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 |
ELA Lesson 8
ELA Lesson 9 "Rogue Wave" Short Story and Plot Diagrams
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 9
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 9
ELA Lesson 10 Idiom Lesson and Google Slides Assignment
DoDEA Standards (Updated)
L4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words(e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations(associations) of words with similar denotations(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
L4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words(e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations(associations) of words with similar denotations(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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ELA Lesson 10 Idiom Lesson and Google Slide Assignment
Your group will create several a pair of Google slides. Your group task is to search the internet to find twelve examples of idioms and the meaning of each idiom. Simply listing an idiom is not enough! Use a yellow background text box that has the idiom. To the right, create a blue text box that shows the meaning of the idiom. There should be a maximum of six idioms on each of the two slides. Slide Instructions Use the "waffle" to access Google Slides. Create a new Google slide document and save it in the ELA file using the correct name. Note- You must include the last names of all group members. List the group member names at the bottom of the slide in a green box. Submit a pdf of each idiom slide in Google Classroom Title- 2024 10 31 Last Name Idiom Slides Submit- pdf of the Google Slides Due- End of Class Note- Students who are absent need to complete the assignment as homework. |
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ELA Vocabulary Set 3 Notecards Assigned
Use the standard class requirements to complete the vocabulary card set (6 cards total). Write your last name and "1" in the lower-right-hand corner of the card (front side). Cut the word squares out and glue them to the front of the card. Then cut and paste the definition on the back side of the card. When you have finished, lay all notecards out in rows of eight (sets 1-3).
Take a picture of the front of the cards and the back of the cards. Label the pictures using the names shown below.
Title - 2024 11 Last Name Vocabulary Sets 1-3 (and "F" for front or "B" for back)
Submit- Two Pictures (front of notecards and back of notecards)
Due – November 5th (30 Minutes After Class Begins)
ELA Lesson 11 "Frozen Alive" Podcast
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.)
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ELA Lesson 11 "Frozen Alive" Podcast
Essential Question - What can we learn from another person’s experience in the wilderness? Today you will listen to a podcast episode from the series, "The Science of Survival," published by Outside Magazine. This story tells the story of a person who slides off a road while driving on an icy road. As you listen today, pay close attention to the details and pay particular attention to the way that the cold weather impacts the main character. But first, take a look at these words. You may not be familiar with them, so learning them will help you to better understand the podcast. (3:00-25:15) First Listen - As you listen to the podcast ask yourself the following question. What is the podcast mostly about? |
Critical Vocabulary capillary lethal hypothermia cardiopulmonary point of view excerpt theme perseverance |
"Frozen Alive" Activity
Today we will listen to the "Frozen Alive" podcast for a second time. As it plays, listen for the specific details (evidence) to answer the questions on your handout. Evidence can come in the forms of powerful words, phrases, or even entire sentences. If you hear something that you feel is important, but does not necessary answer one of the questions, jot it down in the margins.
Key Questions
ELA Lesson 11 - Point of View
Most stories in literature are told from either the first or third person perspective. These are usually referred to as "Point of View" and are sometimes abbreviated with the letters P.O.V. The third type of perspective, second person P.O.V., is rarely used. But, it was the perspective that was used in the story you listed to yesterday, “Frozen Alive." Think back to how many times the narrator used the words you and your in the story. These two words are the hallmarks of the second person point of view.
Today we will listen to the "Frozen Alive" podcast for a second time. As it plays, listen for the specific details (evidence) to answer the questions on your handout. Evidence can come in the forms of powerful words, phrases, or even entire sentences. If you hear something that you feel is important, but does not necessary answer one of the questions, jot it down in the margins.
Key Questions
- What is the speaker’s purpose?
- What does the speaker want me to know about hypothermia?
- What is the speaker’s point of view on the topic?
- What is the speaker trying to teach us in the podcast? How do you know?
ELA Lesson 11 - Point of View
Most stories in literature are told from either the first or third person perspective. These are usually referred to as "Point of View" and are sometimes abbreviated with the letters P.O.V. The third type of perspective, second person P.O.V., is rarely used. But, it was the perspective that was used in the story you listed to yesterday, “Frozen Alive." Think back to how many times the narrator used the words you and your in the story. These two words are the hallmarks of the second person point of view.
ELA Lesson 12 Polar Dream and Natural Disaster Speech
DoDEA Standard
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.
SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
ELA Lesson 12 Memoir from Polar Dream by Helen Thayer
Work with your small group to read and discuss "from Polar Dream" by Helen Thayer. Be ready to the go the board and complete a plot diagram of the story when you finish reading. The story begins on page 45 and ends on page 50. Annotate the text after you have read the story.
Short Response Writing Prompt
Cite Text Evidence – Analyze the way Thayer uses a particular style to convey meaning of events in the text. Include examples of words and phrases as they are used in the text, such as figurative language and specific word choice. Be sure to review your reading notes and text evidence in your response.
