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English 11 Reading Closure Lesson Plans

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English 11 Reading Closure Lesson Plans WJCC School Closure Extended Learning English 11 (End-of-Course Reading) Dear WJCC Families, This packet contains activities, resources and information to extend learning for your child during this extended school closure. Additional resources may be posted on Student VUE for this course and other classes on your child’s schedule. Students are encouraged to check Student VUE during this time. Thank you for your partnership and support of WJCC Schools. Sincerely, WJCC Staff Day 1 Day 2 Day 3 Day 4 Day 5 Closely read and Closely read and Closely read and Closely re-read “The Closely read and annotate using the annotate using the annotate using the Rose That Grew annotate using the CUP strategy (Circle CUP strategy (Circle CUP strategy (Circle from Concrete” CUP strategy (Circle unknown words, unknown words, unknown words, poem by Tupac unknown words, Underline key Underline key Underline key Shakur Underline key words/phrases, words/phrases, words/phrases, words/phrases, Complete the DAY 4 Paraphrase each Paraphrase each Paraphrase each Paraphrase each ACTIVITY sheet paragraph in a couple paragraph in a couple paragraph in a couple paragraph in a couple (front and back). of sentences) “A of sentences) “My of sentences) “Four of sentences) “My House on Mango Name” chapter from Skinny Trees” chapter Secret Pepsi Plot” by Street” chapter from A House on Mango from A House on Boris Fishman A House on Mango Street By Sandra Mango Street By Students will also Street By Sandra Cisneros Sandra Cisneros and need to refer to the Cisneros “The Rose That Grew Complete the DAY 2 chapters from A from Concrete” poem Complete the DAY 1 ACTIVITY sheet. House on Mango by Tupac Shakur ACTIVITY sheet. Street by Sandra Complete the DAY 3 Cisneros ACTIVITY sheet. Complete the DAY 5 ACTIVITY sheet. Day 6 Day 7 Day 8 Day 9 Day 10 Closely read and Closely read and Closely read and Closely read and Closely read and annotate using the annotate using the annotate using the annotate using the annotate using the CUP strategy (Circle CUP strategy (Circle CUP strategy (Circle CUP strategy (Circle CUP strategy (Circle unknown words, unknown words, unknown words, unknown words, unknown words, Underline key Underline key Underline key Underline key Underline key words/phrases, words/phrases, words/phrases, words/phrases, words/phrases, Paraphrase each Paraphrase each Paraphrase each Paraphrase each Paraphrase each paragraph in a couple paragraph in a couple paragraph in a couple paragraph in a couple paragraph in a couple of sentences) the of sentences) the of sentences) the of sentences) the of sentences) the passage All This Junk passage Super passage Osamu passage from passage No Frozen and answer Stadiums and answer Tezuka, Father of Midnight at the Fish Here! and questions 1 – 6. questions 7 – 13. Modern Japanese Dragon Café and answer questions 31 Manga and answer answer questions 20 – 39. questions 14 – 19. – 26. Secondary Online Programs Available at Home • ExactPath - https://login.edmentum.com/ Account Login: WJCCSD Used primarily by grades 3-8 for reading and mathematics. Learning Paths aligned to NWEA data. For this time period – all students allowed at no additional cost • Discovery Education - CONNECT VIA OFFICE 365 Content by standard/subject. Includes virtual experiences and instructional strategies We fully license Essentials and K-8 Science plus Streaming for K-8 • Office 365 - https://www.office.com/ Online tools for WORD, EXCEL, POWERPOINT, ONENOTE with heavy emphasis on TEAMS. • EMediaVA - https://www.emediava.org/ Online educational service offering media resources appropriate for PreK-14 All students and teachers. Students use computer login for username and last five digits of student ID for password curriculum, for use in classrooms, home schools, and informal educational environments, such as after-school, community facilities, and museums (the "Service"). • Imagine Learning - https://www.imaginelearning.com/login This program is designed to support the language, literacy, and early reading skills of certain English Learners. Cannot use on a cell phone. Recommendation is 20 minutes a day Licensed for our ELL students • VUE - https://www.office.com/ Student access: https://va-wjccp-psv.edupoint.com/PXP2_Login.aspx Primary communication and grading tool • Culture Grams - http://online.culturegrams.com/ • Explora - *Online Database that students should access from school webpage • World Book Online - https://www.worldbookonline.com/wb/products?ed=all&gr=Welcome+WJCC+Public+Schools DAY 1 ACTIVITY A House on Mango Street by Sandra Cisneros Directions: Closely read and annotate using the CUP (Circle unknown words, Underline key words/ideas, Paraphrase each paragraph with a sentence or two) the text House on Mango Street. In the chart below list 3 ways