ELA Lesson 18 - C&C Works Cited Page
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 18 Part 3 and 4 - Create A Works Cited Page
Use your time today to complete a works cited page. Use your graphic organizer to help you to complete this assignment. Due to the change in computer carts it will be necessary to create the assignment using a Google Doc. It will completed using the established class procedures. Submit the completed page in Google Classroom.
Use your time today to complete a works cited page. Use your graphic organizer to help you to complete this assignment. Due to the change in computer carts it will be necessary to create the assignment using a Google Doc. It will completed using the established class procedures. Submit the completed page in Google Classroom.
ELA Lesson 19 - Reading Nonfiction Articles
DoDEA Standard
RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
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ELA Lesson 19 Part 1 - Focus on Reading
Open the link below and read the article aloud with your group. Focus on the following as you read: the source of the page, the title of the page, and the first five paragraphs. Each group member should be able to go to the board and answer the following question- what is the paragraph mostly about?
ELA Lesson 19 Part 2 - Focus on Reading and Vocabulary
ELA Lesson 19 Part 3 - Focus on Reading and Vocabulary
hubris - (noun) excessive pride or arrogance Note- Hubris was a common theme in ancient Greek mythology. There are many stories involving powerful characters who became excessively proud and arrogant, only to be put in their place by the gods. ELA Lesson 19 Part 4 - Student Teacher Activity and CER Most students have achieved the goal of using evidence to support answers. The goal of today's activity is to get everyone to follow it up with an explanation or comment that is directly related to the evidence. ELA Lesson 19 Part 5 - Focus on Vocabulary / Participation |
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Note- The largest steppe region stretches between Hungary and Mongolia.
ELA Lesson 20 - The Endless Steppe
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 20 Part 1 - Introduction to The Endless Steppe / Chapter 1
During the next few weeks you may be assigned a chapter to read in class. If you do not finish reading during the class period, you will need to take the book home and finish reading it for homework. If you know that a chapter will be assigned in the next class, you may want to start reading it the night before. Whether you read half or all of the next chapter will depend on how fast you read. But remember, comprehending what you read is always your goal!
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The Russian Revolution occurred in 1917. Vladimir Lenin led a group of people who dethroned the ruling Romanov dynasty. The new government came to power and eventually formed a communist government. Communists believe that the "means of production" should be owned by the people (government). Citizens who had become wealthy and owned businesses were known as capitalists. The aftermath of the revolution resulted in many capitalists being imprisoned and their property being confiscated by the government. Many of the people who were imprisoned were shipped off to Siberia to work at factories, farms, and mines.
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In 1939, the first year of World War II, Germany and Russia signed a non-aggression pact (they agreed not to attack each other). But there was a secret part of their deal that they did not publish to the world- they would invade and divide the nation of Poland. The invasion occurred in September of 1939 when Russia and Germany attacked and then divided Poland.
This period in history is where today's story begins... While the first half of Chapter 1 will be read in class, you will read the remainder of the chapters on your own.
Homework - Read the remainder of Chapter 1
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ELA Lesson 20 Part 2 - The Endless Steppe
Homework - Read Chapters 2 and 3- Be ready to take reading comprehension quiz tomorrow at the beginning of class.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 20 Part 1 - Introduction to The Endless Steppe / Chapter 1
During the next few weeks you may be assigned a chapter to read in class. If you do not finish reading during the class period, you will need to take the book home and finish reading it for homework. If you know that a chapter will be assigned in the next class, you may want to start reading it the night before. Whether you read half or all of the next chapter will depend on how fast you read. But remember, comprehending what you read is always your goal!
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The Russian Revolution occurred in 1917. Vladimir Lenin led a group of people who dethroned the ruling Romanov dynasty. The new government came to power and eventually formed a communist government. Communists believe that the "means of production" should be owned by the people (government). Citizens who had become wealthy and owned businesses were known as capitalists. The aftermath of the revolution resulted in many capitalists being imprisoned and their property being confiscated by the government. Many of the people who were imprisoned were shipped off to Siberia to work at factories, farms, and mines.
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In 1939, the first year of World War II, Germany and Russia signed a non-aggression pact (they agreed not to attack each other). But there was a secret part of their deal that they did not publish to the world- they would invade and divide the nation of Poland. The invasion occurred in September of 1939 when Russia and Germany attacked and then divided Poland.
This period in history is where today's story begins... While the first half of Chapter 1 will be read in class, you will read the remainder of the chapters on your own.
Homework - Read the remainder of Chapter 1
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ELA Lesson 20 Part 2 - The Endless Steppe
Homework - Read Chapters 2 and 3- Be ready to take reading comprehension quiz tomorrow at the beginning of class.
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ELA Lesson 20 Part 3 - The Endless Steppe / Comprehension Assignment #1
Chapters 1 & 2 Assignment- This classroom is located in Google Classroom. Answer all questions using complete sentences and use a minimum of three sentences to answer all non-definition questions. Include one quote and a parenthetical citation in your answers.
Homework - Finish and Submit The Endless Steppe Writing Assignment
Chapters 1 & 2 Assignment- This classroom is located in Google Classroom. Answer all questions using complete sentences and use a minimum of three sentences to answer all non-definition questions. Include one quote and a parenthetical citation in your answers.
Homework - Finish and Submit The Endless Steppe Writing Assignment
ELA Lesson 20 Part 4 - The Endless Steppe Chapter 4
- setting (noun) the time, place, and mood of a story)
- protagonist (noun) the central figure in a story (sometimes referred to as the hero or heroine)
- antagonist (noun) a character, group, or force of nature that challenges the main character in a story
- tone (noun) the atmosphere and attitude that a writer conveys towards the subject in a text
Homework - None
------------------------------------------------- ELA Lesson 20 Part 5 - The Endless Steppe Chapter 5 |
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Take- The Endless Steppe Comprehension Quiz #1 Homework - Update Your Planner |
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ELA Lesson 21 - The Endless Steppe
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 22 The Endless Steppe Chapter 6
While reading this chapter you will see the word trachoma. Trachoma is a disease of the eyes that is caused by a type of bacteria. It is a contagious disease that has infected millions of people around the world. If left untreated, trachoma can cause blindness.
