7A Literature Assignments
- Instructors
- Term
- 2019-2020
- Department
- Schools - Peoria // Main
- Description
-
We will be using the Collections textbook from Houghton Mifflin Harcourt as our main curriculum. Collections provides students with the tools to succeed in the classroom and beyond. It supports students' individual strengths by integrating scaffolds that build competencies. Students make meaning from digital annotation and note-taking tools that are essential for text analysis and for writing to sources. They also create knowledge, transcending time and place, through exposure to media resources from the History channel, A&E, and Bio that enrich informational and literary text throughout Collections. Students will have the opportunity to practice the skills of communication in speaking, listening, and writing with interactive lessons that provide models, feedback, and practice.Collections is organized in to six different themes- Bold Actions, Perception & Reality, Nature at Work, Risk & Exploration, The Stuff of Consumer Culture, and Guided by a Cause. Within each collection, students are introduced to an anchor text and various close reader selections which provide multiple opportuniteis to practice college and career readiness anchor standards for reading, writing, speaking and listening, and language. Students will complete vocabulary quizzes after each anchor text and comprehension exams after each reading selection. At the end of each collection, students are required to complete a performance task. Each performance task differs slightly, but all require students to develop a variety of writing and speaking products, working through the process of planning, producing, revising, and presenting.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
ELA (May 18th-22nd): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: Uprising- Analyze Point of View
In a work of fiction, the narrator is the voice that tells the story. The author's choice of narrator is called the point of view. Authors deliberately choose a point of view in order to give readers a certain perspective on the story. The three types of point of view are shown in the attached chart.
In the novel excerpt you've just read, the author has made an unusual choice in point of view. By presenting events through the eyes of multiple characters, the author:
- shows what the characters think of one another as they interact
- shows characters in different places at the same time
- builds suspense by shifting back in time when the reader already knows about the danger to come
Answer the question below on notebook paper and submit to the front office for grading.
Which point of view has the author chosen, and what impact does this have on how the reader experiences the story?
Day #2: Uprising- Critical Vocabulary
Complete the Critical Vocabulary practice (#1-4) and Vocabulary Strategy: Analogies practice (#1-5) on p305. Submit to the front office for grading.
Day #3: Uprising- Exam
Complete the exam for the historical novel “Uprising” by Margaret Peterson Haddix. As always, you have 10 multiple choice questions worth one point each and 2 short response questions worth ten points each. Make sure you are using correct MUG (mechanics, usage, and grammar) and writing in complete sentences. Your response should restate the question, provide textual evidence to support your answer, and elaborate as needed to connect your ideas
Due:
ELA (May 11th-15th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: Yetta from the Uprising- Text Analysis
The historical novel "Uprising" by Margaret Peterson Haddix is based on the real life event of the Triangle Factory Fire. Remember, historical fiction is a type of story that is set in the past and includes real places and events. Although authors base the stories on facts and research, they use their imagination to create scenes, dialogue, and sometimes even characters to tell the story. The author recounts this event from three different point of views. Today, you will hear from the first character, Yetta, a union organizer working at the factory.
The historical novel "Uprising" by Margaret Peterson Haddix is based on the real life event of the Triangle Factory Fire. Remember, historical fiction is a type of story that is set in the past and includes real places and events. Although authors base the stories on facts and research, they use their imagination to create scenes, dialogue, and sometimes even characters to tell the story. The author recounts this event from three different point of views. Today, you will hear from the first character, Yetta, a union organizer working at the factory.
Please read p283-290. When you've completed the reading for today, please analyze the text by answering the short response questions below on a separate piece of notebook paper. Submit your responses to the front office when you return your learning packet next week. You MUST use correct MUG (mechanics, usage, grammar) and write in complete sentences. Restate the question, provide evidence from the text to support your responses, and elaborate to connect your ideas.
- Reread lines 91-103 and describe what change in Yetta’s character is depicted?
- Reread lines 118-129 and identify why Yetta thinks she and Mr. Bernstein were on the same side?
- Reread lines 237-243. Why does Yetta feel compelled to warn the workers on the ninth floor?
Day #2: Jane from the Uprising- Text Analysis
Today, you will hear from the second character, Jane, a governess for the children of one of the factory owners, Mr. Blanck. A governess is a woman hired by families to educate and train the children.
Today, you will hear from the second character, Jane, a governess for the children of one of the factory owners, Mr. Blanck. A governess is a woman hired by families to educate and train the children.
