ELA Lessons 0 and 1 - Class Procedures and Policies
ELA Lesson 2 - Standards and Using the Close Reader
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.
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 2 - Introduction (Standards)
ELA Lesson 2 Part 2 - Using the Close Reader
Today you will be given a Close Reader. It is different than a text book because you write in it. Begin each Close Reader assignment by reading the "Author Background." Information about the author can sometimes hint at what the story is about. Next, define all of the vocabulary words that are in the margin. Then begin reading the story.
Notice that the lines are numbered to the side (more on this later). As you read, complete the writing and annotation questions. The questions are numbered and refer to specific parts of the text. Restate each question, provide evidence, and then explain your reasoning (CER).
The final question at the end of the story is referred to as the "Short Response." This is the most important question of the assignment. In order to receive full credit, you must provide the CER and answer using at least 80% of the space provided.
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.
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 2 - Introduction (Standards)
- Why does every lesson begin with a DoDEA standard?
- What does the standard tell you (the student)?
ELA Lesson 2 Part 2 - Using the Close Reader
Today you will be given a Close Reader. It is different than a text book because you write in it. Begin each Close Reader assignment by reading the "Author Background." Information about the author can sometimes hint at what the story is about. Next, define all of the vocabulary words that are in the margin. Then begin reading the story.
Notice that the lines are numbered to the side (more on this later). As you read, complete the writing and annotation questions. The questions are numbered and refer to specific parts of the text. Restate each question, provide evidence, and then explain your reasoning (CER).
The final question at the end of the story is referred to as the "Short Response." This is the most important question of the assignment. In order to receive full credit, you must provide the CER and answer using at least 80% of the space provided.
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Key Points
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C claim E evidence R reasoning |
ELA Lesson 3 - Vocabulary and Literature Terminology
PADoDEA Standards
RI.1 (Reading Information Text) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.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.
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 1 Part 3 - Learning Activity and Vocabulary Set #1 Assigned
Participate in today's vocabulary learning activity. You will first learn about figurative language and focus on five examples. These are not the only types of figurative language, but they are the ones that we will focus on first. It is very important that you actively participate in today's lesson so that you can learn the definitions and examples more quickly.
RI.1 (Reading Information Text) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.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.
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 1 Part 3 - Learning Activity and Vocabulary Set #1 Assigned
Participate in today's vocabulary learning activity. You will first learn about figurative language and focus on five examples. These are not the only types of figurative language, but they are the ones that we will focus on first. It is very important that you actively participate in today's lesson so that you can learn the definitions and examples more quickly.
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Create the current vocabulary notecard set using the established class procedures.
Steps To Complete Vocabulary Notecards
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Vocabulary Set #1
simile metaphor onomatopoeia alliteration personification flashback foreshadow point of view figurative language theme |
ELA L3 Notecards Homework- Submit the completed set in Google Classroom by taking a picture of both the front and back of the cards. Lay the cards out in rows four or five before taking the pictures. This assignment is due at 8:00 AM on Wednesday in Google Classroom. Refer to the photograph example in the Google Classroom assignment to better understand what the format.
dialogue
(noun) a conversation between characters in a story
Math Connection
The prefix dia means across or through.
Can you think of a word used in math that includes the prefix dia?
(noun) a conversation between characters in a story
Math Connection
The prefix dia means across or through.
Can you think of a word used in math that includes the prefix dia?
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Focus on Point of View- The third person point of view uses a narrator to tell stories. There is usually a combination of dialogue between characters and narration. The narrator provides critical information that is not included in character dialogue and pushes the story forward.
The third person narration comes in one of two forms- third person limited and third person omniscient. The chart to the right shows how each is used in a story. |
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omniscient
(adjective) all-knowing
The third person point of view is told by a narrator
who is not a character in the story. The third person narrator will either be limited or omniscient.
(adjective) all-knowing
The third person point of view is told by a narrator
who is not a character in the story. The third person narrator will either be limited or omniscient.
ELA Lesson 4 Using The Close Reader
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.
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 4 Part 1 - Using the Close Reader
Today you will be given a Close Reader. It is different than a text book because you write in it. Begin each Close Reader assignment by reading the "Author Background." Information about the author can sometimes hint at what the story is about. Next, define all of the vocabulary words that are in the margin. Then begin reading the story.
Notice that the lines are numbered to the side (more on this later). As you read, complete the writing and annotation questions. The questions are numbered and refer to specific parts of the text. Restate each question, provide evidence, and then explain your reasoning (CER).
The final question at the end of the story is referred to as the "Short Response." This is the most important question of the assignment. In order to receive full credit, you must provide the CER and answer using at least 80% of the space provided.
Additional Information
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.