Annie Stewart, the woman that taught Helen Keller to communicate, suffered from trachoma. Sullivan had severe vision problems until she underwent several operations that restored most of her vision.
While reading this chapter you will see the word trachoma. Trachoma is a disease of the eyes that is caused by a type of bacteria. It is a contagious disease that has infected millions of people around the world. If left untreated, trachoma can cause blindness.
Annie Stewart, the woman that taught Helen Keller to communicate, suffered from trachoma. Sullivan had severe vision problems until she underwent several operations that restored most of her vision.
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ELA Lesson 21 Part 2 - The Endless Steppe Chapter 7
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ELA Lesson 21 Part 3 - The Endless Steppe Chapter 8
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Take- The Endless Steppe Chapter 6-8 Comprehension Quiz
ELA Lesson 23 The Endless Steppe Chapter 9
Chapter Nine begins during a really difficult phase of World War II in Russia. Although Russia made a secret pact with Germany at the beginning of the war, Germany had no intention of keeping it. In 1941 the Germans used their blitzkrieg tactics in Operation Barbarossa to attack Russia. They pushed the Russians out of Poland and continued the attack inside Russia. While the Germans were making their way to outskirts of Moscow, it created a mass movement of refugees who fled the fighting.
ELA Lesson 23 The Endless Steppe Chapter 9
Chapter Nine begins during a really difficult phase of World War II in Russia. Although Russia made a secret pact with Germany at the beginning of the war, Germany had no intention of keeping it. In 1941 the Germans used their blitzkrieg tactics in Operation Barbarossa to attack Russia. They pushed the Russians out of Poland and continued the attack inside Russia. While the Germans were making their way to outskirts of Moscow, it created a mass movement of refugees who fled the fighting.
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ELA Lesson 21 Part 5 - The Endless Steppe Chapter 10
Chapter Ten is an interesting chapter that many of you, as "military brats," will be relate to and understand. When she first arrived at the Russian school, Esther played it cool and tried to "stay off the radar.'" She did not want to draw the attention of her principal, the teachers (especially Raisa Nikitovna), or the other kids. But, after returning to school, Esther decides that she understands her new environment and that it is time to make a major change.
Chapter Ten is an interesting chapter that many of you, as "military brats," will be relate to and understand. When she first arrived at the Russian school, Esther played it cool and tried to "stay off the radar.'" She did not want to draw the attention of her principal, the teachers (especially Raisa Nikitovna), or the other kids. But, after returning to school, Esther decides that she understands her new environment and that it is time to make a major change.
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Take Chapters 9 -10 - The Endless Steppe Comprehension Quiz
ELA Lesson 22 - The Endless Steppe
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
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ELA Lesson 22 Part 1 - The Endless Steppe Characters Activity
ELA Lesson 22 Part 2 - The Endless Steppe Chapters 14 and 15
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ELA Lesson 25 - The Endless Steppe
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 25 - The Endless Steppe Chapter 17-18
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 25 - The Endless Steppe Chapter 17-18
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ELA Lesson 23 Part 2 - Vocabulary Set 6 Assigned Complete Vocabulary Set six and then finish reading Chapter 17.
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Vocabulary Set #6
precedent * egregious * persevere * inquisitive austere sullen incredulous laborious melancholy shrewd Challenge Definition ubiquitous |
ELA Lesson 23 Part 3 - The Endless Steppe Chapters 17 and 18
Cooperative Learning Activity- Work together with your group to complete this activity. Locate an example of each of the literary terms shown below. Examples can come from both Chapters Seventeen and Eighteen of the book. Each person in the group should be able to state the literary term, define the term, and show an example from the book. Report out when your group is ready.
Cooperative Learning Activity- Work together with your group to complete this activity. Locate an example of each of the literary terms shown below. Examples can come from both Chapters Seventeen and Eighteen of the book. Each person in the group should be able to state the literary term, define the term, and show an example from the book. Report out when your group is ready.
- simile
- metaphor
- flashback
- foreshadow
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ELA Lesson 23 Part 4 - The Endless Steppe Chapters 17 / 18 / 19 Activity
ELA Lesson 24 - The Endless Steppe Wrap-up / Writing
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELA Lesson 24 Part 1 - Special Activity / Vocabulary Drill
Today we will have a special activity. If there is time left at the end of class, you will work with your table partner and quiz each other using your vocabulary cards.
Today we will have a special activity. If there is time left at the end of class, you will work with your table partner and quiz each other using your vocabulary cards.
ELA Lesson 24 Part 2 - The Endless Steppe Chapter 20
Begin to read Chapter 20 after you finish the quiz. If you finish early, go ahead and read Chapter 21 also.
If you have read both chapters, go back mark the examples of the following using the post-it notes provided in class.
Begin to read Chapter 20 after you finish the quiz. If you finish early, go ahead and read Chapter 21 also.
If you have read both chapters, go back mark the examples of the following using the post-it notes provided in class.
- hyperbole
- personification
- metaphor
- simile
- foreshadowing
- flashback
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ELA Lesson 24 Part 3 Work Ethic / Six Major Terms
Begin to read Chapter 20 after you finish the quiz. If you finish early, go ahead and read Chapter 21 also.
If you have read both chapters, go back mark the examples of the following using the post-it notes provided in class.