Please read p291-298. When you've completed the reading for today, please analyze the text by answering the short response questions below on a separate piece of notebook paper. Submit your responses to the front office when you return your learning packet next week. You MUST use correct MUG (mechanics, usage, grammar) and write in complete sentences. Restate the question, provide evidence from the text to support your responses, and elaborate to connect your ideas.
- Reread lines 333-337 and explain why Jane gladly returns the elevator operator’s wink.
- Reread lines 406-414 ad explain why the sight of the workers hunched over their irons agitated Jane and made her want to leave quickly.
- How do lines 516-521 create dramatic irony in the story?
Day #3: Bella from the Uprising- Text Analysis
Today, you will hear from the third and final character, Bella, a rather new worker at the factory who knows very little English.
Today, you will hear from the third and final character, Bella, a rather new worker at the factory who knows very little English.
Please read p299-302. When you've completed the reading for today, please analyze the text by answering the short response questions below on a separate piece of notebook paper. Submit your responses to the front office when you return your learning packet next week. You MUST use correct MUG (mechanics, usage, grammar) and write in complete sentences. Restate the question, provide evidence from the text to support your responses, and elaborate to connect your ideas.
- Reread lines 606-616 of the story and tell how the fire escape collapse might have been depicted differently if the author were telling this part of the story from Jane’s perspective looking out the window.
- The author depicts a dilemma for Bella in lines 659-671. Does she save her friend Jane or does she save herself?
- How has the author combined fact and fiction in this novel excerpt?
Due:
ELA (May 4th-8th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: The Story of the Triangle Factory Fire- Critical Vocabulary
Please read p275-277 of "The Story of the Triangle Factory Fire" by Zachary Kent. You will be introduced to two new vocabulary words in this history writing. Make note of them as you will need to complete the critical vocabulary practice for Day 1 after reading today's text.
Please read p275-277 of "The Story of the Triangle Factory Fire" by Zachary Kent. You will be introduced to two new vocabulary words in this history writing. Make note of them as you will need to complete the critical vocabulary practice for Day 1 after reading today's text.
Review the critical vocabulary terms from "The Story of the Triangle Factory Fire.”
Then, complete each sentence to show that you understand the meaning of the bold word.
- A corridor is the same as…
- If a rule is enacted, it…
Day #2: The Story of the Triangle Factory Fire- Text Analysis
You've just finished reading two pieces of historical writing about the Triangle Factory Fire of 1951 at a company in the ten-story Asch Building of New York City. Think about how each writer presents information on the same event. How are the pieces similar? How are they different?
You've just finished reading two pieces of historical writing about the Triangle Factory Fire of 1951 at a company in the ten-story Asch Building of New York City. Think about how each writer presents information on the same event. How are the pieces similar? How are they different?
Answer the questions below on notebook paper and submit to the front office when you return your learning packet. Please remember to use correct MUG (mechanics, usage, grammar) and write in complete sentences for full credit. You must restate the question, support your responses with evidence from the texts, and elaborate to connect your ideas.
- Reread lines 36-38 from “The Story of the Triangle Factory Fire.” What clues do you see in these lines to Zachary Kent’s attitude about the conditions that are described?
- Reread lines 39-41 and tell how long it took New York State lawmakers to pass safety laws for workers.
- You’ve now read two accounts of a disaster that occurred a century ago. If a similar fire were to start in a garment factory of today, how might the events be the same or different?
Day #3: The Story of the Triangle Factory Fire- Exam
You CAN use your textbook to review the two historical writings, "The Triangle Fire and Its Legacy" (last week’s packet) by Albert Marrin and "The Story of the Triangle Factory" (this week’s packet) by Zachary Kent to review material before AND DURING your test so long as you open it in a separate tab. As always, you will have 10 multiple choice questions and two short response questions.
You CAN use your textbook to review the two historical writings, "The Triangle Fire and Its Legacy" (last week’s packet) by Albert Marrin and "The Story of the Triangle Factory" (this week’s packet) by Zachary Kent to review material before AND DURING your test so long as you open it in a separate tab. As always, you will have 10 multiple choice questions and two short response questions.
Remember, your short response questions are worth 10 points each. You must restate the question, support your responses with evidence from the texts, and elaborate to connect your ideas.
Due:
ELA (April 27th- May1st): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: The Triangle Factory Fire Lesson and Assignment
In this Collection, we will review various texts where people are "guided by a cause." The first is a history writing by Albert Marrin from "Flesh & Blood So Cheap: The Triangle Fire and Its Legacy." Please read p266-267 through line 80 for today, then answer the question in bold below. Please turn in your notebook page or email me your response.
