INSTRUCTIONAL GUIDE - cityofangelsschool.org Guides … · Web viewELA Instructional Guide for 7B City of Angels School LAUSD Independent Study. ... analyze the impact of a specific

City of Angels SchoolIndependent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDEEnglish Language Arts – Common Core Based, Middle School 7B

This is the first semester of a two-semester course designed to provide each student with a clear path to achieving the California Common Core State Standards for English Language Arts and Literacy. Emphasis will be placed on the ability of the student to make meaning and reach understanding of complex texts and ideas. This will be accomplished by reading and responding to texts producing original texts, participating in collaborative discussions with the teacher, doing research and delivering presentations, and answering second and third tier Depth of Knowledge questions. To successfully complete this course, students will need to devote at least 5- 7 hours per week to their assignments.

Curriculum and TextBeers, Hougen, Jago, McBride, Palmer, Stack, California Collections, Houghton Mifflin Harcourt, ISBN-978-0-544-50328-1textbook companion site: myWriteSmart.com

Grade Distribution: Weekly Assignments=80%; Assessments=20%

ContentMaterial covered in this course is aligned with the California Department of Education English Language Art Standards

Grade Level: SeventhRL: Reading Standards for Literature RI: Reading Standards for Informational TextKey Ideas and Details Key Ideas and DetailsRL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; summarize the text.

RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text and their relationship to one another; summarize the text.

RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Craft and Structure Craft and StructureRL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g. sonnet, soliloquy) contributes to its meaning.

RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RL.7.6: Analyze how an author establishes RI.7.6: Determine an author’s point of view

ELA Instructional Guide for 7B City of Angels School LAUSD Independent Study and contrasts the points of view of different characters or narrators in a text.

or purpose in a text and analyze how the author distinguishes his or her point of view from that of others.

Integration of Knowledge and Ideas Integration of Knowledge and IdeasRL.7.7: Compare and contrast a story, poem, or drama to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, camera focus and angles).

RI.7.7: Compare and contrast the experience of reading a text to experiencing an audio, video, or multimedia version of it, analyzing the text’s portrayal in each medium (e.g., how the delivery of a speech affects the impact of the words).

(Not applicable to literature) RI.7.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient to support the claims.

RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts

Range of Reading and Level of Text Complexity

Range of Reading and Level of Text Complexity

RL.7.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as necessary at the high end of the range

RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W: Writing Standards: Seventh GradeText Types and PurposesW.7.1: Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Revised 5/8/23 Course ID #170407 http://www.lausd.net/city_of_angels/igs.html Page 2 of 17

ELA Instructional Guide for 7B City of Angels School LAUSD Independent Study d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or

explanation presentedW.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.Production and Distribution of WritingW.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.W.7.6: Use technology, including the Internet, to produce and publish a minimum of four pages of writing as well as to interact and collaborate with others.Research to Build KnowledgeW.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., ―Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history]).

b. Apply grade 7 Reading standards to literary nonfiction (e.g., ―Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient to support the claims‖).

Range of WritingW.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


ELA Instructional Guide for 7B City of Angels School LAUSD Independent Study SL: Speaking and Listening: Seventh GradeComprehension and CollaborationSL.7.1: Engage effectively in a range of collaborative discussions (one-on-one and in groups) on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Work with peers to set rules for collegial discussions, clear goals and deadlines, and individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.

SL.7.2: Analyze the main ideas and supporting details presented in graphical, oral, visual, or multimodal formats and explain how the ideas clarify a topic, text, or issue under study.SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance of the evidence.Presentation of Knowledge and IdeasSL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See standards 1–3 in Language, pages 53–57, for specific expectations.)

L: Language Standards: : Seventh GradeConventionsL.7.1: Observe conventions of grammar and usage when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

L.7.2: Observe conventions of capitalization, punctuation, and spelling when writing.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie

but not He wore an old[,] green shirt).b. Spell correctly.

L.7.3: Use language to enhance meaning, convey style, and achieve particular effects when writing or speaking.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Vocabulary Acquisition and UsageL.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or


ELA Instructional Guide for 7B City of Angels School LAUSD Independent Study function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary.

ASSIGNMENTS FOR WEEK #1 : Collection 4: Risk and Exploration

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________Comments: ________________________________________________________________________________


ELA Instructional Guide for 7B City of Angels School LAUSD Independent Study

Day 1: Remarks at the Dedication of the Aerospace Medical Health Center - Speech1. Read the story “Rogue Wave” – pgs 185 - 1882. Complete questions #1-4 found in Critical Vocabulary on page 1913. Complete the Practice and Apply chart activity within the Vocabulary Strategy: Using Context Clues

section on page 191

Day 2: Remarks at the Dedication of the Aerospace Medical Health Center - Speech4. Complete questions #1 - 6 found on page 190 within the Analyzing the Text section. Cite Text Evidence

Day 3: Why Exploring the Ocean is Mankind’s Next Giant Leap - Commentary5. Complete questions #1-4 found in Critical Vocabulary on page 1996. Complete the Practice and Apply activity within the Vocabulary Strategy: Prefixes section on page 199.