ELA Lesson 24 Part 4 - The Endless Steppe Chapters 21 and 22
Today you will spend the entire class period finishing the book. Once you are finished, begin marking the examples of the six terms in the book. There are plenty of post-it notes for you use. Remember to write the term on the note and then place it above the sentence in the book.
Begin to read Chapter 20 after you finish the quiz. If you finish early, go ahead and read Chapter 21 also.
If you have read both chapters, go back mark the examples of the following using the post-it notes provided in class.
ELA Lesson 24 Part 4 - The Endless Steppe Chapters 21 and 22
Today you will spend the entire class period finishing the book. Once you are finished, begin marking the examples of the six terms in the book. There are plenty of post-it notes for you use. Remember to write the term on the note and then place it above the sentence in the book.
- hyperbole
- personification
- metaphor
- simile
- foreshadowing
- flashback
ELA Lesson 24 Part 5 - Focus on Writing Improvement
Three random students answers from this week's US History assignment will be edited and revised during class. It is important to understand that all three of the answers meet the basic expectations asked for in the instructions. :) But, as quick writes, they all can be improved. Various student answers will be used over the next several weeks to practice these skills.
Note- Student answers that did not meet the minimum requirements were not selected for edit and revision practice.
Three random students answers from this week's US History assignment will be edited and revised during class. It is important to understand that all three of the answers meet the basic expectations asked for in the instructions. :) But, as quick writes, they all can be improved. Various student answers will be used over the next several weeks to practice these skills.
Note- Student answers that did not meet the minimum requirements were not selected for edit and revision practice.
ELA Lesson 25 - Focus on Writing
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
ELA Lesson 25 Part 1 - Writing Improvement Activity
ELA Lesson 25 Part 2 - The Endless Steppe End of Unit Assignment
During the reading of The Endless Steppe you have been asked to use post-it notes (provided in class) to mark important parts of the chapters. These will come in handy as you undertake today's assignment.
This assignment has been assigned in Google Classroom. Each of the questions require you to locate an example of a specific literature term in a specific chapter. Type the entire sentence or sentences that match the term, use quotation marks, and be sure to add parenthetical citations. Several, but not all of the answers, are found at either the beginning or the end of the chapters. This assignment is due on Thursday (March 10th) at 8:00 AM.
During the reading of The Endless Steppe you have been asked to use post-it notes (provided in class) to mark important parts of the chapters. These will come in handy as you undertake today's assignment.
This assignment has been assigned in Google Classroom. Each of the questions require you to locate an example of a specific literature term in a specific chapter. Type the entire sentence or sentences that match the term, use quotation marks, and be sure to add parenthetical citations. Several, but not all of the answers, are found at either the beginning or the end of the chapters. This assignment is due on Thursday (March 10th) at 8:00 AM.
ELA Lesson 25 Parts 3 /4 / 5 - Compare and Contrast Essay Graphic Organizer
Listen to the instructions today before you begin the graphic organizer. Although you have completed several compare and contrast essays, this one will be a little different. An electronic fillable graphic organizer has already been sent to you via email. Additionally, you have a paper copy of the graphic organizer. Use the graphic on page 250 in the U.S. History textbook to help you determine the views of the political parties regarding states' rights, domestic policy, and foreign policy. Next, you will need to use the last three chapters of the textbook to collect quotes to support the topics.
You are encouraged to ask questions if you encounter problems.
Begin Writing Your Paper- As soon as you have finished and submitted the graphic organizer, begin your writing paper.
Listen to the instructions today before you begin the graphic organizer. Although you have completed several compare and contrast essays, this one will be a little different. An electronic fillable graphic organizer has already been sent to you via email. Additionally, you have a paper copy of the graphic organizer. Use the graphic on page 250 in the U.S. History textbook to help you determine the views of the political parties regarding states' rights, domestic policy, and foreign policy. Next, you will need to use the last three chapters of the textbook to collect quotes to support the topics.
You are encouraged to ask questions if you encounter problems.
Begin Writing Your Paper- As soon as you have finished and submitted the graphic organizer, begin your writing paper.
Writing Prompt- The policies of the Federalists and Democratic Republicans were very different. What were the the policies of the Federalists and Democratic Republicans regarding states' rights, domestic policy, and foreign policy?
ELA Lesson 26 - Focus on Writing
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
ELA Lesson 26 Part 1 /2 / 3 - Compare and Contrast Essay
Use your time over the next three classes to write your compare and contrast essay.
Use your time over the next three classes to write your compare and contrast essay.
The following are a few ways to "hook" your audience.
- Begin with a quote that is related to your thesis statement.
- Describe a problem or issue facing society that relates to your topic. This approach can be very effective when the issue sparks an emotional response in your reader. This approach requires a few sentences that adequately describe the problem or issue.
- Describe a humorous story (anecdote) that relates to your topic. Again, humor helps to spark an emotional response. Be sure to make the connection between the story and thesis topic.
- Ask the reader a rhetorical question. Rhetorical questions get the reader to start thinking about the topic. It is critical that you follow a rhetorical question with a few sentences that help to answer the question and guide the reader to the thesis statement.
- Make a statement about the topic and then point out a common misconception about it. Then make the connection between the misconception and your topic.
- Make a statement about the topic and then support it with a statistic. Statistics, particularly if they are surprising, help to make your topic more interesting. Provide enough information about the topic to make the connection to the thesis.
Once you have created the hook you are ready to state your thesis. The thesis is often driven by a writing prompt and includes the major points that will be made in the essay.