the family’s dream house is different from their real house on Mango Street? Cite evidence from the selection to support your answer. (SOL skill ‐ make inferences on implied information using textual support.) Dream House Real House In the text, read back over Esperanza’s encounter with the nun. Summarize how this brief conversation impacts how Esperanza feels about her house. (SOL skill: summarize text relating supporting details.) Where do you live? she asked. There, I said pointing up to the third floor. You live there? There. I had to look to where she pointed— the third floor, the paint peeling, wooden bars Papa nailed on the windows so we wouldn’t fall out. You live there? DAY 2 ACTIVITY My Name chapter from A House on Mango Street by Sandra Cisneros Directions: Closely read and annotate using the CUP (Circle unknown words, Underline key words / ideas, Paraphrase each paragraph with a sentence or two) the chapter My Name from House on Mango Street. Read the following dictionary entry for inherit. inherit in•her•it \in‐her’‐it\ verb 1. to receive money or property from someone who has died 2. to receive a genetic trait from a parent or ancestor 3. to have something, such as a position or attitude, after someone who came before you Circle the definition that most closely matches the meaning of inherit as it is used in paragraph 4 of the chapter My Name? I have inherited her name, but I don’t want to inherit her place by the window. In the box below, explain how you figured out the correct meaning of inherit based upon evidence of the text. (SOL Skill: Use context to determine meaning of words) Esperanza refers to her great‐grandmother as a “horse of a woman”. Describe why she uses this phrase to describe her great‐grandmother. What does it suggest about what type of woman she was? (SOL Skill: Evaluate the purpose of figurative language in text) Even though Esperanza is proud to have inherited the name from a great‐grandmother who was a “wild horse of a woman”, she does not want to “inherit her place by the window”. Describe why Esperanza says this, and what it suggests about how she viewed her great‐grandmother’s later life? (SOL Skills: Draw conclusions or make inferences using textual support and determine the cause/effect relationship) Name: Class: The Rose That Grew from Concrete By Tupac Shakur 1999 Tupac Shakur (1971-1996) was an African American rapper, actor, poet, and activist. Shakur continues to be considered an influential rapper today and has been inducted into the Rock and Roll Hall of Fame. As you read, take notes on how the speaker feels about the rose. [1] Did you hear about the rose that grew from a crack in the concrete? Proving nature’s laws wrong it learned to walk without having feet. [5] Funny it seems, but by keeping its dreams, it learned to breathe fresh air. Long live the rose that grew from concrete when no one else ever cared. "rose" by georgereyes is licensed under CC BY 2.0 “The Rose That Grew from Concrete” from The Rose That Grew from Concrete by Tupac Shakur. Copyright © 1999. Used with permission. All rights reserved. 1 DAY 3 ACTIVITY Four Skinny Trees chapter from A House on Mango Street by Sandra Cisneros “The Rose That Grew from Concrete” by Tupac Shakur Directions: Closely read and annotate using the CUP (Circle unknown words, Underline key words / ideas, Paraphrase each paragraph with a sentence or two) the chapter Four Skinny Trees from House on Mango Street and “The Rose That Grew from Concrete” by Tupac Shakur. After reading the chapter “Four Skinny Trees” and the poem “The Rose That Grew from Concrete,” please answer the following questions in complete sentences. Identify how the plants in the poem and chapter are personified. (SOL Skill: Use literary terms in analyzing selections.) What similar characteristics does the personification of the trees/rose reveal? (SOL Skill: Use literary terms in analyzing selections and make inferences on implied information using textual support.) What larger ideas might these plants represent? (SOL Skill: make inferences on implied information using textual support.) How do the symbols of the plants add to the meaning of both the poem and chapter? SOL Skill: Use literary terms in analyzing selections and make inferences on implied information using textual support.) What does each text teach about resilience? (SOL Skill: identify main idea and supporting details) DAY 4 ACTIVITY The Rose That Grew from Concrete Text-Dependent Questions Directions: For the following questions, choose the best answer or respond in complete sentences. 1. PART A: Which of the following identifies a main theme of the text? A. All living things need support from others in order to grow. B. We must learn and grow from our failures. C. People can overcome difficulties and succeed. D. Nature can overcome problems better than people. 2. PART B: Which detail from the poem best supports the answer to Part A? A.
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