Day 4: Why Exploring the Ocean is Mankind’s Next Giant Leap - Commentary7. Complete questions #1 - 6 found on page 198 within the Analyzing the Text section. Cite Text Evidence

Day 5: Why Exploring the Ocean is Mankind’s Next Giant Leap - Commentary 8. Complete the Practice and Apply activity within the Language Conventions: Adjective Clauses

Supplementary Resources for Relearning and Differentiation ELD Support – Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the

Resources section and activate the CA Language Workshop link. Inside of the link you will find scaffolded instruction and opportunities for students to master collaborative, interpretative, and productive skills in English

Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the Resources section and activate the More Texts by Collection link. These texts relate to the collection topic and provide opportunities to further explore a topic, compare and contrast texts, delve into more complex texts, etc.

Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.

ASSIGNMENTS FOR WEEK #2 : Collection 4: Risk and Exploration


Day 1: Living in the Dark – Science Article1. Read the Science Article “ Living in the Dark” – pg 201 - 2082. Complete questions #1-6 found in Critical Vocabulary on page 2113. Complete the Practice and Apply activity found within the Vocabulary Strategy: Greek Roots section on

page 211



Day 2: Living in the Dark – Science Article4. Complete questions #1 - 6 found on page 210 within the Analyzing the Text section. Cite Text Evidence

Day 3: Living in the Dark – Science Article5. Complete problems #1-5 found within the Language Conventions: Verbal Phrases on page 212

Day 4: Your World - Poem6. Read the poem “Your Poem” – found on pages 39 and 407. Complete questions #1 - 4 found on page 214 within the Analyzing the Text section. Cite Text Evidence.

Day 5: Your World - Poem 8. Complete the Performance Task on page 214.





ASSIGNMENTS FOR WEEK #3 : Collections 4: Risk and Exploration - Performance Task A


Day 1: Present an Argument - Performance Task A1. Go over the Plan section indicated on pages 215 and 2162. Write down your thoughts about the position you are going to take, and the evidence you are going to

cite,

Day 2: Present an Argument - Performance Task A3. Go over the Produce section found on page 2164. Write down your notes on how you plan to organize your thoughts



Day 3: Present an Argument - Performance Task A5. Go over the Revise section found on page 217.6. Complete the chart found on page 217 using your thoughts about the Argument that you are creating

Day 4: Present an Argument - Performance Task A7. Using the notes you have generated throughout the past few days, create your rough draft of the story

Day 5: Present an Argument - Performance Task A 8. Type out your final draft of the essay on computer and be ready to deliver your speech in class..





ASSIGNMENTS FOR WEEK #4: Risk and Exploration : Depth of Knowledge Activity #1

EADM Generated – DOK 2 and 3 LevelsDue: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________Comments: ________________________________________________________________________________

Day 1: “Sea Fever” and “Laurence in the Hold”– Reading Selections1. Read the poem “Sea Fever” – page 12. Read the short passage ”Laurence in the Hold” - pages 2 - 4

Day 2: : “Sea Fever” and “Laurence in the Hold”– Reading Selections3. Complete the Multiple Choice Questions found on pages 5 and 6

Day 3: : “Sea Fever” and “Laurence in the Hold”– Reading Selections4. Review the writing activity on page 7.5. Identify the Task – On the back of page 7, write down what is it that the writing prompt is asking you to



do in your own words6. Gather Evidence – Write down on the back of page 7, the key elements that you will be need to cite

your textual evidence

Day 4: : “Sea Fever” and “Laurence in the Hold”– Reading Selections7. Organize – Determine how you will organize your essay (5 paragraph) answer.8. Write a rough draft on a separate piece of paper9. Check your transition words10. Make sure your conclusion is in order.

Day 5: : “Sea Fever” and “Laurence in the Hold”– Reading Selections 11. Write your final answer on the front of page 5.