Compare and Contrast Structure - The Three Essay Body Paragraphs
1. Introduce and define your topic (the three things that will be prepared).
2. Describe the topic as it relates to the first topic
- Evidence Quote
- Paraphrased Evidence Sentence
3. Describe the topic as it relates to the second topic
- Evidence Quote
- Paraphrased Evidence Sentence
4. Compare and contrast the topic as it relates to both topics (either they are similar or different).
1. Introduce and define your topic (the three things that will be prepared).
2. Describe the topic as it relates to the first topic
- Evidence Quote
- Paraphrased Evidence Sentence
3. Describe the topic as it relates to the second topic
- Evidence Quote
- Paraphrased Evidence Sentence
4. Compare and contrast the topic as it relates to both topics (either they are similar or different).
Due- The completed essay is due on Friday.
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ELA Lesson 27 - Focus on Writing
DoDEA Standard
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.5 Describe how a text presents information (sequentially, comparatively, and causally).
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELA Lesson 27 Part 1 - Compare and Contrast Essay Peer Review
Use the form distributed in class to provide writing feedback to your table partner. You both will switch computers and only scroll up and down while you read their paper. While you are reviewing their paper, they will be reviewing your paper. Make comments as you read the paper. Provide honest, yet respectful, feedback.
Examples of Improvement: unclear, verbose, vague, repetition of words across the paper, lack of variation in wording across the three body paragraphs, misspellings, lack of useful evidence, lack of a proper introduction, lack of a proper conclusion, and sentences that are unrelated to the thesis or comparison topics.
Use the form distributed in class to provide writing feedback to your table partner. You both will switch computers and only scroll up and down while you read their paper. While you are reviewing their paper, they will be reviewing your paper. Make comments as you read the paper. Provide honest, yet respectful, feedback.
Examples of Improvement: unclear, verbose, vague, repetition of words across the paper, lack of variation in wording across the three body paragraphs, misspellings, lack of useful evidence, lack of a proper introduction, lack of a proper conclusion, and sentences that are unrelated to the thesis or comparison topics.
ELA Lesson 27 Part 2 - Compare and Contrast Essay Peer Review
Use the revised and longer form distributed in class to provide writing feedback to your table partner. You both will switch computers and only scroll up and down while you read their paper. While you are reviewing their paper, they will be reviewing your paper. Make comments as you read the paper. Provide honest, yet respectful, feedback.
Use the revised and longer form distributed in class to provide writing feedback to your table partner. You both will switch computers and only scroll up and down while you read their paper. While you are reviewing their paper, they will be reviewing your paper. Make comments as you read the paper. Provide honest, yet respectful, feedback.
ELA Lesson 27 Part 3 - Compare and Contrast Essay Final Edit
Use the two peer review forms to make the edit and revision of your essay. By the end of the you will need to return the two forms and submit the essay in Google Classroom.
Use the two peer review forms to make the edit and revision of your essay. By the end of the you will need to return the two forms and submit the essay in Google Classroom.
ELA Lesson 27 Part 4 - Focus on Vocabulary
ELA Lesson 28 - Focus on Writing
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
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ELA Lesson 28 Part 1 - Idiom Jamboard Group Assignment
Your group will create several Jamboard slides; the number will be determined by the number of answers your group provides. Your group task is to search the internet to find examples of idioms and what they mean. Simply listing an idiom is not enough! Use a yellow post-it notes to show the idiom. Use a blue post-it note to show the meaning of the idiom. The idiom post-in note should be on the left and the meaning post-it note on the right. There should be a maximum of six idioms on each slide. Slide Instructions
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ELA Lesson 28 Part 2 - Idioms Poster Assignment
Yesterday your group completed an idiom Jamboard. Today you will use the information collected to complete a small idiom poster. All members of the group must use different idioms (so you will need to discuss this).
Use the paper provided to create an idiom poster that shows four different idioms and their meanings. Your poster must be neat, colorful, and free of spelling errors.
Follow these steps to complete the assignment.
You are encouraged to complete this assignment today in class. But, you may take this assignment home and finish it if necessary.
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Homework - Watch the two videos that are linked below in tomorrow's lesson. Take notes (electronic or paper) as you watch the videos. (Task Time - Approximately 25 minutes)
Suggestion- Take notes as you watch the videos and be ready to pause it when necessary.
Remember that the best notes contain specific facts and key concepts. You will use your notes to complete a writing assignment in class tomorrow. The notes you take tonight will be collected at the end of class tomorrow.
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Lesson 28 Part 3 - The Buffalo Soldiers
You watched these videos and took notes last night. Today you will use those notes to help you complete this writing assignment.
Yesterday your group completed an idiom Jamboard. Today you will use the information collected to complete a small idiom poster. All members of the group must use different idioms (so you will need to discuss this).
Use the paper provided to create an idiom poster that shows four different idioms and their meanings. Your poster must be neat, colorful, and free of spelling errors.
Follow these steps to complete the assignment.
- Put a heading in the upper-left-hand corner of the paper.
- Divide the paper into four rectangles.
- Each box will contain an idiom and its meaning.
- Add a colorful picture that shows the meaning of the idiom.
- Use a pen or fine-tip marker to write the words (no pencil).
You are encouraged to complete this assignment today in class. But, you may take this assignment home and finish it if necessary.
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Homework - Watch the two videos that are linked below in tomorrow's lesson. Take notes (electronic or paper) as you watch the videos. (Task Time - Approximately 25 minutes)
Suggestion- Take notes as you watch the videos and be ready to pause it when necessary.
Remember that the best notes contain specific facts and key concepts. You will use your notes to complete a writing assignment in class tomorrow. The notes you take tonight will be collected at the end of class tomorrow.
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Lesson 28 Part 3 - The Buffalo Soldiers
You watched these videos and took notes last night. Today you will use those notes to help you complete this writing assignment.
