammer; then slide the first finger down the back of the handle; do not let the finger extend along the prongs. Never hold the fork at right angles with the plate. Don't use the broomstick grip.

After the portion of meat has been cut, the knife is laid down and the fork is transferred to the right hand. The meat is then carried to the mouth with the fork, prongs up. This is the American method. According to the English or continental method, after the portion of meat is cut, the knife is still held in the right hand and the meat is carried to the mouth with the fork in the left hand, prongs down. This method is not used to any great extent in this country.

The fork is held with the thumb and the first and second fingers. Vegetables should be eaten with the fork. Do not pierce vegetables or bread with the forkslip the fork under the vegetables. Bread should be taken from the plate with the fingers. Put only one kind of food on the fork at a time. Use the fork to put butter on vegetables and jelly on meat.

Eat juicy uncooked fruits, soft or sticky cake, pie, and brick ice cream with a fork. When eating pie, hold the fork the same as you do for vegetables. Watermelon is eaten with a fork, cantaloupe with a spoon.

Dinner Knife

Use the knife for cutting firm meat and other foods that cannot be cut with a fork. The knife is held in the right hand in exactly the same manner as the fork. Grasp the knife handle with the thumb and the first and second fingers; slide the first finger out on the handle, but do not let it extend along the blade.

Cut chicken from the bone with the knife and fork just as you would any other kind of meat. Never take chicken in the fingers unless you are at a picnic where silver is not provided. After cutting meat, do not clean the knife by rubbing it against the fork or a piece of bread; however, keep the knife as clean as possible.

The dinner knife may be used to spread butter on bread if a butter knife has not been provided. Break off a small piece of bread and hold it on the edge of the bread-and-butter plate or the dinner plate to spread it. When this is eaten, break off another small piece and spread it. A whole, small biscuit may be buttered at one time without removing it from the plate as it is considered more delicious if it is buttered while hot. Jelly -except jelly eaten with meat-jam, and butter should be put on the bread-and-butter plate and is spread with a knife.

Corn on the cob is buttered with the knife. Spread a small area-not too wide-and eat this, holding the ear with both hands if you wish. Then butter more, and continue to eat as quietly and daintily as possible.

When the knife is not in use, place it with the cutting edge in, on the upper right arc of the plate; keep both the blade and handle on the plate. Always place the silver quietly on the china; don't drop it. Never let the knife and fork hang from the plate like a pair of oars.



7

When passing the plate for a second helping or at the end of a course, place the knife and fork in the center of the plate with the handles at the lower right edge; then there will be little danger that the silver will fall when the plate is lifted from the table.

Spoon

When eating soup, put only the side of the spoon to the mouth. Put the spoon in the soup, tip it away from you until it fills sufficiently, and then lift it to the mouth. Do not fill the spoon more than three-fourths full. Dip away from you with soup, but toward you with everything else.

If soup is served in a bouillon cup, you may leave the spoon on the saucer and drink from the cup. Vegetable soup, rice soup, clam chowder, or other thick soups are usually served in soup plates. Leave the spoon in the soup plate, not on the service plate.

Stir a beverage gently, not vigorously round and round. Never leave a spoon standing in a cup or glass. Ice cream served in a sherbet glass or an ice served with the meal is eaten with a spoon. Do not leave the spoon standing in the sherbet glass; when the spoon is not in use, put it on the plate under the glass.

In eating cherries or other cooked fruit containing pits or seeds, it is easier to extract the pits or seeds with the spoon before the fruit is put in the mouth. However, seeds, pits, or bones may be removed from the mouth with the finger and thumb. Do not put potato peelings or fish bones on the bread-and-butter plate, on the table cloth, or in a saucer; leave them on the dinner plate.

Spoon and Fork

When serving yourself with a serving spoon and fork, hold the spoon in the right hand and the fork in the left, using the spoon to lift the food from the dish or platter and the fork to hold the food in place while serving it.