ASSIGNMENTS FOR WEEK #5 : Collections 5: The Stuff of Consumer Culture Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________Comments: ________________________________________________________________________________

Day 1: Life at Home in the Twenty-First Century – Informational Text1. Read the story “Life at Home in the Twenty-First Century” – pages 221 - 2282 . Complete “Critical Vocabulary” #1-5 on page 2313. Complete “Vocabulary Strategy: Domain-Specific Words” #1-5 on page 231

Day 2: : Life at Home in the Twenty-First Century – Informational Text4. Complete questions #1, 3, 4, 5, 6, 7, 8 found on page 230 within the Analyzing the Text section. Cite Text Evidence

Day 3: Always Wanting More from I Want That! – Informational Text5. Read the story “Always Wanting More from I Want That!” – pages 233 – 2366. Complete problems #1-5 found within the Language Conventions: Noun Clauses on page 240

Day 4: Always Wanting More from I Want That! – Informational Text7. Complete questions #1 - 6 found on page 230 within the Analyzing the Text section. Cite Text Evidence.



Day 5: Always Wanting More from I Want That! – Informational Text 8. Complete “Critical Vocabulary” #1-5 on page 2319. Complete “Vocabulary Strategy: Synonyms and Antonyms” #1-5 on page 239.





ASSIGNMENTS FOR WEEK #6 : Collections 5: The Stuff of Consumer Culture


Day 1: “Dump” and “How Things Work” - Poems1. Read the poem “Dump”” – page 242 and 2432. Complete “Analyzing the Text” on page 244 - #1 – 4 . Cite Text Evidence

Day 2: “Dump” and “How Things Work” - Poems3. Read the poem “How Things Work” – page 2454. Complete “Analyzing the Text” on page 246 - #1 – 5 . Cite Text Evidence

Day 3: “Dump” and “How Things Work” - Poems5. Complete “Analyzing the Text” on page 248 – Choose 5 items to complete. Cite Text Evidence

Day 4: Earth (A Gift Shop)6. Read the Short Story “Earth” – page 249 and 2547. Complete problems #1-5 found within the Language Conventions: Spelling on page 258

Day 5: Earth (A Gift Shop) 8. Complete “Analyzing the Text” on page 256 – Choose 5 items to complete. Cite Text Evidence







ASSIGNMENTS FOR WEEK #7: The Stuff of Consumer Culture : Depth of Knowledge Activity #2

EADM Generated – DOK 2 and 3 LevelsDue: ___/___/___ Rec’d: ___/___/___ Evaluation: ________________________________________________Comments: ________________________________________________________________________________

Day 1: “School Lunch Guidelines Lose to Cooks in Congress” and “School Lunch Standards Miss the Mark” Reading Selections

1. Read the passage “School Lunch Guidelines Lose to Cooks in Congress” – page 12. Read the short passage ”School Lunch Standards Miss the Mark” - pages 2

Day 2: : “School Lunch Guidelines Lose to Cooks in Congress” and “School Lunch Standards Miss the Mark” Reading Selections

3. Complete the Multiple Choice Questions found on pages 3 and 4


4. Review the writing activity on page 5.5. Identify the Task – On the back of page 75write down what is it that the writing prompt is asking you to

do in your own words6. Gather Evidence – Write down on the back of page 5, the key elements that you will be need to cite

your textual evidence




7. Organize – Determine how you will organize your essay (5 paragraph) answer.8. Write a rough draft on a separate piece of paper9. Check your transition words10. Make sure your conclusion is in order.


11. Write your final answer on the front of page 5.





ASSIGNMENTS FOR WEEK #8 : Collection 6: Guided by a Cause


Day 1: The Triangle Factory Fire: “Flesh and Blood So Cheap” & “The Story of the Triangle Factory Fire” – History Writing

1. Read the History Article “Flesh and Blood So Cheap” – page 266 - 2732. Complete questions #1 - 6 found on page 274 within the Analyzing the Text section. Cite Text Evidence


3. Read the History Article “The Story of the Triangle Factory Fire” – page 275 - 2774. Complete questions #1 - 4 found on page 278 within the Analyzing the Text section. Cite Text Evidence


5. Complete problems #1-5 found within the Language Conventions: Verbal Phrases on page 212


6. Choose 5 questions to answer on page 280 within the Analyzing the Text section. Cite Text Evidence.




7. Complete items #1-5 found within the Language Conventions: Capitalization section on page 282







Day 1: Uprising – Historical Novel1. Read the History Novel excerpt “Uprising” – page 283 - 3022. Complete problems #1-4 found within the Language Conventions: Phrases on page 306

Day 2: Uprising – Historical Novel3. Choose to answer 5 items found within the Analyzing the Text section on page 304. Cite Text Evidence

Day 3: Craig Kielburger Reflects on Working Toward Peace – Personal Essay4. Read the personal essay “Craig Kielburger Reflects on Working Toward Peace” – page 307 - 3125. Complete problems #1-6 found within the Language Conventions: Dangling Modifiers on page 316

Day 4: Craig Kielburger Reflects on Working Toward Peace – Personal Essay6. Choose 5 questions to answer on page 314 within the Analyzing the Text section. Cite Text Evidence.

