ELA Daily Agenda 1/13/22- Live Session and "I Practiced"

Daily ELA To-Do List

Unit 2 The American Revolution

Lesson 17: Paul Revere's Ride

CLICK HERE for American Revolution REVIEW PPT

Live Session

• I open LS at 8:20
• You can pre-download any materials needed

CLICK HERE to access Live Session

CLICK HERE to open Live Session Recordings

DOWNLOAD Materials Needed:

• Paul Revere's Ride by Henry Wadsworth Longfellow
• Lesson 17 Paul Revere's Ride w Notes 
• Lesson 17 Summary questions and map  

Keyboarding without   

Tears    

Spend 15 minutes Practicing your Typing in Keyboarding Without Tears

1. Open CLEVER

2. Click on Mrs. Mayers Page

3. Open the program and follow directions!

• • CLICK HERE Keyboarding Without Tears Instructions

Assignment

1. READ: I Practiced

Do a Close Read of the Poem:

• • Annotate! Take notes about what you are reading. If you print the passage, you can underline where you find the answers as you reread.  Always go back into the passage to find your answers!

S.N.O.T.S: Small Notes On The Side

• Read out loud! This can be to your LC, a sibling, your pet, or your favorite toy ☺ Get creative!
• Pay attention to FOOTNOTES: Words that have a number next to them in the passage have a definition further down the page.
• Read the passage TWICE before you take the quiz.
• Write a 2-3 sentence SUMMARY to review the passage

NOW YOU ARE READY to take your Quiz

Quiz OR

Submission   

Continue to the BOTTOM of this page and answer the Multiple Choice Questions.  

Use Test Taking Strategies:

1. Look for key words or familiar vocabulary.

2. Go back into the passage and FIND YOUR ANSWER.  Prove It!

3. Use Process of Elimination as you read through your answer choices.

Remember, You get 2 Attempts

Look over your work once you submit.  If you score below a %75, you should take the quiz again.  Be sure to go over the questions with your LC BEFORE you retest.

Unit 2: The American Revolution

Unit goal: 

Students read texts about the American Revolution to understand the decisions and choices colonists had to make leading up to and during the Revolutionary War. Students express their understanding of the concept of "taking sides" and how, despite having different points of view about an issue or a situation, those engaged in conflict can still share common ground.

Objectives: 

• Build knowledge of the American Revolution through research. 
• Read, discuss, and write about texts. 
• Write a response that analyzes events that lead up to the Revolutionary War and determine if the war is justified.
  • Don't miss Live Sessions so that you can successfully meet these objectives. 

By the end of the Unit...

Students will write a multi-paragraph essay in response to the question: Were the colonists justified in declaring their independence and fighting the Revolutionary War?

Students will debate the following question from the point of view of a Patriot or a Loyalist: Was the Revolutionary War a war of freedom or a war of treason?

Students will read “Colonization and the Revolutionary War: The Declaration of Independence” and “The Landlord’s Mistake.” Then students answer a combination of questions.

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