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" (Thayer 56). The reasoning sentence must explicitly explain the relationship between the evidence and the question.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
Title- 2024 11 12 last name ELA L12 from Polar Dream
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
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ELA Lesson 12 Practice Quiz – Vocabulary Set 3
Use your notecards and www.geo4u.net to complete this practice quiz. Complete this assignment using either blue or black ink. The extra credit questions are mandatory on the practice quiz and must be completed. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz that you will take on Wednesday.
Title - 2024 11 Last Name ELA L12 PQ
Due- November 14th at 8:00 AM in GC
Submit- Picture of the Completed Practice Quiz
Important- Use the practice quiz to prepare for the quiz in class (Thursday).
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Lesson 12 - The More You Know Speech Assigned (November 14th)
All students will present a two to five speech to the class with the focus on surviving a natural disaster.
Key Information and Requirements
Examples of Disasters: avalanche, blizzard, drought, earthquake, epidemic, flash flood, forest fire, heat wave, hurricane, landslide, mudslide, sandstorm, tornado, tsunami, volcano eruption, and wildfire.
Prepare (Starting Today)
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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.
SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
ELA Lesson 12 Memoir from Polar Dream by Helen Thayer
Work with your small group to read and discuss "from Polar Dream" by Helen Thayer. Be ready to the go the board and complete a plot diagram of the story when you finish reading. The story begins on page 45 and ends on page 50. Annotate the text after you have read the story.
Short Response Writing Prompt
Cite Text Evidence – Analyze the way Thayer uses a particular style to convey meaning of events in the text. Include examples of words and phrases as they are used in the text, such as figurative language and specific word choice. Be sure to review your reading notes and text evidence in your response.
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" (Thayer 56). The reasoning sentence must explicitly explain the relationship between the evidence and the question.
CER Highlights (as discussed in class)
C - Light Blue
E - Light Green
R - Yellow
Title- 2024 11 12 last name ELA L12 from Polar Dream
Due- Today (End of Class)
Submit– A pdf of the Google Doc with the correct title
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ELA Lesson 12 Practice Quiz – Vocabulary Set 3
Use your notecards and www.geo4u.net to complete this practice quiz. Complete this assignment using either blue or black ink. The extra credit questions are mandatory on the practice quiz and must be completed. Submit a photograph of the completed assignment in GC by the deadline. Study the practice to prepare for the quiz that you will take on Wednesday.
Title - 2024 11 Last Name ELA L12 PQ
Due- November 14th at 8:00 AM in GC
Submit- Picture of the Completed Practice Quiz
Important- Use the practice quiz to prepare for the quiz in class (Thursday).
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Lesson 12 - The More You Know Speech Assigned (November 14th)
All students will present a two to five speech to the class with the focus on surviving a natural disaster.
Key Information and Requirements
- Identify a natural disaster to speak about.
- Share the necessary skills required for survival (food, shelter, water, warmth, etc.)
- Include information from at least two reputable sources that provide critical information your topic.
- Provide at least one example of a first-hand account of someone who survived the disaster. What did they do to survive? How was the person changed by the event? Did the event result in a change to public policy or laws?
- Use at least one visual aid that will enhance and make your speech more interesting.
- The length needs to be a minimum of two minutes, but no longer than five minutes.
- Submit a works cited page in the MLA format (Ariel, size 12 or 14 font).
- Prepare four notecards that you can hold while giving your speech. The notecards should contain key points or facts (but not the actual speech).
- Be ready to present your speech starting two class periods from today.
Examples of Disasters: avalanche, blizzard, drought, earthquake, epidemic, flash flood, forest fire, heat wave, hurricane, landslide, mudslide, sandstorm, tornado, tsunami, volcano eruption, and wildfire.
Prepare (Starting Today)
- Pick a specific type of disaster that you will use for your speech.
- Find three to four reputable sources that will provide you with useful information.
- Read about your topic to start generating ideas for your speech.
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ELA Lesson 13-14 Natural Disaster Speech
DoDEA Standard
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.
SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
Updated Key Information and Requirements (November 18th Work Session)
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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.
SL.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)
Updated Key Information and Requirements (November 18th Work Session)
- Use one Google slide (visual aid) that will enhance and make your speech more interesting. The slide may have a picture or a picture with a graphic or map. The only requirement is that you have the yellow bar at the bottom with your class period and name. (Slide 1)
- Introduction- Identify a natural disaster to speak about.
- Explain what your disaster is, what causes it, and how often it occurs. (Slide 2)
- Share the necessary skills required for survival (food, shelter, water, warmth, etc.) (Slide 3)
- Include information from at least four reputable sources that provide critical information your topic.
- Provide at least one example of a first-hand account of someone who survived the disaster. What did they do to survive? How was the person changed by the event? Did the event result in a change to public policy or laws?
