Welcome to ELA 1-2
For the Week of March 30 - April 3
For the week of March 30-April 3, we invite families to enrich their child's learning at home. We have created a daily schedule with enrichment and review activities that you can use if you choose. We suggest the following times to keep your students involved in academic and enrichment content:
Preschool - 1 hour daily
Grades K-4 - 2 hours daily
Grades 5-12 - 3 hours daily
This week, March 30-April 3, is to enrich students or review previous material and skills, not introduce new learning. Materials will not be graded, but are useful for parents to help guide their students until teacher-directed instruction begins on April 6.
For the Week of April 6-9
Students please check Canvas for weekly updates and information.
Know that you are loved, you are supported, and you are not alone. We will get through this and we will come out stronger on the other side.
Course Objectives & Essential Outcomes
After completing this course of study, the student will be able to:
● analyze both classic and contemporary world literature.
● read rigorous Lexile level literature and informational texts.
● read actively through questioning techniques and annotations.
● demonstrate understanding through a variety of writing experiences.
● use vocabulary and grammar skills to enhance oral and written communication.
● conduct short as well as more sustained research projects.
● follow a style format for research.
● present engaging material through a formal presentation.
Summer Reading Options for ELA 1-2 Honors
Greetings, future freshman! In order to prepare for 9th Grade Honors ELA, you must read one of the following novels over the summer. Arrive in August prepared to complete a project based on the novel you choose. We look forward to seeing you in the fall!
- Speak by Laurie Halls Anderson: Melinda Sordino busted an end-of-summer party by calling the cops. Now her old friends won’t talk to her, and people she doesn’t even know hate her from a distance. The safest place to be is alone, inside her own head. But even that’s not safe. Because there’s something she’s trying not to think about, something about the night of the party that, if she let it in, would blow her carefully constructed disguise to smithereens. And then she would have to speak the truth.
- Marcelo in the Real World by Francisco X. Stork: Marcelo Sandoval hears music that nobody else can hear — part of an autism-like condition that no doctor has been able to identify. But his father has never fully believed in the music or Marcelo's differences, and he challenges Marcelo to work in the mailroom of his law firm for the summer to join "the real world." There Marcelo meets Jasmine, his beautiful and surprising coworker, and Wendell, the son of another lawyer. He learns about competition and jealousy, anger and desire. But it's a picture he finds in a file, a picture of a girl with half a face that truly connects him with the real world.
- Great Expectations by Charles Dickens: In an overgrown churchyard, a grizzled convict springs upon an orphan named Pip. The convict terrifies the young boy and threatens to kill him unless Pip helps further his escape. Later, Pip finds himself meeting the bitter and crazy Miss Havisham and her foster child Estella, with whom he immediately falls in love. After a secret benefactor gives him a fortune, Pip moves to London, where he cultivates great expectations for a life which would allow him to socialize with the idle upper class. As Pip struggles to become a gentleman, he slowly learns the truth about himself and his illusions.
- Bless Me, Ultima by Rudolfo Anaya: Antonio Marez is six years old when Ultima comes to stay with his family in New Mexico. She is a curandera, one who cures with herbs and magic. Under her wise wing, Tony will probe the family ties that bind and rend him, and he will discover himself in the magical secrets of the pagan past-a mythic legacy as palpable as the Catholicism of Latin America. And at each life turn there is Ultima, who delivered Tony into the world...and will nurture the birth of his soul.
- The Bean Trees by Barbara Kingslover: Bestselling author Barbara Kingsolver’s first novel, now widely regarded as a modern classic. It is the charming, engrossing tale of rural Kentucky native Taylor Greer, who only wants to get away from her roots and avoid getting pregnant. She succeeds, but inherits a 3-year-old native-American little girl named Turtle along the way, and together, from Oklahoma to Tucson, Arizona, half-Cherokee Taylor and her charge search for a new life in the West.
- Little Women by Louisa May Alcott: Lovely Meg, talented Jo, frail Beth, spoiled Amy: these are hard lessons of poverty and of growing up in New England during the Civil War. Through their dreams, plays, pranks, letters, illnesses, and courtships, women of all ages have become a part of this remarkable family and have felt the deep sadness when Meg leaves the circle of sisters to be married at the end of Part I. Part II, chronicles Meg's joys and mishaps as a young wife and mother, Jo's struggle to become a writer, Beth's tragedy, and Amy's artistic pursuits and unexpected romance. Based on Louise May Alcott's childhood, this lively portrait of nineteenth-century family life possesses a lasting vitality that has endeared it to generations of readers.
The expectation is that students will have completed the reading prior to the first day of class. During the first month of school, students in ALL 1-2 Honors classes will be assessed over the book and its contents. Students will be working on a project-based assessment, over the selection they choose, the first few weeks of the school year.
The study guide is OPTIONAL, but is highly encouraged as it will help students to stay engaged in the reading and also be better prepared for the project-based assessment. Additionally, we highly encourage students to annotate and highlight in their books as they read noting important information about the following:
*plot patterns *conflict *protagonist/antagonist
*cause/effect of relationships within the story *theme
*how the setting effects the plot *character development
*tone of the book *mood of the book *point of view of the story
*highlight literary devices (alliteration, metaphor, similes, and other figurative language)
We look forward to a phenomenal year of learning together!
Sandra Day O’Connor High School
English Language Arts DepartmentFor additional information please visit: https://dvusd.instructure.com/