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Class Assignment-
Write a paper that includes at least two paragraphs. In it, you will describe the Buffalo Soldiers, what they did, why men wanted to join these units, and why they are unique in US and Texas history. It is important that you introduce the topic and that your sentences and paragraphs follow a logical structure. Use transitions so that your paper will flow smoothly. Use a Google Doc and follow the established class procedures (appropriate heading in the upper-left-hand corner and instructions). Submit the completed assignment in Google Classroom. This assignment is due at the end of class today. |
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ELA Lesson 28 Part 4 - Vocabulary Set 7 Assigned
Complete the vocabulary set using the established class procedures. Submit the completed notecard set by Monday morning at 8:00 in Google Classroom. If several of the words look familiar it is because we have discussed and used them in past lessons. |
Vocabulary Set #7
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ELA Lesson 29 - Focus on Writing
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
ELA Lesson 29 Part 1 - Vocabulary Review
You will have about 30 minutes to participate in a notecard drill with your table partner. Focus on sets vocabulary sets six and seven today. A practice quiz will be handed-out at the end of the day and is due on Thursday. There will be new animal of the week that will be updated this evening. Some of the questions on the practice quiz will come from tomorrow's homophone lesson.
You will have about 30 minutes to participate in a notecard drill with your table partner. Focus on sets vocabulary sets six and seven today. A practice quiz will be handed-out at the end of the day and is due on Thursday. There will be new animal of the week that will be updated this evening. Some of the questions on the practice quiz will come from tomorrow's homophone lesson.
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ELA Lesson 29 part 2 - Homophones (New and Review)
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their (adjective) shows possession they’re (contraction) a contraction meaning they are there (adverb) in, at, or to a place |
ELA Lesson 29 Part 3 Sentence Stems for Evidence Reasoning and Paragraphs Jamboard - Work with your group to create twelve sentence stems that could follow evidence in an answer (reasoning portion of CER). Then create twelve sentence stems that could be used at the end of a paragraph. Designate one person to be the Jamboard creator and writer.
No other members of the group will open the Jamboard program! The other members of the group have the task of brainstorming and collecting examples. You should begin by looking at past essays and writing assignments. What stems did you use to begin these types of sentences?
The goal of this activity is to generate ideas that students can be used for future writing assignments.
Basic Requirements
- Create the Jamboard and share with Mr. D. and all group members
- 2 Slides With the Lesson Title and the Words “- Evidence Reasoning”
- 2 Slides With the Lesson Title and the Words “- Concluding Paragraph Stems”
- A line at the bottom of the slide with the group member names
- Colorful Background
- 6 notes with answers per page (large and easy to read)
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ELA Lesson 29 Parts 4 and 5 Close Reader Assignment "Teenagers and New Technology"
Read and complete this assignment individually. This magazine article begins on page 77 and ends on page 82. Begin by reading the "Background" at the top of the page. Then answer the questions using at least one quote (MLA format) and define all of the vocabulary words. Question four will require you to discuss the question with your group. The “Short Response” will require more than one quote. Hand-in your Close Reader when you have finished. |
C-E-R (Claim - Evidence - Reasoning) Requirement
All reasoning responses must begin with one of the following...
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ELA Lesson 30 - Focus on Writing
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
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ELA Lesson 30 Part 1 Close Reader Assignment "Stinging Tentacles Offer Hint of Ocean's Decline"
Read and complete this assignment individually. This magazine article begins on page 67 and ends on page 74. Begin by reading the "Background" at the top of the page. Then answer the questions using at least one quote (MLA format). One question will require you to discuss the question with your group. The “Short Response” will require two quotes. Important- This assignment is due fifteen minutes prior to the end of class tomorrow. You may need to take your Close Reader home if you need additional time. |
C-E-R (Claim - Evidence - Reasoning) Requirement
All reasoning responses must begin with one of the following...
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ELA Lesson 30 Part 2 - Close Reader / Persuasion Techniques
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This assignment is due fifteen minutes prior to the end of class today. Prior to submitting the assignment, check to make sure that you have highlighted all of the sentence stems.
Leave the story open to the first page and place it face down in the stack. During the last fifteen minutes we will be discussing the six different persuasive techniques. Glittering generality is perhaps the most difficult of the six. It is a technique that is vague on specifics, but instead, focuses on positive emotional appeal and image. |
Persuasive Techniques
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ELA Lesson 30 Part 3 - Persuasive Techniques Jamboard Assignment
Work with your group today to complete the following activity. You will create six Jamboard slides. Each of the six slides will focus on the six persuasion techniques. Use the internet to find examples of each technique in the form pictures. Then use a note to explain how the picture shows or reflects the specific technique. Each person in the group must contribute one picture and explanation per slide.
Instructions
Work with your group today to complete the following activity. You will create six Jamboard slides. Each of the six slides will focus on the six persuasion techniques. Use the internet to find examples of each technique in the form pictures. Then use a note to explain how the picture shows or reflects the specific technique. Each person in the group must contribute one picture and explanation per slide.
Instructions
- Use the "waffle" to access Jamboard and create a new slide (+ sign).
- Save the Jamboard by naming it with the year, date, lesson number, group member initials.
- Change the background color to blue and type the title of the slide (the technique) in gold.
- Show the definition of the technique (defined in the Collections book) below the title.
- List the group member names at the bottom of the slide in gold.
- Each group member needs to contribute one picture and one explanation for each technique.
- Your group is finished when all of the slides have been completed.
- Report out to get feedback before putting your computers away.
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Persuasive / Argumentative Structure Paragraph 1 - Introduction
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ELA Lesson 30 Part 4 - Persuasive Essay Structure and Example
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ELA Lesson 31 - Persuasive Essay
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from
that of others.
