Week Beginning May 18, 2020

I hope everyone is continuing to stay safe and healthy. 

Language Arts will continue to meet on Monday mornings.  My classes will be on a schedule between 8:30 am and 10:00 am.  Period 4 will be meeting from 8:30 am - 9:00 am, and Periods 2 and 3 will meet from 9:30 - 10:00 am.  Each session will last 30 minutes with activities and tasks to work on for the rest of the block.  I will continue to add new links to help with review.  This week, in Periods 2 and 3, we are working on Inferencing and Drawing Conclusions.  Here are two YouTube links to review Inferring and Drawing Conclusions for class:



*There is an activity on the Class Teams Page.  It is titled Vacationing With The Wrights.   Please complete this activity by May 29, 2020.  

*I would like to students to complete a final STAR Reading Assessment.  If you need help logging into STAR, please reach out to me.   
*Students should also log into myOn and take the placement test if they haven't already done so.  Once the placement test is completed, choose a book on myOn, read it and take the test at the end.  Instructions for logging into myOn have been emailed.  

Please make sure you check the Teams Page and your email for additional activities.  Other than that, the best thing you can do at this point is to continue to read daily and keep a journal.  Please feel free to reach out to me if you have any questions or just want to talk!  Officially, my "office hours" are Wednesdays from 12:00 pm - 1:30 pm.  However, I am usually available throughout the day or I will respond to emails within 24 hours.  My email is milgrihh@pwcs.edu  

SOL Objectives covered:

7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations.

a)         Use a variety of strategies to listen actively and speak using agreed upon discussion rules with awareness of verbal and nonverbal cues.

b)         Clearly communicate ideas and information orally in an organized and succinct manner.

c)         Ask probing questions to seek elaboration and clarification of ideas.

d)         Participate in collaborative discussions with partners building on others’ ideas.

e)         Make statements to communicate agreement or tactful disagreement with others’ ideas.

f)         Use language and style appropriate to audience, topic, and purpose.        

h)         Work effectively and respectfully within diverse groups.

i)          Exhibit willingness to make necessary compromises to accomplish a goal.

j)          Share responsibility for collaborative work.

 7.2       The student will create multi-modal presentations both individually and in a group that effectively communicate ideas.

a)         Select, organize, and create content to complement and extend meaning for a selected topic.

b)         Use effective verbal and nonverbal communication skills to deliver multi-modal presentations.

c)         Use language and vocabulary appropriate to audience, topic, and purpose.

 7.3       The student will examine the elements of media literacy.

a)         Identify persuasive/informative techniques used in media.

e)         Craft and publish audience-specific media messages.     

7.4       The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.

b)         Use roots, affixes, synonyms, and antonyms to expand vocabulary.

c)         Identify and analyze the construction and impact of figurative language.

d)         Identify connotations.

e)         Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

f)         Use word-reference materials to determine meanings and etymology.

g)         Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

7.5       The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, poetry, and drama.

a)         Describe the elements of narrative structure including setting, character development, plot, theme, and conflict and how they influence each other.

b)         Identify and explain the theme(s).

c)         Identify cause and effect relationships and their impact on plot.

d)         Differentiate between first and third person point-of-view.

e)         Identify elements and characteristics of a variety of genres.

f)         Compare and contrast various forms and genres of fictional text.

g)         Describe the impact of word choice, imagery, and literary devices including figurative language in an author’s style.

h)         Compare/contrast details in literary and informational nonfiction texts.

i)          Make inferences and draw conclusions based on the text.

j)          Use reading strategies to monitor comprehension throughout the reading process.

7.6       The student will read and demonstrate comprehension of a variety of nonfiction texts.

a)         Skim materials using text features including type, headings, and graphics to predict and categorize information.

b)         Identify an author’s organizational pattern using textual clues, such as transitional words and phrases. 

c)         Make inferences and draw logical conclusions using explicit and implied textual evidence. 

d)         Differentiate between fact and opinion. 

e)         Identify the source, viewpoint, and purpose of texts.      

f)         Describe how word choice and language structure convey an author’s viewpoint.

g)         Identify the main idea.

h)         Summarize text identifying supporting details.

i)          Create an objective summary including main idea and supporting details.

j)          Identify cause and effect relationships.

k)         Organize and synthesize information for use in written and other formats.

l)          Analyze ideas within and between selections providing textual evidence.

m)        Use reading strategies to monitor comprehension throughout the reading process.

7.7       The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on expository and persuasive writing.

a)         Engage in writing as a recursive process.

b)         Choose intended audience and purpose.

c)         Use a variety of pre-writing strategies to generate and organize ideas.

d)         Organize writing structure to fit form or topic.

e)         Establish a central idea incorporating evidence, while maintaining an organized structure and a formal style.

f)         Compose a thesis statement for persuasive writing that includes a position.         

g)         Clearly state a position and organize reasons and evidence, using credible sources.

i)          Write multi-paragraph compositions with elaboration and unity.

j)          Use transition words and phrases within and between paragraphs.

n)         Revise writing for clarity of content including specific vocabulary and information.

7.8       The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence        structure, paragraphing, and Standard English.

a)         Choose appropriate adjectives and adverbs to enhance writing.

b)         Use pronoun-antecedent agreement to include indefinite pronouns.        

c)         Use subject-verb agreement with intervening phrases and clauses.

d)         Edit for verb tense consistency and point of view.

e)         Use quotation marks with dialogue and direct quotations.

f)         Use correct spelling for commonly used words.

7.9       The student will find, evaluate, and select appropriate resources to create a research product.

b)         Collect, organize, and synthesize information from multiple sources.

e)                     Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.