In this Collection, we will review various texts where people are "guided by a cause." The first is a history writing by Albert Marrin from "Flesh & Blood So Cheap: The Triangle Fire and Its Legacy." Please read p266-267 through line 80 for today, then answer the question in bold below. Please turn in your notebook page or email me your response.
This Collection is all about considering the question: What inspires people to take action to improve their world? You're going to need to foreshadow a bit and think about the quote from this collection- "The fullness of our hearts comes in our actions (Mother Teresa)"- in order to make a connection to today's reading from "The Triangle Factory Fire." How does this quote connect to the history writing by Albert Marrin?
Day #2: The Triangle Factory Fire Lesson and Assignment
Please read p268-270, stopping at line 162, in "The Triangle Factory Fire." When you have finished the reading for today, please complete the assignment for Day 2. You will be analyzing the text, so you may want to take notes on the following two questions as you read:
Please read p268-270, stopping at line 162, in "The Triangle Factory Fire." When you have finished the reading for today, please complete the assignment for Day 2. You will be analyzing the text, so you may want to take notes on the following two questions as you read:
- Cause/Effect- Why does the author give a detail about fire drills?
- Draw Conclusions- According to the author, why might workers have jumped from the windows?
Please submit your notebook page or email me your responses. Remember to restate the question, cite evidence from the text to support your answer, and elaborate to connect your ideas as needed.
Day #3: The Triangle Factory Fire Lesson and Critical Vocab Practice
Please read p270-273 in "The Triangle Factory Fire." Complete each sentence to show that you understand the meaning of the vocabulary word. Take your time and check your work before submitting as this will count as a quiz grade. Please turn in your notebook page or email me your responses.
Please read p270-273 in "The Triangle Factory Fire." Complete each sentence to show that you understand the meaning of the vocabulary word. Take your time and check your work before submitting as this will count as a quiz grade. Please turn in your notebook page or email me your responses.
- If a cleaning fluid is flammable, you should…
- Fear and worry reign when…
- A portable desk is one that…
- An inspection of a restaurant is done to…
- BONUS- What is a nickelodeon?
Due:
Assignment
ELA (April 20-24th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: Creating a Multimedia Presentation PLAN
This collection focuses on the proliferation of consumerism and how it has affected American culture and out environment. In this activity, you will research a topic related to consumerism. You will draw from "Life at Home in the Twenty-First Century," other texts in the collection, and your research findings to write an informative essay about the topic you choose. Then, you will prepare a multimedia presentation on that topic.
This collection focuses on the proliferation of consumerism and how it has affected American culture and out environment. In this activity, you will research a topic related to consumerism. You will draw from "Life at Home in the Twenty-First Century," other texts in the collection, and your research findings to write an informative essay about the topic you choose. Then, you will prepare a multimedia presentation on that topic.
If you have access to a computer, you can create a Google Slide presentation and email me. Or, you can create an 8x10 poster on notebook/computer paper including text and visuals that emphasize your main points.
Choose one of the following research questions you want to answer:
1. What kids of TV ads influence teenage consumers?
2. How does reality TV change people's attitudes toward and increase consumerism?
1. What kids of TV ads influence teenage consumers?
2. How does reality TV change people's attitudes toward and increase consumerism?
Today, you will need to gather information and do research. I suggest taking notes in a notebook at home to organize your ideas.
Gather Information: In the collection’s texts, look for information related to the topic you chose. Take notes on key points, observation, and events that will help you understand your topic, answer your questions, and support your ideas. I have included a PDF version of your Collections textbook attached to this lesson for you to use.
Do Research: Use print and digital resources to find additional information that addresses your research question. Make note of the title of the story and page number you find information on within your textbook. Be sure to search for credible sources online and document the URL web address within your notes. Take notes on facts, details, and examples that explain and support your main points. DO NOT copy and paste information directly from a website. You may quote researchers, but all other information must be paraphrased and/or summarized in your own words.
Day #2: Creating a Multimedia Presentation PRODUCE
Use your notes to draft the text you want to include on your slides before you create your presentation. Organize your information into topics of related ideas- these are your main points. They will need to be in paragraph form so start drafting them on paper at home and pay close attention to your MUG (mechanics, usage, and grammar). Make sure your ideas transition logically. Follow the outline below to stay organized.
If you are creating a Google Slide, please follow the format below.
- Slide 1- Research question and name.
- Slide 2- Begin with an attention-grabbing introduction that defines your topic. Include an unusual comment, fact, quote, or story.
