9th - 12th ELA
| 9th ELA Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
File Submission (if applicable)
Parent Instructions
Parents have the option to create an IXL family account, but it is not required for the parents or students to have an account.
Student Instructions
Students do not have to log in to use the site. For this week students may click on the third set of skills to practice under "Reading strategies." C. Literary devices 1 Identify the narrative point of view 2 Interpret the meaning of allusions 3 Identify the source of allusions Students may practice one of these skills each day. After ten items it will prompt the student to log in, but this is not required. Learning Opportunity Objective
Practice analyzing literary divices: narrative point of view, interpreting allusions, and identifying the source of allusions. Comments
Submit a screenshot of your completed task on Schoology or by email to your teacher so that she may track completion, progress, and provide feedback. Next week, students will move on to the next practice skill on the page. |
Resource
File Submission (if applicable)
Parent Instructions
N/A
Student Instructions Students should have created a free account on https://www.prepfactory.com/ last week and completed the Pre Quiz #1 which created a personalized study path for the student. This week students should 1. Continue working on completing their study path. 2. Complete the English module.
Learning Opportunity Objective
Review skills to prepare for ACT readiness. Comments
Submit a screenshot of your completed task on Schoology or by email to your teacher so that she may track completion, progress, and provide feedback. Next week, students will continue working on their study path and complete the Reading module. |
Parent Instructions
Parents may use the parent guide to help their child with this task.
Student Instructions
Part 2 of The Most Dangerous Game: 1. Students will read pdf pgs. 12-end of The Most Dangerous Game 2. Annotate the text. Annotation instructions: Highlight each time the protagonist faces a challenge (internal or external conflict). Highlight elements that describe the setting. 3. Complete the CommonLit assessment at the end of the pdf. 4. Submit the assessment on Schoology or by email to your teacher so that we can track completion, progress, and provide feedback. Learning Opportunity Objective
Read and comprehend complex literary and informational texts independently and proficiently. Comments
Submit the assessment on Schoology or by email to your teacher so that we can track completion, progress, and provide feedback. Next week you will use your reading of The Most Dangerous Game to complete a Breakout activity. |
| 10th ELA Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
File Submission (if applicable)
Parent Instructions
Students can login to CommonLit through Clever or simply go to www.commonlit.com and login with their email and password. There will be an article and a poem for the students to read and then complete quizzes. There is also a Parent Guide that is included with each selection to help you further your student's understanding. Student Instructions Login to CommonLit. When you come to your class you will see two texts that you are to read. Read the texts carefully, annotate if you would like and then complete the quiz. Remember, you can listen to the text if you would like. Learning Opportunity Objective 10.RL.RRTC.10 Read and comprehend a variety of literature at the high end of the grades 9-10 text complexity band independently and proficiently. Comments
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Resource
Parent Instructions
Parents should have their child login to www.commonlit.org either via Curve or go directly to the website. Students will have the short story "Harrison Bergeron" by Kurt Vonnegut assigned to them. They should read the text and answer the questions that follow. There is a Parent Guide tab in the top right-hand corner of the page with additional information. Student Instructions Students are to log in to Commonlit.org and read the assigned text, "Harrison Bergeron" by Kurt Vonnegut. While reading the text, you may annotate the short story. Afterwards, you are to answer the proceeding questions including the constructed response question(s). Learning Opportunity Objective 9-10.RL.KID.1--Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. Comments
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Resource
Word Doc
Parent Instructions
Students will write in paragraph form a short reflection on a childhood experience. Specific instructions are included in the pdf. attachment. Students have the option of turning in their thoughts via turnitin.com, if their teacher uses this program, or they can email directly to their teacher if the platform is troublesome. Student Instructions Using Pages or Word, write a four paragraph reflection on an experience from your childhood that was a positive surprise. Do your best to practice good punctuation, capitalization, paragraphing and spelling. Discuss your own thoughts, use details to recall what your environment looks and feels like and recollect this interesting event. We look forward to hearing from you. Learning Opportunity Objective 9-10.RL.KID.1 Analyze what a text says explicitly and draw inferences; cite the strongest, most compelling textual evidence to support conclusions. Comments
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| 11th ELA Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
PDF
File Submission (if applicable)
Parent Instructions
N/A Student Instructions Download the test; write your answers on paper; check your answers; read the explanations; conversion chart is at the end of the reading practice test answers. Learning Opportunity Objective Review ACT English portion to stay prepared for taking the ACT and refresh concepts previously learned. Comments
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Resource
PDF and Word Document
File Submission (if applicable)
Parent Instructions
N/A Student Instructions Download the test; write your answers on paper; check your answers; read the explanations; conversion chart is at the end of the reading practice test answers. Learning Opportunity Objective Review ACT Reading portion to stay prepared for taking the ACT and refresh concepts previously learned. Comments
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Resource
Parent Instructions
N/A Student Instructions Go to the links provided to review basic parts of speech. Learning Opportunity Objective Review of basic parts of speech and fill in any missing building blocks. Comments
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| 12th ELA Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
https://www.poetryfoundation.org/poems/44299/elegy-written-in-a-country-churchyard
File Submission (if applicable)
Parent Instructions
Students should read the first 4 stanzas of Elegy Written in a Country Churchyard by Thomas Gray, then rewrite those 4 stanzas, updating its vocabulary to that of the 21st Century.