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 4 Part 1 - Using the Close Reader
Today you will be given a Close Reader. It is different than a text book because you write in it. Begin each Close Reader assignment by reading the "Author Background." Information about the author can sometimes hint at what the story is about. Next, define all of the vocabulary words that are in the margin. Then begin reading the story.
Notice that the lines are numbered to the side (more on this later). As you read, complete the writing and annotation questions. The questions are numbered and refer to specific parts of the text. Restate each question, provide evidence, and then explain your reasoning (CER).
The final question at the end of the story is referred to as the "Short Response." This is the most important question of the assignment. In order to receive full credit, you must provide the CER and answer using at least 80% of the space provided.
Additional Information
- Cite evidence in the form of quotes and referencing specific line numbers.
- Recall that the line numbers are shown starting on the second page.
- Note the “Close Read Notes” to the side and the space below it for your work.
- Restate the question when you answer the questions.
- Define the vocabulary words that are shown in the margins.
- Use the www.geo4u.net online glossary to define the vocabulary words.
- Work with your group to discuss the “small group” question.
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Key Points
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C claim E evidence R reasoning |
ELA Lesson 4 “Finding Your Everest” by Robert Medina
Today’s reading will begin on 13 and end on 16 of the Close Reader. Begin by reading the author's background at the top of the page. Then read the first line of the story. Does this first sentence give you a hint about the author’s purpose in writing the essay? Read the essay with your table partner. Begin with person one and then take turns reading each paragraph. As you read, think about the first sentence. Did Jordan Romero’s parents do the right thing? Why or why not? Complete a first read prior to writing in the Close Reader.
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CER Writing Assignment
Answer questions 1-6 in the Close Reader. Some will require you to restate parts of the essay in your own words. Other questions will ask you to cite textual evidence by circling or underlining sentences. Complete the “Short Response” using a Google Doc. Begin adding a heading, title, and all instructions in Google Classroom. Fully answer the writing prompt using full sentences and CER. Restate the question, provide evidence in the form of a quote, and then provide your reasoning. The reasoning sentence must explicitly explain the relationship between the evidence and the question. Use the yellow highlight function to highlight the reasoning sentences in your answers. Use page numbers to show the source of your quote. Example- "the quote you are using" (13 Medina). Title- 2024 9 last name ELA L4 Everest Short Response Due- Today (End of Class) Submit – A pdf of the Google Doc with the correct title Creating a PDF- Click “print” to create a pdf of your Google Doc. It will not actually print, but it will give you the option of creating a pdf. Make sure that the pdf has the correct title (as shown above). Note- Normally you would need to submit a picture of each Close Reader page. We are skipping this step today due to the shorter class period. ---------------------------------------------------------------------------- |
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ELA Lesson 5 Focus on Writing
DoDEA Standards
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
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Feedback and Writing Tips
Lesson 5 Part 1 Formal Writing v. Informal Writing
The type of writing that we use is determined by the purpose of the writing and the potential reader. Formal writing uses standard English and sounds more professional. It is used in business, the courts, journalism, medicine, and other fields. Formal writing is also used for most assignments in school. It is characterized by longer sentences that contain more details, uses fewer pronouns, and is grammatically correct. As its name implies, it usually has a serious or direct tone.
Informal writing is frequently used between friends and family members. It has a more relaxed tone that allows for personal feelings and emotions to be expressed. Informal writing may include abbreviations, contractions, emojis, extra punctuation, idioms, and slang.
Lesson 5 Part 1 Formal Writing v. Informal Writing Activity
1. Read the section above that describes formal and informal writing.
2. Discuss the information with your group and complete step three together.
3. Use a highlighter to highlight key information.
4. Go to your assignment whiteboard and draw a line down the center. Note- One side will be used for formal writing and the other for informal writing.
5. Title the section “Formal Writing” and use two sentences (in your own words) to describe formal writing. Brainstorm and write several examples of formal writing. The writers of the examples can work together while the other two group members are writing their answers on the board.
6. Title the section “Informal Writing” and use two sentences (in your own words) to describe formal writing. Brainstorm and write several examples of informal writing.
7. Continue thinking of examples until you are told to stop.
Lesson 5 Part 2 Direct Instruction - Terminology
- Do not use the words “I” and “we” in your sentences.
- Indent the first sentence of every paragraph.
- Avoid vague sentences that lack specific details or explanation
- Do not end paragraphs with quotes.
Lesson 5 Part 1 Formal Writing v. Informal Writing
The type of writing that we use is determined by the purpose of the writing and the potential reader. Formal writing uses standard English and sounds more professional. It is used in business, the courts, journalism, medicine, and other fields. Formal writing is also used for most assignments in school. It is characterized by longer sentences that contain more details, uses fewer pronouns, and is grammatically correct. As its name implies, it usually has a serious or direct tone.