- Slide 3- Paragraph about main point one including supporting facts, details, and examples. Cite text/website.
- Slide 4- Graphics, maps, videos or sound that could emphasize your main point.
- Slide 5- Paragraph about main point two including supporting facts, details, and examples. Cite text/website.
- Slide 6- Graphics, maps, videos, or sound that could emphasize your main point.
- Slide 7- Paragraph about main point three including supporting facts, details, and examples. Cite text/website.
- Slide 8- Graphics, maps, videos, or sound that could emphasize your main point.
If you are writing an informative essay with 8x10 poster, please follow the format below.
- Paragraph 1- Begin with an attention-grabbing introduction that defines your topic. Include an unusual comment, fact, quote, or story.
- Paragraph 2- Main point #1 with supporting facts, details, and examples. Be sure to cite text/website.
- Paragraph 3- Main point #2 with supporting facts, details, and examples. Be sure to cite text/website.
- Paragraph 4- Main point #3 with supporting facts, details, and examples. Be sure to cite text/website.
- Paragraph 5- Write a conclusion that follows from and supports your main ideas and leaves the reader with a lasting impression.
- Poster- Research question, name, and at least one visual with caption.
Day #3: Creating a Multimedia Presentation PRESENT
Revise your presentation. Check that all text is spelled correctly and all visuals are large and clear enough to be seen on your slides/poster. Check that your ideas are clearly and logically presented. Verify that your text includes specific and accurate information. Examine your audio and visual components to make sure they are relevant and well integrated.
Revise your presentation. Check that all text is spelled correctly and all visuals are large and clear enough to be seen on your slides/poster. Check that your ideas are clearly and logically presented. Verify that your text includes specific and accurate information. Examine your audio and visual components to make sure they are relevant and well integrated.
Your Multimedia Presentation will be graded based on the performance task rubric attached.
If you are creating a Google Slide, please email me the presentation at [email protected]
If you are writing an informative essay with poster, please return to the school when you pick up next week’s distance learning packet.
Due:
Assignment
ELA (April 13-17th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: Earth (A Gift Shop) Lesson and Assignment
Please read the first half of the short story, "Earth (A Gift Shop) by Charles Yu (p249-251), and then begin your assignment for Day 1.
Please read the first half of the short story, "Earth (A Gift Shop) by Charles Yu (p249-251), and then begin your assignment for Day 1.
Study the critical vocabulary terms and definitions below. Then, complete your critical vocabulary practice. Remember to answer in complete sentences by restating the question and providing sufficient support from your own knowledge and experiences. You may email me your responses when completed or return to the office when you pick up next week’s assignments.
Enterprising- An enterprising person is someone who accepts challenges and takes initiative.
Mandatory- If something is mandatory, it is required.
Hypothesis- A hypothesis is an explanation or theory for something that can be tested for validity.
Misjudge- If you misjudge something, you form an incorrect opinion about it.
Mandatory- If something is mandatory, it is required.
Hypothesis- A hypothesis is an explanation or theory for something that can be tested for validity.
Misjudge- If you misjudge something, you form an incorrect opinion about it.
- Who is an enterprising person you know? What makes him or her enterprising?
- What is mandatory at your school? Why?
- What hypothesis can you make about human nature? Why is it a hypothesis?
- When have you misjudged someone or something? How did you find out the truth?
Day #2: Earth (A Gift Shop) Lesson and Assignment
Please read the second half of the short story, "Earth (A Gift Shop) by Charles Yu (p252-242), and then begin your assignment for Day 2.
Please read the second half of the short story, "Earth (A Gift Shop) by Charles Yu (p252-242), and then begin your assignment for Day 2.
Choose TWO of the following questions to answer by analyzing the text. Be sure to support your responses with evidence from the text and elaborate with your own thoughts. You may email me your responses when completed or return to the office when you pick up next week’s assignments.
- Identify- What elements of science fiction does the story “Earth (A Gift Shop)” have? Be sure to review these elements on p255.
- Infer- To whom might the narrator be referring to when using the pronoun we throughout the story?
- Cite Evidence- In the list of “top-selling items,” what are some descriptions that convey ideas about today’s consumer culture?
- Draw Conclusions- The narrator tells how “Earth: The Planet” has undergone several name changes. What point might the author be making?
- Draw Conclusions- What is the theme of this story>
- Analyze- How does the narrator’s use of language reveal the author’s attitude toward the story topic?
