ELA-A (Periods 3, 4, and 5)
Students will continue the routine of their weekly self-generative writing.
Students will review the functions of a comma in writing.
Estimated Time: 30 Minutes
Students will begin keeping a journal of this unprecedented time in their lives. They should write for 5-10 minutes each day about their experiences with social distancing.
Students will work through the ELA-A Distance Learning Day 3 Module on their class's Canvas Page. This is a 20 minute formative assessment of comma usage.
3 Quick Things to Know:
- Writers react to the world around them and reflect on their experiences.
- Writers follow agreed upon rules in order to communicate.
- Writers review their writing to reflect correct grammar usage.
- Download the word document template for your journal entries and save it to your ELA-A Folder on One Drive. Type a daily journal entry for today, Thursday March 19th. You will journal every day in this document. You will submit your word document to Canvas on Monday 3/23.
- Log into your No Red Ink Account and complete the assigned quiz on commas.
- Complete the reflection assignment by summarizing your understanding of comma usage since reviewing this skills for the past 3 days. For every word you use, give yourself 10 cents. Try to make a $2.00 summary of the content reviewed.
ELA-B (Periods 6 and 7)
Overview: Reader Response
o Estimated Time: 30 minutes
o Explanation of Activity/Assignment
Respond in writing about a realization that you've made while reading
o Quick things to know
- Consider something that the author wants you to know (but is not telling you directly). In other words, the author is showing you but not telling you.
- In a thorough paragraph, write about how a few pieces of textual evidence enabled you to draw a conclusion about a character, a plot event, or a future event. Consider the Book/Head/Heart framework as you respond to the question: What does the author want me to know? Use specific examples in your response.
- Submission to be made on Canvas