Distance Learning Plan Middle School Eighth Grade Weeks 6 and 7

Distance Learning Plan Middle School Eighth Grade Weeks 6 and 7 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Student Log in for Digital Platforms and Content Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials. Digital Platform Description How do I log in? Clever Clever is the platform that puts blended Go to: learning digital content on one dashboard https://clever.com/in/dcpsk12 and one login. Username/password: your student credentials Select: your digital content Microsoft Office 365 Microsoft Office 365 includes online Go to: portal.office.com versions of Word, Excel, PowerPoint and Username/password: your other applications for preparing future Office 365 student ready learners. Students can access credentials. applications anywhere on any device. Note: This login has a different format from Clever. Contact your school for more information. Go to: your app store Download the Office 365 Search: for the Office 365 app Apps on your smartphone! Install the app Sign in: with your O365 Access your documents and assigments on student credentials the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive) Canvas Go to: dcps.instructure.com Download the Canvas Username/password: your Student App on your student credentials smartphone! Select: your course Canvas is the learning management system for accessing DCPS online courses. 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Course: ELA 8 Unit: 4 Week:6 Secondary ELA Distance Learning Plans Dear Students and Families, We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we’ll launch into reading our “Anchor Novel”, 145th Street Short Stories by Walter Dean Meyers and accompanying texts. Unit 4: Community and Connections 145th Street Short Stories is structured as a frame story that narrates the lives and experiences of people in the 145th Street community in Harlem in 10 different yet connected short stories. Individually, the short stories tell the tales of human compassion, family, sacrifice, grief, love, isolation, and friendship; collectively, the compilation of short stories reveal the human experiences and emotions that are the foundation of any community, serving to connect all of mankind. This unit is organized in text sets, addressing specific topics that support the concepts of “community and connection”. To achieve this, we’ve selected six specific short stories from 145th Street Shorts and paired those short stories with others from a diverse group of authors. The text sets allow for the analysis of text structure, selection of details, tone, diction, and other literary devices. Students will need to evaluate and analyze text structures in preparation for the short, literary writing tasks. While, specific short stories from the novel have been selected for deep analysis and close reading, we strongly recommend that students read the entire collection, if the full novel is accessible. Text Set 1: Community Text Set 2: Family & Text Set 3: Loneliness & Text Set 4: Connections Text Set 5: Love & Text Set 6: Connections Sacrifice Grief & Belonging Friendship • “Big Joe’s Funeral” • “Fighter” from 145th • “Angela’s Eyes” from • “Monkeyman” from • “Kitty and Mack: A • “Block Party—145th from 145th Street Street Short Stories 145th Street Short 145th Street Short Love Story” from Street Style” from Short Stories by by Walter Dean Stories by Walter Stories by Walter 145th Street Short 145th Street Short Walter Dean Myers Myers Dean Myers Dean Myers Stories by Walter Stories by Walter • “Human Family” by • “Those Winter • “Salvador Late or • “Mango Says Dean Myers Dean Myers Maya Angelou Sundays” by Robert Early” from Woman Goodbye • “The World Is Not a • “miss Rosie” by Hayden Hollering Creek and Sometimes” from Pleasant Place to Lucille Clifton • “Papa Wakes Up Other Stories by The House on Be” by Nikki • NPR’s Morning Tired in the Dark” Sandra Cisneros Mango Street by Giovanni Edition “Good from The House on Sandra Cisneros • “Vade Mecum” by Samaritan” Mango Street by Billy Collins • “The Parable of the Sandra Cisneros • “Evil” by Langston Good Samaritan” • “The Child’s View of Hughes Working Parent” from Fortune by Cora Daniels District of Columbia Public Schools Page 1 of 32 Course: ELA 8 Unit: 4 Week:6 Close Reading and Study Each week (unit) is built around multiple texts (a text set), including one short story from 145th Street Shorts by Walter Dean Meyers. Experiences throughout these Distance Learning plans are designed to support an ongoing, deep