Day #3: Earth (A Gift Shop) Writing Activity
In the science fiction world of "Earth (A Gift Shop)," humans no longer live on Earth. Choose one of Earth's transformations from the plot to write about: After Earth: The Museum, Earth: Theme Park and Gift Shop, or Earth (A Gift Shop). Then, answer the following questions in paragraph format. You may email me your responses or return to the office when you pick up next week’s assignments.
In the science fiction world of "Earth (A Gift Shop)," humans no longer live on Earth. Choose one of Earth's transformations from the plot to write about: After Earth: The Museum, Earth: Theme Park and Gift Shop, or Earth (A Gift Shop). Then, answer the following questions in paragraph format. You may email me your responses or return to the office when you pick up next week’s assignments.
Paragraph 1- How and why might someone have had to escape to find a home on another planet?
Paragraph 2- What would it be like to vacation to that world?
Paragraph 3- What gadgets or technologies would you encounter?
Paragraph 3- What gadgets or technologies would you encounter?
Due:
Assignment
ELA (April 6th-10th): THIS IS FOR STUDENTS COMPLETING PAPER WORK ONLY.
Be sure to pick up printed materials from the school. Please note, to submit your work, you can either send me the answers via email or you can return the packet to school and the office staff will scan your documents to me.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Students who DO have access to technology at home should follow the weekly schedules posted to my google classroom, and complete their assignments online.
Day #1: Dump vs How Things Work
Read p241 to compare texts. You are going to read two poems that reflect on people's everyday experiences and relationships with material things. The first poem commemorates the dump, a place where people discard old, used, broken, or unwanted items. The second poem shares a perception about people's everyday spending and its effects on others' ability to spend. Read the background information on both authors before you set your purpose to read.
Read p241 to compare texts. You are going to read two poems that reflect on people's everyday experiences and relationships with material things. The first poem commemorates the dump, a place where people discard old, used, broken, or unwanted items. The second poem shares a perception about people's everyday spending and its effects on others' ability to spend. Read the background information on both authors before you set your purpose to read.
Read “Dump” by X.J. Kennedy (p242-243) and answer the following short response questions below. Be sure to email me your responses so I may grade them.
- Identify Patterns- How many stanzas does the poem have? How many lines are in each stanza? Why might the poet have chosen to organize the poem this way
- Analyze- Read the information on traditional form on p244. How does the poem’s form contribute to its meaning?
Day #2: Dump vs How Things Work
Read “How Things Work" by Gary Soto (p245) and answer the following short response questions below. Be sure to email me your responses so I may grade them.
- Interpret- In lines 5-7, what does the speak compare to rain, and what does that comparison help readers picture?
- Analyze- Read the information on free verse form on p246. How does the poem’s form contribute to its meaning?
Day #3: Dump vs How Things Work Quiz
You CAN use your Student Book to review the poems, "Dump," by X. J. Kennedy and "How Things Work," by Gary Soto before and during your test. You will have 10 multiple choice questions to answer for your quiz grade. You do NOT need to complete the written response questions. You can scan the quiz document to my email, or you may number your responses and just sent them to me through email.
You CAN use your Student Book to review the poems, "Dump," by X. J. Kennedy and "How Things Work," by Gary Soto before and during your test. You will have 10 multiple choice questions to answer for your quiz grade. You do NOT need to complete the written response questions. You can scan the quiz document to my email, or you may number your responses and just sent them to me through email.
Due:
Assignment
AT-HOME LEARNING ELA PACKET (March 30th- April 3rd):
Students should complete the attached packet using the schedule below. Students can download the packet and message their answers to teachers on dojo and/or email. Students should message Ms. Parr their answers for ELA and BOTH Mr. Eaton and Mr. Cameron for Science.
Students DO NOT need to complete the Math lessons in the packet. Our Math teacher, Mr. Muller, will post his lessons separately as he will be utilizing study island.
If students need paper packets, please keep an eye out for a message from our administration team listing times to pick up paper packets in driveline next week.
Our Social Studies teacher, Mr. Cardoza, will post his lessons separately as well.
Monday- p10-13 ELA, 22-25 Science, 26-30 ELA, and 33-38 Science
Tuesday- p39-43 ELA, 48-52 Science, 53-56 ELA, and 63-65 Science
Wednesday- p66-69 ELA, 77-80 Science, 81-84 ELA, and 92-95 Science
Thursday- 96-98 ELA, 104-106 Science, 107-110 ELA, and 118-121 ELA
Friday- p128-131 ELA and 132-134 Science
Tuesday- p39-43 ELA, 48-52 Science, 53-56 ELA, and 63-65 Science
Wednesday- p66-69 ELA, 77-80 Science, 81-84 ELA, and 92-95 Science
Thursday- 96-98 ELA, 104-106 Science, 107-110 ELA, and 118-121 ELA
Friday- p128-131 ELA and 132-134 Science
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Assignment
AT-HOME LEARNING ELA PACKET (March 23rd-27th):
Students should work on the attached packet this upcoming week during our school closure: March 23rd-27th, 2020.