ELA Lesson 31 Parts 1 / 2 / 3 - Persuasive Essay Work Sessions
Task #1- Thesis Statement and Three Main Points
Your first task in writing a persuasive essay is to create your thesis statement and three main points. Keep in mind that your third point must be a counterpoint that you will refute. Report out with your written thesis and points prior to beginning your essay.
Task #2- Write Your Essay
Write a five paragraph persuasive essay as described in class last week. Use the information provided verbally and in the previous lesson above as your guide. Each of the three body paragraphs will requires two quotes (from different sources) and parenthetical citations. You will need to include a works cited page on the last whole page of the paper.
Task #3- Create the Works Cited Page
Use the link provided on this page to guide your creation of a works cited page. Insert a page break and make this the final of your essay.
Your first task in writing a persuasive essay is to create your thesis statement and three main points. Keep in mind that your third point must be a counterpoint that you will refute. Report out with your written thesis and points prior to beginning your essay.
Task #2- Write Your Essay
Write a five paragraph persuasive essay as described in class last week. Use the information provided verbally and in the previous lesson above as your guide. Each of the three body paragraphs will requires two quotes (from different sources) and parenthetical citations. You will need to include a works cited page on the last whole page of the paper.
Task #3- Create the Works Cited Page
Use the link provided on this page to guide your creation of a works cited page. Insert a page break and make this the final of your essay.
The following are a few ways to "hook" your audience.
- Begin with a quote that is related to your thesis statement.
- Describe a problem or issue facing society that relates to your topic. This approach can be very effective when the issue sparks an emotional response in your reader. This approach requires a few sentences that adequately describe the problem or issue.
- Describe a humorous story (anecdote) that relates to your topic. Again, humor helps to spark an emotional response. Be sure to make the connection between the story and thesis topic.
- Make a statement about the topic and then point out a common misconception about it. Then make the connection between the misconception and your topic.
- Make a statement about the topic and then support it with a statistic. Statistics, particularly if they are surprising, help to make your topic more interesting. Provide enough information about the topic to make the connection to the thesis.
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ELA Lesson 31 Part 4 Persuasive Essay Completion
Keep in mind that you are using MLA (Modern Language Association) format in your essay. Think about the following questions as you begin to edit and revise your essay. |
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Introductory Paragraph
Introductory Paragraph
- Did you hook you audience in the introductory paragraph?
- Did you state your three main arguments?
- Did you end with a thesis that clearly reflects your view of the topic?
- Do paragraphs two and three state your main arguments and present two pieces of evidence in each paragraph?
- Does it follow the proper order?
- Does it end with a statement that reinforces your point?
- Did you present a counter-argument?
- Did you provide two pieces of evidence that refute the argument?
- Did you end the paragraph with a powerful statement that clearly shows how the counter-argument is refuted?
- Did you restate your thesis?
- Did you restate you arguments? (Consider the concluding sentence method.)
- Did you connect the issue to the reader and perhaps encourage the reader to take action?
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Lesson 31 Homework Assignment - Record, Save, and Listen to Your Essay
Now that you have finished your essay you will use this tool to hear how it sounds. Record your completed essay so that you can hear how it sounds. Step 1- Click on the link to the right. Step 2- Click on the red button to begin recording. Step 3- After you finish recording, click on the "Download" button and save the mp3 file to your computer. Step 4- Change the name of the file to "2022 4 28 Last Name Lesson 31." Step 5- Move the mp3 file to your ELA file in your Google Drive. |
You are making a recording that will only be heard by you, your teacher, and perhaps your parents. Read your essay and do worry about making it perfect. Listen to the recording and evaluate how it sounds. Does your essay flow smoothly? Are your arguments persuasive? Do you need to revise your essay? |
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ELA Lesson 31 Part 5 Submit You Persuasive Essay / Test Answer Focus Areas
ELA Lesson 31 Part 5 Submit You Persuasive Essay / Test Answer Focus Areas
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hyperbole an obvious exaggeration that is not meant to be taken literally Examples I have a million things to do! I slept like a rock! I'm so hungry I could eat an elephant! This book weighs a ton! Examples of Secondary Sources biographies encyclopedias magazine articles textbooks |
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ELA Lesson 32 - Writing and Poetry
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELA Lesson 32 Part 1- Ethos / Logos / Pathos and Persuasive Essay Reflection
ELA Lesson 32 Part 2- Writing and Poetry
The Four Major Types of Writing
Descriptive (writing that describes and may use figurative language)
Expository (writing that informs and provides factual information)
Narrative (writing that tells a story)
Persuasive (writing that attempts to persuade a reader)
Descriptive (writing that describes and may use figurative language)
Expository (writing that informs and provides factual information)
Narrative (writing that tells a story)
Persuasive (writing that attempts to persuade a reader)
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Major American Poets
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What major type of writing does poetry belong to?
What is a stanza?
What is narrative poetry?
What are the four characteristics of poetry?
What are the names of six American poets?
What is a stanza?
What is narrative poetry?
What are the four characteristics of poetry?
What are the names of six American poets?
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ELA Lesson 32 Part 3- Understanding Online Testing Period 1/3- Online Testing Cooperative Group Activity Each cooperative learning group will be given approximately three slides and three topics from the DCAS practice test. Work as a group to explore the tools and topics on your assigned slides and topics. Click on the options and figure out all of the ways that it can help you during testing. Your individual goal will be to teach about your assigned slide or topic in approximately two to three minutes. Step 1 - Look at your assigned slides and topics as a group. Plan how your group will present the information tomorrow. Step 2- Distribute the tasks equally. Step 3- Tackle your assigned information by reading the information and using the tools. Decide how you would go about answering the questions and how you would determine the correct answers. Step 4- Use the notecard (provided in class) to record your notes and information. You will use the notecard when you present tomorrow. |
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Period 3- The Tell-Tale Heart
Step 1 - Read the short story as a group. Take turns reading a paragraph and leading the discussion.