Day 5: Craig Kielburger Reflects on Working Toward Peace – Personal Essay 7. Complete “Critical Vocabulary” #1-5 on page 2318. Complete “Vocabulary Strategy: Synonyms and Antonyms” #1-5 on page 239.



Advanced Learners - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into the Resources section and activate the More Texts by Collection link. These texts relate to the collection



topic and provide opportunities to further explore a topic, compare and contrast texts, delve into more complex texts, etc.




Day 1: It Takes a Child - Documentary1. Read the Documentary “ It Takes A Child” – page 317 - 3182. Choose to answer 5 items found within the Analyzing the Text section on page 320. Cite Text Evidence

Day 2: A Poem for My Librarian, Ms. Long – Poem 1. Read the Poem “A Poem for My Librarian, Ms. Long” – page 321 - 323

2. Complete problems #1-6 found within the Language Conventions: Combining Sentences with Phrases on page 326

Day 3: A Poem for My Librarian, Ms. Long – Poem9. Choose 5 questions to answer on page 325 within the Analyzing the Text section. Cite Text Evidence

Day 4: Train Time – Short Story1. Read the Short Story “Train Time” – page 327 – 3322. Complete problems #1-6 found within the Language Conventions: Misplaced Modifiers on page 336

Day 5: Train Time – Short Story 1. Complete “Critical Vocabulary” #1-5 on page 3352. Complete “Vocabulary Strategy: Using a Dictionary” #1-5 on page 335.




Struggling Students - Go online and access the Houghton Mifflin Hardcourt website (my.hrw.com) . Go into



the Resources section and activate the Interactive Lessons Link. You find interactive lessons that will re-teach/provide direct instruction in such standard concepts as using textual evidence, writing arguments, writing narratives ,etc.

ASSIGNMENTS FOR WEEK #11 : Collection 6: Guided By A Cause - Performance Task A


Day 1: Write an Informative Essay - Performance Task A1. Go over the Plan section indicated on pages 3372. Write down your thoughts about the situation, organize your ideas, use descriptive words to appeal to the

senses, consider your purpose and who is your audience.

Day 2: Write an Informative Essay - Performance Task A3. Go over the Produce section found on page 3384. Write down key elements of your narrative such as clearly establishing the situation, use first person

point of view in telling your story, write what you see, hear, smell, and taste, elaborate on your descriptive details, and conclude with a reflection on what you learned from your experience

Day 3: Write an Informative Essay - Performance Task A5. Go over the Revise section found on page 339.6. Complete the draft chart found on page 339 using your thoughts about the Fictional Narrative that you

are creating

Day 4: Write an Informative Essay - Performance Task A7. Using the notes you have generated throughout the past few days, create your rough draft of the story

Day 5: Write an Informative Essay - Performance Task A 8. Type out your final draft of the essay on computer and print it out.







ASSIGNMENT FOR WEEK #12 :

Choose one of the following projects to complete and turn in as your last assignment:

Poster Presentation: Create a poster that illustrates or diagrams a concept you learned in this course. The poster should be at least 2x3 feet and use bold letters and colors. It should also include at least five terms you learned in this course. Feel free to use illustrations in your textbook. You will need to explain your poster in a two-minute speech/presentation to your teacher.

Video or Audio Presentation: Create, present, and record a 2-3 minute presentation explaining or demonstrating a concept learned in this course. The presentation could be a straightforward delivery of information or it could be a skit acted out by you and others (e.g. fictional scene, news report, interview, mock debate, etc.). At least five terms learned in this course should be incorporated.

Live PowerPoint Presentation: Prepare and deliver a 5-minute PowerPoint presentation explaining or demonstrating a concept learned in this course. You must include at least 5 slides. At least five terms learned in this course should be incorporated. You will present your report to an audience that will include teachers and fellow students.

Film Documentary Summary : Watch an hour long documentary on a topic related to a concept you learned in this course. Write a five-paragraph summary of the documentary using the following format.o Paragraph 1: Cite the title and source of the movie and give a brief description of what it

covers.o Paragraph 2: A description of one new concept you learned from the movie. o Paragraph 3: A description of another new concept you learned from the movie. o Paragraph 4: A description of a third new concept you learned from the movie. o Paragraph 5: General final thoughts on the movie. (i.e. Would you recommend it?

Explain.)NOTE: Paragraphs 2, 3 and 4 must be at least five sentences long.




Documents

INSTRUCTIONAL GUIDE - cityofangelsschool.org Guides … · Web viewELA Instructional Guide for 7B City of Angels School LAUSD Independent Study. ... analyze the impact of a specific