Student Instructions Read the first 4 stanzas of Elegy Written in a Country Churchyard by Thomas Gray, then rewrite those 4 stanzas, updating its vocabulary to that of the 21st Century. Learning Opportunity Objective Students will acquire and use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the post-secondary and workforce readiness level. (Standard: 11-12.L.VAU.6) Comments
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File Submission (if applicable)
Parent Instructions
Students should read the excerpt, then select the main idea. (Complete #1-10.)
Student Instructions Read the excerpt, then select the main idea. (Complete #1-10.) Learning Opportunity Objective
Determine the central idea of the text that provides a critical summary. (Standard: 11-12.RI.KID.2)
Comments
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File Submission (if applicable)
Parent Instructions
Students should write a short essay (rough draft) in which they evaluate the multiple perspectives on the increasing presence of intelligent machines.
Student Instructions Write a short essay (rough draft) in which you evaluate the multiple perspectives on the increasing presence of intelligent machines. Learning Opportunity Objective 11-12.W.TTP.1 Write arguments to support claims in an analysis of substantive topics, using valid reasoning supported by relevant and sufficient evidence. 11-12.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Comments
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| Creative Writing Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
N/A
File Submission (if applicable)
Parent Instructions
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Student Instructions
JOURNAL “Poetry’s hard work, it really is. You don’t just lay down a couple of feelings and let it rest at that. A lot of people do, but that doesn’t make it very strong." —Charles Wright Write out your thoughts about whether you agree or disagree with Wright’s quote or not. Remember that your response should be five sentences. Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments This is to be treated like the class journal for the class . |
Resource
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File Submission (if applicable)
Parent Instructions
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Student Instructions
Construct a 10 line poem about what you believe hard work is and how poetry is hard work or how poetry can be hard work. Use the ABCD rhyme scheme. Please do not use any first person or second person pronouns and limit the use of "to be" verbs. Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments Take the reader on a journey as you construct your poem. Remember to show the reader through imagery instead of telling the reader with direct statements about poetry being hard work. |
Resource
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File Submission (if applicable)
Parent Instructions
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Student Instructions
Add 5 more lines to the poem constructed for Activity 2. Those five lines should reflect a feeling you have towards poetry. This submission for feedback should have 15 lines of poetry. Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments Activity 2 required a 10 line poem, and this activity requires 15 lines (including the 10 lines from activity 2) |
| Advanced Creative Writing Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
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Resource
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File Submission (if applicable)
Parent Instructions
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Student Instructions
Think about the ending of your piece. What do you foresee being the easiest thing to complete in this portion. Do you believe that you will need an epilogue or a sequel? Answer with integrity and curiosity. Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments These are to be reflective moments as you are reviewing your draft novel or draft One Act Play |
Resource
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File Submission (if applicable)
Parent Instructions
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Student Instructions
Chapter 4/ Scene 4 should be the falling action portion of your bigger work. Explain how it is not functioning that way or is functioning that way? Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments
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Resource
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File Submission (if applicable)
Parent Instructions
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Student Instructions
Explain what would happen if you finished your work at the point of the writing you have. Do you believe that your work would be viable? Learning Opportunity Objective 11-12.W.TTP.3 Write narrative fiction or literary nonfiction to convey experiences and/or events using effective techniques, well-chosen details, and well-structured event sequences. Comments
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