Glass

Do not look around the room while you are drinking; look into the glass. Use the napkin for the fingers or mouth whenever necessary, so that you will not soil the glass. Do not drink while you have food in your mouth.

Finger Foods

Use the fingers for bread, rolls, cookies, potato chips, small pickles, olives, radishes, celery, nuts, or candy. Bread, rolls, olives, radishes, and celery are put on the bread-and-butter plate.

All sandwiches, unless they are of unusual thickness, are held with the fingers. Thick sandwiches may be cut into small pieces and the pieces picked up with the fingers. Cake too may be eaten with the fingers unless the icing is sticky.

Finger Bowl

Dip the tips of your fingers, one hand at a time, into the water in the finger bowl; then wipe them on the napkin, wrinkling it as little as possible.



8

Miscellaneous Hints

At a small dinner party, do not start to eat until all guests are served. At a large dinner party, you may start to eat as soon as those near you have been served. Do not eat too fastl

Do not talk while you have food in your mouth, and keep the mouth closed while you chew your food. Elbows should not be put on the table when you are eating; however, between courses at a restaurant, if you cannot hear your companion, it is permissible to lean forward on your elbows.

If silver is dropped on the floor, leave it there. If an accident happens at the table, apologize briefly to your hostess.

If you must use your handkerchief at the table, turn your head slightly and use the handkerchief as inconspicuously as possible. If you cough or sneeze, use your napkin to cover your mouth.

The hostess continues to eat as long as her guests do. When all have finished, she rises from the table and the others follow.

If you have no dinner partner, push your chair from the table by taking hold of each side of the seat of the chair. Don't rest your hands or arms on the table, then push yourself up. When seating yourself, step close to the table and pull the chair toward you by taking hold of each side of the seat. Don't seat yourself, then move the chair to the table with two or three jerks.

Time to Depart

It is not necessary to remain longer than thirty minutes after a dinner if the invitation does not include the entire evening. One should avoid seeming in a hurry to depart, however.



9

Drawing Conclusions Worksheet—Day 15

In Chapter 12, Julianna begins to think more clearly about the kind of person

Bryce’s actions show him to be. Her emotional response to his attractive

appearance caused her to flip when she was younger, but now, having lived

through some important experiences, Julianna’s feelings have begun to

mature, and she begins to re-evaluate her attraction to him. Below, copy

lines from four different places from pages 159-166, which you and your

partner(s) believe BEST show this change and why it is occurring.

Copied Lines/Details

Which Show Change

Page(s) Explain Change and/or

Reason for Change

After looking at the details above, do you conclude that Julianna should have

left Bryce’s “apology hanging wounded in the air”? Briefly explain below.



4

A Poem to Describe the Diversity of Worldwide Fatherhood

Some children have fathers who live far away and send money or clothing

Some children have fathers who live nearby and visit regularly

Other children have fathers who raise them alone

Some have fathers who share home and caring duties with their mother

Others have fathers who look after them all the time, so their mothers can work

Some children have fathers they stay with at weekends and in the holidays

Others have fathers who are in jail

Others have fathers who live at home, but are rarely there

Some have foster fathers or step fathers

Some children have fathers who are too poor to provide for them

Some have an uncle or grandfather who fathers them

Some children have a father who is a child himself

And some children have no father figure

There are fathers who read bedtime stories to their children

And there are fathers who cannot read

There are fathers who love and care for their children

And there are fathers who neglect and abuse their children

Some fathers attend the birth and every milestone in their children's lives

Others have never even met their teacher

Some fathers are ill or disabled, some commit crimes, some abuse drugs or alcohol

And some beat their children's mothers

Others work long hours in hard jobs to provide for their children

Some fathers are confident in their parenting role and take great pride in it

Others are frightened of these responsibilities

Some fathers run away from their children

Others, desperate to see them, are prevented from doing so

Fatherhood is different in so many ways for so many children

But one thing is universal

What fathers do ... MATTERS TO CHILDREN



5

Father Comparison/Contrast Venn Diagram

Much of Byrce’s behavior is a reflection of attitudes his father exhibits,

just as much as Julianna’s behavior reflects what her father says and does.