Students should work on the attached packet this upcoming week during our school closure: March 23rd-27th, 2020.
I would suggest working on at least two lessons per day. I've included a brief lesson on each topic with follow up questions for independent practice.
Monday- Summarization Literature & Summarization Informational Text
Tuesday- Point of View & Meaning and Tone
Wednesday- Inferences and Conclusions & Context Clues
Thursday- Central Idea & Author's Purpose
Friday- Theme & Connotation and Denotation
Monday- Summarization Literature & Summarization Informational Text
Tuesday- Point of View & Meaning and Tone
Wednesday- Inferences and Conclusions & Context Clues
Thursday- Central Idea & Author's Purpose
Friday- Theme & Connotation and Denotation
I would also suggest working on the coordinating study island lesson for additional practice. I will be extending the due date for study island lessons through the end of April for my sections (7A study island is taught by ELA Interventionist, Ms. Lori Weatherford, so please reach out to her for further instruction). EVERY lesson needs to be completed at grade level with at least 70% proficiency to be considered as a passing score.
If you cannot download and/or print the attached packet, please see my previous post on the school closure for designated times to pick up a packet in drive line next week. Students DO NOT have to print the packet so long as they write their answers on a piece of paper, organizing them by lesson name. I will be posting the answer keys on Friday asking students to self-correct their work. They will need to comment on the post for their participation grade this week.
I will be available via email ([email protected]) and class dojo next week to answer any questions, and I will do my best to respond in a timely manner. Please be patient during this time as well all navigate this new online world.
Please let your child(ren) know that I MISS THEM and CAN'T WAIT TO SEE THEM HEALTHY upon our return to school. In the meantime, they can reach out to me with any questions and/or concerns.
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Assignment
AT-HOME LEARNING ELA PACKET ANSWER KEY(March 23rd-27th):
Students should use the attached answer key to self-correct their at-home learning packet from this week. If your scholar has been sending me their answers throughout the week, I have already corrected their work. All others will need to comment on my dojo post in order to receive their participation grade this week.
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Assignment
Complete the critical vocabulary practice for "Always Wanting More," after reading the text together in class on Wednesday. Worksheet is attached if needed to reprint.
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Assignment
Study your critical vocabulary and comprehension notes on "Always Wanting More" in preparation for your test on Friday.
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Answer the short response question in your close read workbook from the story we read Monday in class, "Teenagers and New Technology."
"What types of information does the author include to show the ways in which teens use technological devices? What overall insight does the reader gain on the use of these devices? Review your reading notes, and be sure to cite evidence from the text in your response."
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Assignment
Student critical vocabulary terms and comprehension notes for test on Friday from our most recent informational text: "Life at Home in the Twenty-First Century."
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Assignment
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Use each of your academic vocabulary words in an original sentence. Words are listed below; definitions should be in your reading journals.
1. Attitude
2. Consume
3. Goal
4. Purchase
5. Technology
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"Sea Poems" Close Read is due Friday! Students will be given the reading packet on Monday with the expectation that they complete three questions every night M-TH for homework so that the entire packet has been completed by Friday when they enter class. However, students may submit their reading packet prior to Friday if they finish early!
If lost, please print the attached PDF at home.
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Students took notes on their critical vocabulary terms (cache, geyser, meager, tectonic, and decompose) Monday and comprehension notes on the story "Living in the Dark" on Tuesday. They will need to study both of these for their test on Thursday in Literature.
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"Your Amazing Brain" Close Read is due Friday! Students will be given the reading packet on Monday with the expectation that they complete three questions every night M-TH for homework so that the entire packet has been completed by Friday when they enter class. However, students may submit their reading packet prior to Friday if they finish early!
If lost, please print the attached PDF at home.
If lost, please print the attached PDF at home.
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This week, we are taking a break from our Collections textbook to work on makeup study island lessons AND we will be starting our REWARDS reading program. Students will be following the schedule outlined below, but all lessons must be completed by Friday, January 31st. I will upload one lesson at a time. If they do not finish in class, they will need to finish for homework. Thank you!