- What major policy or change in laws or habits resulted from the disaster? (Slide 4)
- Maintain a list of your sources and be ready to put them in a works cited page. (Slide 5)
- Copy and paste all of these instructions. (Slide 6)
- The length needs to be a minimum of two minutes, but no longer than five minutes.
- Submit a works cited page in the MLA format (Ariel, size 12 or 14 font).
- Prepare four notecards that you can hold while giving your speech. The notecards should contain key points or facts (but not the actual speech).
- Submit your slides by 8:00 of the next class period and be ready to present your speech.
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ELA Lesson 15 Informative Writing - Disasters
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 15 Part I - Deconstructing the Writing Prompt (Whole Group 7th Grade Lesson)
ELA Lesson 15 Part 2 - Informative Outline (Brief Instruction and Work Session)
Use a pen to complete this assignment. Finish the outline using the instructions provided in class. It is important to remember to use a different source for each of the four body paragraphs. While you will be submitting a picture of each page, it is important that you bring the original to class with you on Tuesday. You will be able to use the outline when you complete the CPA.
Title- 2024 12 ELA L15 Last Name Informative Outline Page (1, 2, or 3)
Due- 8:00 AM on Tuesday
Submit- Submit a picture of each page of the four pages using the correct title.
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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 15 Part I - Deconstructing the Writing Prompt (Whole Group 7th Grade Lesson)
ELA Lesson 15 Part 2 - Informative Outline (Brief Instruction and Work Session)
Use a pen to complete this assignment. Finish the outline using the instructions provided in class. It is important to remember to use a different source for each of the four body paragraphs. While you will be submitting a picture of each page, it is important that you bring the original to class with you on Tuesday. You will be able to use the outline when you complete the CPA.
Title- 2024 12 ELA L15 Last Name Informative Outline Page (1, 2, or 3)
Due- 8:00 AM on Tuesday
Submit- Submit a picture of each page of the four pages using the correct title.
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ELA Lesson 16 Informative Writing - Disasters
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 16 Disaster Essay Conclusion
Create a Google Doc, type the heading in the upper-left-hand corner, and paste all of the instructions. Use the information that is attached and the information provided in class to complete the concluding paragraph of the disaster essay. The completed draft should be approximately six to seven sentences in length. It is very important that you do not use the words I, me, and my in the essay.
Highlight Colors- Highlight the sentences related to each of the four body paragraphs. The introductory and concluding sentences do not need to be highlighted.
Body Paragraph 1- Yellow (define the disaster)
Body Paragraph 2- Blue (skills for survival)
Body Paragraph 3- Green (example of a person who survived a disaster)
Body Paragraph 4- Pink (change in policy or law that resulted from the disaster)
Title- 2024 12 ELA L16 Last Name Disaster Essay Conclusion
Due- End of Class on Thursday
Submit- Submit a pdf of the Google Doc.
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 16 Disaster Essay Conclusion
Create a Google Doc, type the heading in the upper-left-hand corner, and paste all of the instructions. Use the information that is attached and the information provided in class to complete the concluding paragraph of the disaster essay. The completed draft should be approximately six to seven sentences in length. It is very important that you do not use the words I, me, and my in the essay.
Highlight Colors- Highlight the sentences related to each of the four body paragraphs. The introductory and concluding sentences do not need to be highlighted.
Body Paragraph 1- Yellow (define the disaster)
Body Paragraph 2- Blue (skills for survival)
Body Paragraph 3- Green (example of a person who survived a disaster)
Body Paragraph 4- Pink (change in policy or law that resulted from the disaster)
Title- 2024 12 ELA L16 Last Name Disaster Essay Conclusion
Due- End of Class on Thursday
Submit- Submit a pdf of the Google Doc.
ELA Lesson 17 Informative Writing - Disasters Essay CPA
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.)
ELA Lesson 17 Part 1 - Disaster CPA
ELA Lesson 17 from A Christmas Carol by Charles Dickens
Reading Assignment - Today’s reading will begin on 35 and end on 42 of the Close Reader. Begin by reading the author's background at the top of the page. Then read each of the three versions of the story.
CER Writing Assignment - Answer all of the questions and complete questions by annotating the story in the Close Reader and each "Short Response" section. 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.
Title- 2024 12 last name ELA L17 A Christmas Carol and page number
Due- Today (End of Class)
Submit– A photograph of each page individually (Pages 35, 36, 39, and 42)
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ELA Lesson 17 from A Christmas Carol by Charles Dickens
Reading Assignment - Today’s reading will begin on 35 and end on 42 of the Close Reader. Begin by reading the author's background at the top of the page. Then read each of the three versions of the story.
CER Writing Assignment - Answer all of the questions and complete questions by annotating the story in the Close Reader and each "Short Response" section. 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.
Title- 2024 12 last name ELA L17 A Christmas Carol and page number
Due- Today (End of Class)
Submit– A photograph of each page individually (Pages 35, 36, 39, and 42)
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ELA Lesson 18
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 18
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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 18
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ELA Lesson 19
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 19
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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 19
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