Note- Leading the discussion means that you are responsible for asking the group questions and encouraging
participation.
Step 2- Stop after each paragraph and discuss it.
Sept 3- When finished, work together to answer the following questions before reporting out.
- What is the tone of the poem?
- What is the setting?
- What is the POV?
- What is the narrator of the story trying to convince the reader to believe?
- What is your opinion about the story? Did you like it? Why? Did you dislike it? Why not?
- What are the titles of other Poe works?
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Lesson 32 Part 4 "The Road Not Taken" by Robert Frost
Robert Frost (1874-1963) is perhaps one of the famous American poets. Frost persevered for over forty years before his hard work paid off. In fact, his work was not published in a significant way until he moved to England. He later moved back to the United States and became famous. During his lifetime Frost won four Pulitzer Prizes for his poetry. "The Road Not Taken" was included in a collection that won the Pulitzer Prize in 1931.
Assignment Details |
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Step 1 – Work with your group to pick one person to read the poem from beginning to end. While the reader is reading
follow along with the goal of understanding the meaning.
Step 2- Another group member will read only the first stanza.
Step 3- Discuss the first stanza and allow each group member to add their opinions.
Step 4- Use the space to the right of the poem to write two sentences that explain the meaning of the first stanza.
Step 5- Repeat this process for each of the next three stanzas.
Step 6- Use a highlighter to highlight the descriptive words in the poem. Work together!
Step 7- The final step is to be completed independently. Pretend that you are the narrator of the poem. What do you see? Turn the page over and draw a picture of what you “see.” Use the descriptive words and sentences to help you form a mental picture.
follow along with the goal of understanding the meaning.
Step 2- Another group member will read only the first stanza.
Step 3- Discuss the first stanza and allow each group member to add their opinions.
Step 4- Use the space to the right of the poem to write two sentences that explain the meaning of the first stanza.
Step 5- Repeat this process for each of the next three stanzas.
Step 6- Use a highlighter to highlight the descriptive words in the poem. Work together!
Step 7- The final step is to be completed independently. Pretend that you are the narrator of the poem. What do you see? Turn the page over and draw a picture of what you “see.” Use the descriptive words and sentences to help you form a mental picture.
ELA Lesson 33 - Poetry
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Witch or Which
witch - refers to a person (who might ride a broom)
which - asks a question
witch - refers to a person (who might ride a broom)
which - asks a question
ELA Lesson 33 Part 1 and 2 "The Raven" Poem Vocabulary Activity- Use the www.geo4u.net glossary to find the definitions of words shown below. Include the part of speech and the entire definition. Use a pen to complete this assignment. You should be able to complete this in class today. Complete it as homework if you do not finish in class. Submit the completed assignment in Google Classroom by 8:00 AM tomorrow. Submit a copy of both the front and back of the assignment.
Due- May 11th at 8:00 AM
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Lesson 33 Part 3 Vocabulary and Persuasive Essay Feedback
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Lesson 33 Parts 4/5 Narrative Poetry and "The Raven" by Edgar Allan Poe
Step 1 – Work with your group to pick one person to read the front side of "The Raven" from beginning to end. While the reader is reading, follow along with the goal of understanding the meaning. Step 2- Next, person one will read only the first stanza. Step 3- Discuss the first stanza and allow each group member to add their opinions. What figurative language is used and what meaning does it convey? Step 4- Use the space to the right of the poem to write two sentences that explain the meaning of the first stanza. Step 5- Repeat this process for each of the next three stanzas. |
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ELA Lesson 34 - Poetry
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
ELA Lesson 34 Parts 1 and 2 "The Raven" by Edgar Allan Poe Lessons
Cooperative Learning Group Reading of Stanzas
Each group will be assigned two stanzas to read aloud to the class. Distribute the assigned lines equally within the group and practice the poem aloud. When called, be ready to present the poem with the appropriate loud voice, with passion, and emphasis that helps the listener to understand the poem.
"The Raven" Final Assignment
The final assignment in our study of “The Raven” is to be completed independently. Pretend that you are the narrator. What do you see? Write six quotes from the poem (at least five words each) that describes the scene. Recall that Edgar Allen Poe lived from 1809 to 1849, and thus, the picture should reflect the time-period. Make the picture neat and colorful. This assignment is due tomorrow in Google Classroom at 8:00 AM.
Cooperative Learning Group Reading of Stanzas
Each group will be assigned two stanzas to read aloud to the class. Distribute the assigned lines equally within the group and practice the poem aloud. When called, be ready to present the poem with the appropriate loud voice, with passion, and emphasis that helps the listener to understand the poem.
"The Raven" Final Assignment
The final assignment in our study of “The Raven” is to be completed independently. Pretend that you are the narrator. What do you see? Write six quotes from the poem (at least five words each) that describes the scene. Recall that Edgar Allen Poe lived from 1809 to 1849, and thus, the picture should reflect the time-period. Make the picture neat and colorful. This assignment is due tomorrow in Google Classroom at 8:00 AM.
Poem Assignment "I Wish"-
Create a poem titled "I Wish." Your completed poem must have two stanzas with a total of at least ten lines. Use rhyme, figurative language, and descriptive words to make your poem interesting. You will present this poem in class on Friday.
Lesson 34 Part 3- Close Reader Poems
Due- This assignment is due on Friday morning at beginning of class.
Create a poem titled "I Wish." Your completed poem must have two stanzas with a total of at least ten lines. Use rhyme, figurative language, and descriptive words to make your poem interesting. You will present this poem in class on Friday.