Monday- Affixes and Roots
Tuesday- Multiple Meanings
Wednesday- Quote and Paraphrase
Thursday- Formatting and Graphics
Friday- Punctuation
Tuesday- Multiple Meanings
Wednesday- Quote and Paraphrase
Thursday- Formatting and Graphics
Friday- Punctuation
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This week, we are taking a break from our Collections textbook to work on makeup study island lessons. Students will be following the schedule outlined below, but all lessons must be completed by Friday, January 24th. I will upload two lessons at a time. We will complete one practice lesson together as a whole group activity and then students will complete a second practice lesson silently and independently. If they do not finish in class, they will need to finish for homework. Thank you!
Monday- MLK DAY, NO SCHOOL.
Tuesday- Compare & Contrast Literature (Group), Central Idea (Independent)
Wednesday- Summarize Informational Text (Group), Individuals/Events/Ideas (Independent)
Thursday- Evaluate Arguments (Group), Technical Meanings (Independent)
Friday- Dangling & Misplaced Modifiers (Group)
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Comprehension Test on JFK's Speech "Remarks at the Dedication of the Aerospace Medical Health Center." Students should study their academic vocabulary and critical vocabulary terms in their writing journals as well as their study guides from Tuesday of this week.
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Students should complete short response #26 in their Collection 5 Exam within Part 1. They will need to restate the question and provide textual evidence from the passage to support their answer.
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Students should complete short response #25 in their Collection 3 Exam within Part 1. They will need to restate the question and provide textual evidence from the passage to support their answer.
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WINTER BREAK HOMEWORK:
Students will need to complete two AzM2 close reads over winter break- one informational "Bullying" and one literature "Backstage Drama." Students will need to read each passage TWICE to two different family member's and acquire two signatures on their packet. They will then be responsible for completing the multiple choice questions and short response at the end of each passage.
Students will be given both passages in a stapled packet prior to Winter Break with a due date of January 6th, 2019.
I've attached the passages below, but they do not include the adult signature page nor the short response page.
Students will need to complete two AzM2 close reads over winter break- one informational "Bullying" and one literature "Backstage Drama." Students will need to read each passage TWICE to two different family member's and acquire two signatures on their packet. They will then be responsible for completing the multiple choice questions and short response at the end of each passage.
Students will be given both passages in a stapled packet prior to Winter Break with a due date of January 6th, 2019.
I've attached the passages below, but they do not include the adult signature page nor the short response page.
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Students should read their close read story, "Chachapoyan Princess," and answer the multiple choice questions that follow.
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Students should read their close read story, "Koa Constrictors," and answer the multiple choice questions that follow.
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Study academic AND critical vocabulary terms as well as reading comprehension notes (in reading notebooks) for test on Friday, December 13th, on the latest informational text we read in class, "Big Rocks' Balancing Acts."
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Students should complete their AzM2 Close Read Practice: "Grandpa's Homework." Read passage and answer multiple choice questions that follow.
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Students should complete their AzM2 Close Read Practice: "excerpts from The Boy Patriot." Read the passage and answer the multiple choice questions that follow.
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Students should complete their AzM2 Close Read Practice: "Green Invaders, Chomp! Meat Eating Plants." Read both passages and answer the multiple choice questions that follow. Do NOT need to answer #23.
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Students were given the attached AzM2 Close Read Thursday in class to complete for homework and return Friday, December 6th. They will need to read two related passages and answer the multiple choice questions that follow.
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Review comprehension notes and figurative language chart in reading journals for comprehension exam on Thursday for "Allied with Green."
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Study academic vocabulary words from Collection 3 as well as critical vocabulary words from "Allied with Green" for vocab quiz on Wednesday.
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Create your own soliloquy on a topic of your choosing so long as it provides readers/listeners with a positive message. Must choose four or five iambs in each line and must have at least four total lines.
Example: As birds/ flew in /the night/-time sky,
I watched /and waited/ for-the moon/ to shine.
So big,/ so beautiful,/ in all /it’s glory.
How small/ I feel /in the /night sky.
A lonely /human in/ a wild, /wonderful world.
Looking up /so high /from way /down below,
Life is /suddenly put /in to/ clear perspective.
I watched /and waited/ for-the moon/ to shine.
So big,/ so beautiful,/ in all /it’s glory.
How small/ I feel /in the /night sky.
A lonely /human in/ a wild, /wonderful world.
Looking up /so high /from way /down below,
Life is /suddenly put /in to/ clear perspective.
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Students completed an AzM2 practice close read with the teacher on Wednesday in class. Now, they will need to complete a second practice close read, "Dreaming Big," independently for homework to assess their skills. Teacher will review Thursday, November 21st in class.