Go back to pages 166-169 in order to find details which show the kind of

person each father is and write a word or phrase in the part of the circle

which refers to each one to show differences. If you found (or can think of)

any ways the two men are alike, place appropriate words or phrases in the

portion of the diagram formed by the meeting of the two circles.



6



4



4

Over For Now by Lesley W.

I knew someday it would have to end

I knew eventually I would have to go back to calling you friend

It’s killing me that now that day has come

If it’s for the best then where is this pain from

I know deep inside that this is what I had to do

but it’s breaking my heart to walk away from you

I’m trying my best to appear strong

but it’s hard when part of the says that in your arms is where I

belong

I still love you with all my heart

that’s not going to change even though we’re apart

You were my first love and my first kiss

There are so many of our special times I’m going to miss

All the word I ever said or wrote still hold true

But for now from a distance is where I’ll be loving you

I think you need me as a friend to help you through

because there are things I can’t control that are hurting you

We both have issues no one knows of

neither of us had the strength to be true to our love

Maybe we will be together again if it was meant to be

but for now please don’t stop loving me

Even though I’m not your girlfriend I’ll still be here

With a shoulder to cry on or a sympathetic ear

The story of love can be quicker than the blink of an eye

But our story won’t be over until the day that we die

Until We Meet Again



5

Word Knowledge Chart

Put a check under the appropriate category to show your knowledge of each word.

Word

Know it well,

can explain

it, use it

Know

something

about it, can

relate it to a

situation

Have seen or

heard the

word

Do not know

the word

It means

lurched

Before reading

After reading

hazard

Before reading

After reading

nuisance

Before reading

After reading

circuit

Before reading

After reading

perpetual

Before reading

After reading

dodge

Before reading

After reading

pinchy

Before reading

After reading

picnic

hamper

Before reading

After reading

coop

Before reading

After reading

shoo

Before reading

After reading

Day 18 – Flipped – Grade 6 – Transparency for Personal Coat of Arms


5

1. What do you think is your

greatest personal achievement

to date?

2. What do you think is your

family greatest achievement?

3. What is the one thing that

other people can do to make

you happy?

4. What is something you are

striving to become?

5. Draw 3 things you are good at.

6. What one thing do you want to

accomplish by the time you are

65?



6

Day 18 – Flipped – Grade 6 – Vocabulary Activity Answer Key


7

I Have_______. Who Has________?

Teacher Answer Key

I have humiliated. Who has “a cone shaped section of a geometric figure”?

I have parabolas. Who has “a long rope with a loop at the end used to catch horses or

cattle”?

I have lassoed. Who has “a feeling of shame, humiliation, or wounded pride”?

I have mortification. Who has “cut apart or separated for scientific study of in surgery”?

I have dissected. Who has “a small apparatus, often handheld, for producing a strong

current of air”?

I have bellows. Who has “an automotive gear which reduces power needed to maintain the

vehicle speed”?

I have overdrive. Who has “to keep a part of one’s body in continuous motion”?

I have fidgeting. Who has “staggered or pitched suddenly”?

I have lurched. Who has “a danger, peril, or risk”?

I have hazard. Who has “a source of annoyance, vexation, or bother”?

I have nuisance. Who has “lasting for eternity or lasting for an indefinitely long duration of

time”?

I have perpetual. Who has “to avoid by moving aside or shifting quickly”?

I have dodge. Who has “a path or route which when traveled completely brings one back to

the starting point”?

I have circuit. Who has “an enclosure or cage for chickens and other poultry”?

I have coop. Who has “to have lowered the pride, dignity---to disgrace”?

Note which question is asked first in order to follow the sequence of

questions and answers back to the original questioner, who will make the

final “I have…..” response.

directions to student: sit across from your partner and

Documents