Lesson 34 Part 3- Close Reader Poems
- “Problems with Hurricanes” by Victor Hernández Cruz
- "Prayer to the Pacific” by Leslie Marmon Silko
- “Tornado at Talladega” by Gwendolyn Brooks
Due- This assignment is due on Friday morning at beginning of class.
ELA Lesson 35 - Comprehensive Review
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
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ELA Lesson 35 Parts 1 and 2 - Poetry Types Google Slide Assignment
Listen carefully to the instructions for the cooperative learning activity. Your group will create a title slide with the instructions and nine poetry type slides. Add three bullets that describe that describe the poetry type. Then your task will be to search the internet to find examples of that type of poetry. Include the title, poet name, and one stanza from each of the examples poems. All slides must have the same format colors. Choose a light color for the background and a dark font color. Use the link below as the source of your information. |
Slide Instructions
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ELA Lesson 35 Part 3 - Poetry Make-up Presentations / Slide Presentation Due / Homophones / Bards and Poems
Bards and Poems
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Maya Angelou
Emily Dickenson Robert Frost Langston Hughes Edgar Allen Poe Walt Whitman |
"Caged Bird"
"I'm Nobody! Who are you?" "The Road Not Taken" “Let America Be America Again” "The Raven" "Leaves of Grass" |
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accept (verb) to receive an object or idea Example- I accept your apology!
except (preposition) not accepting something or someone Example- Everybody is attending the festival except Becky.
except (preposition) not accepting something or someone Example- Everybody is attending the festival except Becky.
desert (verb) to illegally leave military service Example- The cowardly soldier deserted his post and disappeared.
desert (noun) a very dry place Example- I always carry plenty of water when I hike in the desert.
dessert (noun) a great reason to finish dinner Example- My mother made chocolate pudding for dessert!
Hint- Dessert has letter “s” twice- just like you might want twice as much dessert!
desert (noun) a very dry place Example- I always carry plenty of water when I hike in the desert.
dessert (noun) a great reason to finish dinner Example- My mother made chocolate pudding for dessert!
Hint- Dessert has letter “s” twice- just like you might want twice as much dessert!
its (adjective) belonging to Example- The dog lost its collar.
it's (contraction) a contraction meaning it is Example- It's going to be a beautiful day!
their (adjective) shows possession Example- Their science experiment won first place in the contest.
they’re (contraction) a contraction meaning they are Example- They're in the gym playing dodgeball.
there (adverb) in, at, or to a place Example- We should go there and order a pizza for dinner.
it's (contraction) a contraction meaning it is Example- It's going to be a beautiful day!
their (adjective) shows possession Example- Their science experiment won first place in the contest.
they’re (contraction) a contraction meaning they are Example- They're in the gym playing dodgeball.
there (adverb) in, at, or to a place Example- We should go there and order a pizza for dinner.
to (preposition) indicates movement, direction, or position Example- I am going to the commissary.
too (adverb) also Example- Becky is going too.
two (adjective) a number Example- I will buy two pizzas at the commissary.
witch (noun) refers to a person (who might ride a broom) Example- I saw an evil witch on a broom last night.
which (pronoun) an interrogative (question) used to determine a choice Example- Which of you will speak for the group?
too (adverb) also Example- Becky is going too.
two (adjective) a number Example- I will buy two pizzas at the commissary.
witch (noun) refers to a person (who might ride a broom) Example- I saw an evil witch on a broom last night.
which (pronoun) an interrogative (question) used to determine a choice Example- Which of you will speak for the group?
ELA Lesson 35 End of the Year ELA Test
ELA Lesson 35 Part 4 Close Reader Assignment "Heartbeat"
Read and complete this assignment individually. This short story begins on page 25 and ends on page 30. Begin by reading the "Background" about David Yoo. Is there a connection between his background and Heartbeat? Before you begin to read the story, use the class glossary to define the vocabulary words. You are encouraged to use one computer per group. Then answer the questions using at least one quote (MLA format). Use two quotes when you answer the “Short Response” and highlight the quote-related stems that follow the quotes.
You should have enough time to complete and submit this assignment in Google Classroom today.
Students who are absent need to complete this assignment as homework (submit by Wednesday of next week).
Note- This will be your last Close Reader assignment of the year.
Read and complete this assignment individually. This short story begins on page 25 and ends on page 30. Begin by reading the "Background" about David Yoo. Is there a connection between his background and Heartbeat? Before you begin to read the story, use the class glossary to define the vocabulary words. You are encouraged to use one computer per group. Then answer the questions using at least one quote (MLA format). Use two quotes when you answer the “Short Response” and highlight the quote-related stems that follow the quotes.
You should have enough time to complete and submit this assignment in Google Classroom today.
Students who are absent need to complete this assignment as homework (submit by Wednesday of next week).
Note- This will be your last Close Reader assignment of the year.
ELA Lesson 36 - ELA Wrap-up Week
DoDEA Standard
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
SL.1 (Speaking and Listening) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Lesson 36 Part 1- Finish and Submit Close Reader Assignment
Due- ELA Lesson 35 Close Reader Assignment
Lesson 36 Part 2 - Graphic Novel
Lesson 36 Part 3 - Graphic Novel Reflection
This week you have been reading the graphic novel titled “New Kid” by Jerry Craft. Work with your cooperative learning group to brainstorm all of the ways that graphic novels and conventional novels are different. Take into consideration physical as well as literary differences. Submit your group answers via email when you have finished.
Due- ELA Lesson 35 Close Reader Assignment
Lesson 36 Part 2 - Graphic Novel
Lesson 36 Part 3 - Graphic Novel Reflection
This week you have been reading the graphic novel titled “New Kid” by Jerry Craft. Work with your cooperative learning group to brainstorm all of the ways that graphic novels and conventional novels are different. Take into consideration physical as well as literary differences. Submit your group answers via email when you have finished.