analysis of the text leading to written responses to text-based questions/prompts. Each Distance Learning plan includes variations of the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection Unlike Close Reading Modules, this (and the subsequent weeks) follow unique sequences to address the learning objectives outlined for that week and text set. Below is a high-level graphic to illustrate the learning sequence ang goals for each day. Be sure to follow the directions provided throughout the lessons! We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week. Daily Sequence and Goals Day 1: "Big Joe's Funeral" Day 2: "Big Joe's Funeral" Day 3: "Human Family" Day 4: "Human Family" •Goal: Reading begins with •Goal: Re-read the text and •Goal: Start with vocabulary •Goal: Re-read the text, defining key vocabulary. Start study diction and syntax. and then read the text studying paradox. Analyze the with vocabulary and then Then analyze the text for straight through to gain a text for evidence of paradox. read the text straight through author's diction and syntax. general sense of the text, Then synthesize both texts in to gain a general sense of the then respond to text- a discussion and in a written text, then respond to text- dependent questions. response. dependent questions. District of Columbia Public Schools Page 2 of 32 Course: ELA 8 Unit: 4 Week:6 Distance Learning Week: 6 ELA 8 Unit 4 Community and Connection Description: Culminating Question: This text set addresses the essential questions, “How does an author use the story of an individual to connect all of How does the structure of 145th Street Short Stories and “Human humanity?”, and “How community impacts the individual?”, and “How the individual impacts community?” In “Big Family” contribute to the theme of each text? Joe’s Funeral,” the narrator recounts the funeral of Big Joe and reveals Big Joe’s impact on the 145th Street community. The poem “Human Family” expands the idea of connectedness beyond one’s community to illustrate that all mankind is connected through our different yet shared experiences and traits. While you read, you should think about what makes a community and how connection is essential to community. Addressed CCSS: Reading – RL.8.2, RL.8.4, RL.8.5 Writing – W.8.3 Speaking & Listening Language – L.8.5.A Text(s): “Big Joe’s Funeral” from 145th Street Stories by Walter Dean Meyers and “Human Family” by Maya Angelou Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to… • Define and explore key vocabulary • Explain how the author uses diction and • Connect visual representations of • Analyze Angelou’s use of paradox and words using the Frayer model syntax to communicate tone in “Big Joe’s target vocabulary words word choice to create images to • Analyze the impact of narrative Funeral” • Create visual representations describe the subject elements used to convey messages • Summarize “Big Joe’s Funeral” through an illustrating Angelou’s word choice • Analyze the structure of two texts and about community in “Big Joe’s Funeral” expanded sentence to create images describe how the authors use various • Summarize each stanza in “Human structures to convey theme Family” to deepen understanding Agenda: Agenda: Agenda: Agenda: 1. Video: ELA 8 Week 6 & 7 Overview 1. Warm Up Quick Write 1. Warm Up Vocabulary 1. Warm Up Quick Write 2. Warm Up Quick Write 2. Video: Unpacking Diction and Syntax 2. Read: “Human Family” (Video) 2. Video: Paradox 3. Vocabulary Frayer Model 3. Study Diction & Syntax 3. Answer Text Dependent 3. Re-Read and Analyze “Human 4. Read: “Big Joe’s Funeral” 4. Video: Tone Questions Family” for Paradox 5. Answer Text Dependent Questions 5. Re-Read and Analyze “Big Joe’s Funeral” 4. Chart Analyzing Author’s 4. Quick Write 6. Chart C-S-P-S for Diction & Syntax Message 5. “Discussion” Tasks 7. Write Objective Summary 6. Video: Subordinating Conjunctions 6. Brief Constructed Response 7. Exit Ticket – Sentence Expansion 7. Reflection Instructional Videos and/or Digital Resources • ELA 8 Week 6 and 7 Overview* • Unpacking Diction and Syntax* • Maya Angelou reads Human Family • Paradox* • A Biography of Walter Dean Myers** • Tone * poem* • Starting a Sentence with a Subordinating Conjunctions* * suggested, if accessible **optional, extension experience Key Vocabulary Liable Profundity Bemuse jibe District of Columbia Public Schools Page 3 of 32 Course: ELA 8 Unit: 4 Week:6 Task List for Community and Connection, Week 6 Directions: The tasks listed below should be completed during the course of this week.

Load more