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Study critical vocabulary terms from the memoir we read on Tuesday, "Mississippi Solo," and review comprehension notes in your reading journal to study for comprehension test on Wednesday. Students took notes on these terms on Tuesday and reviewed the entire test with the teacher. Students were encouraged to take additional notes in their reading journals during the review should they feel they need extra study materials.
Avalanche- a large mass of snow, ice, dirt, or rock falling quickly down the side of a mountain
Insulate- prevent the passage of heat
Splinter- to break up into sharp, thin pieces
Ethereal- light and airy
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Study academic vocabulary terms and definitions from Collection 3: Nature at Work for vocabulary quiz on Wednesday. Students took notes on these terms Monday in class.
Affect- to have an influence on or effect a change in something
Element- a part or aspect of something
Ensure- to make sure or certain
Participate- to be active and involved in something or to share in something
Specify- to state exactly or in detail what you want or need
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Students will complete the self-evaluation as a way to double-check their rough drafts before their final submission on Thursday, November 7th. Students will rewrite their rough drafts to include the peer revisions from class on Wednesday and submit their final summary with their evaluation when they come to class on Thursday.
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Students will use the summary chart they completed in class to produce their rough draft. The summary chart is attached. They will be presenting their summary of the drama "Sorry, Wrong Number" in class TH and F this week. Rough drafts are due Wednesday, November 6th, so we have time to revise with partners in class.
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Students read three different versions of A Christmas Carol in class on Monday, October 28th. They completed close read notes and a genre comparison chart. They will need to study their notes and the comparison chart for their quiz tomorrow on Tuesday, October 29th.
The comparison chart and the quiz they will be taking are attached.
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Study notes in your reading journal for your Elements of Drama quiz and review the Story Map for the drama "Sorry, Wrong Number" in preparation for your comprehension test on Friday, October 25th! Should you wish to reread the drama, you may sign a textbook out Thursday night.
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We recently finished a short story entitled "Another Place, Another Time" based on a visual from The Chronicles of Henry Burdick. Students will spend Friday, October 18th, writing their own short story based on a different visual. They should find the visual in the attached PDF and start their short story with the first line provided.
We will share story stories on Monday, October 21st. Students should write in their neatest and best AND take the time to revise and edit over the weekend. One page of journal writing is the length expectation.
7A- "Under the Rug." Two weeks passed and it happened again.
7B- "Uninvited Guests." His heart was pounding. He was sure he had seen the doorknob turn.
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Complete "The Grinch" worksheet if student did not finish in class. Highlight the similes in one color and the metaphors in another color. If you do not have a highlighter at home, please underline using two different colors. Choose one simile or metaphor to illustrate on the back. Due Thursday.
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Complete "The Song of Wandering Aengus/Sonnet 43 Test" and submit for homework grade on Wednesday.
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PARENT- STUDENT HOMEWORK
1. Please subscribe to my teacher webpage for BOTH Literature and Composition in your student's section. Due Monday. Worth 10 points.
2. Please join class dojo. You should look for your students HOMEROOM teacher and their section. All of your child's co-teachers will be added to the class so every teacher your child sees throughout the day will have the opportunity to award points and message parents as needed. Your child is being sent home today with the code you need to subscribe once you download the ClassDojo app.
PLEASE SEE THE ATTACHMENT FOR FURTHER INSTRUCTIONS. A paper copy will be sent home with your child today. Thank you!
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BOLD ACTION ARGUMENT OUTLINE
Students have been working extensively on their outline for the past week. They have had time to peer edit and make revisions. The outline is attached in case it needs referenced again. Paragraph 1 should be the hook and thesis statement, paragraph 2 is all about risks, paragraph 3 is all about rewards, paragraph 4 is their claim (are they for it or against it and why), and paragraph 5 is their conclusion.
They need to rewrite these outlines on to lined paper as their final drafts. I would also suggest having students read aloud to a family member to practice their presentation prior to Wednesday.
Students will be presenting their essay WITH a visual display this week starting on Wednesday and we will go through Friday. They must all be prepared on Wednesday should their number be called.
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Finish feather design for Monday if you did not finish in class. Students will present poems on Monday and add their feather to the board to create a giant set of wings in which students will get their pictures taken.
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Study for comprehension test on Friday from our reading of "Icarus's Flight." We will be working on our own poems about aviation and taking flight throughout the week. The first stanza will be due Wednesday. The second stanza will be due Thursday. The final draft (including all three stanzas, total of 4 lines in each stanza) will be due Friday.