Informal writing is frequently used between friends and family members. It has a more relaxed tone that allows for personal feelings and emotions to be expressed. Informal writing may include abbreviations, contractions, emojis, extra punctuation, idioms, and slang.
Lesson 5 Part 1 Formal Writing v. Informal Writing Activity
1. Read the section above that describes formal and informal writing.
2. Discuss the information with your group and complete step three together.
3. Use a highlighter to highlight key information.
4. Go to your assignment whiteboard and draw a line down the center. Note- One side will be used for formal writing and the other for informal writing.
5. Title the section “Formal Writing” and use two sentences (in your own words) to describe formal writing. Brainstorm and write several examples of formal writing. The writers of the examples can work together while the other two group members are writing their answers on the board.
6. Title the section “Informal Writing” and use two sentences (in your own words) to describe formal writing. Brainstorm and write several examples of informal writing.
7. Continue thinking of examples until you are told to stop.
Lesson 5 Part 2 Direct Instruction - Terminology
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ELA Lesson 6 Focus on Writing
DoDEA Standards
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7.)
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7.)
Name
Date
Mr. Duncan Gold _
Next, copy and paste all of these instructions.
ELA Lesson 6 “Arachne” A Greek Myth Retold by Olivia Coolidge
Reading Assignment - Today’s reading will begin on 17 and end on 22 of the Close Reader. Begin by reading the author's background at the top of the page. Then read the entire story without stopping. As you read, think about the following question. What lessons about human behavior does this myth teach?
CER Writing Assignment - Answer questions 1,3,5, and 6 by annotating the story in the Close Reader. Some will require you to restate parts of the essay in your own words. Other questions will ask you to cite textual evidence by circling or underlining sentences.
Answer questions two, four, and the “Short Response” using a Google Doc. Fully answer the writing prompt using full sentences and CER. Restate the question, provide evidence in the form of a quote, and then provide your reasoning. Use page numbers to show the source of your quote. Example- "the quote you are using" (17 Coolidge). The reasoning sentence must explicitly explain the relationship between the evidence and the question. Use the yellow highlight function to highlight the reasoning sentences in your answer.
2. Reread - Reread line 26-37. Explain why Arachne is so indignant. What character traits does Arachne reveal with this behavior? Support your answer with explicit textual evidence.
4. Reread - Reread line 38-45. What does the old woman's advice suggest about the theme, or central idea, of the myth?
Short Response Writing Prompt
Cite Text Evidence – What lessons about human behavior does this myth teach? Review your reading notes and be sure to cite text evidence from the myth in your response.
Title- 2024 10 last name ELA L6 Arachne Short Response
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
Date
Mr. Duncan Gold _
Next, copy and paste all of these instructions.
ELA Lesson 6 “Arachne” A Greek Myth Retold by Olivia Coolidge
Reading Assignment - Today’s reading will begin on 17 and end on 22 of the Close Reader. Begin by reading the author's background at the top of the page. Then read the entire story without stopping. As you read, think about the following question. What lessons about human behavior does this myth teach?
CER Writing Assignment - Answer questions 1,3,5, and 6 by annotating the story in the Close Reader. Some will require you to restate parts of the essay in your own words. Other questions will ask you to cite textual evidence by circling or underlining sentences.
Answer questions two, four, and the “Short Response” using a Google Doc. Fully answer the writing prompt using full sentences and CER. Restate the question, provide evidence in the form of a quote, and then provide your reasoning. Use page numbers to show the source of your quote. Example- "the quote you are using" (17 Coolidge). The reasoning sentence must explicitly explain the relationship between the evidence and the question. Use the yellow highlight function to highlight the reasoning sentences in your answer.
2. Reread - Reread line 26-37. Explain why Arachne is so indignant. What character traits does Arachne reveal with this behavior? Support your answer with explicit textual evidence.
4. Reread - Reread line 38-45. What does the old woman's advice suggest about the theme, or central idea, of the myth?
Short Response Writing Prompt
Cite Text Evidence – What lessons about human behavior does this myth teach? Review your reading notes and be sure to cite text evidence from the myth in your response.
Title- 2024 10 last name ELA L6 Arachne Short Response
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
ELA Lesson 7 - Focus On Writing
DoDEA Standards
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7.)
ELA Lesson 7 - Conflict, Hyperbole, Setting, and Figurative Language
W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)
W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 7.)
ELA Lesson 7 - Conflict, Hyperbole, Setting, and Figurative Language
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Types of Conflict
Character vs Character Character vs Fate Character vs Nature Character vs Self Character vs Society Character vs Supernatural Character vs Technology |
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Figurative Language
Alliteration Hyperbole Idiom Metaphor Onomatopoeia Oxymoron Personification Simile |