4-9-15 Learning Target:
 I can set up an extended response by spending 2 minutes
planning what to write.
 I can collaborate with my classmates and come to consensus
about the answers to practice ELA exam questions.
Homework: Read for 15 minutes / Pink Bookmark due Monday.
Narwhals article plus “Quiz” on Schoology
**Tomorrow in class = Writing Assessment
I will not be in school tomorrow because my husband is having
back surgery. Your cooperative and respectful behavior for my
substitute is both expected and appreciated. Thank you.
Word of the Day: alliteration
Context: “Which of these lines from the poem uses alliteration?”
Opening Activity: Discuss questions about the poem that the
whole class had trouble answering.
Today:
1. Extended response set-up practice.
2. Read “The Girl Who Threw Butterflies” (with me.)
3. Work with partners (chosen randomly) to answer questions.
You MUST reach consensus. Continue to go back to the
drawing board until you have earned a perfect score!
Closing Activity: Start Narwhals homework!
Extended Response Practice:
A. Both the poem “I Would Do Anything” and the article “The
Lost Boys of Sudan” discuss the challenges faced in the
Sudan. Compare the challenges portrayed in both texts. What
were the causes of the challenges? What resulted from the
challenges? Use details from both texts to support your
answer.
How would you set up this essay?
B. In both texts, “Buried Alive” (Excerpt) and “We Wear the
Mask”, the author uses powerful language and images to tell
how people coped with slavery. Compare how the authors use
powerful language and images to describe their experiences.
How would you set up this essay?
C. The story “Excerpt from Mr. Revere and I” and the article
“Excerpt from The Many Rides of Paul Revere: The Boston
Tea Party” are written from different points of view. How do
the different points of view affect the understanding of the
events surrounding the Boston Tea Party? Use details from
both passages to support your response.
How would you set up this essay?
A. Both the poem “I Would Do Anything” and the article “The
Lost Boys of Sudan” discuss the challenges faced in the
Sudan. Compare the challenges portrayed in both texts. What
were the causes of the challenges? What resulted from the
challenges? Use details from both texts to support your
answer.
How would you set up this essay?
Introduction (restate question)
Body Paragraph 1: The poem
 Challenges
 Causes
 Results
Body Paragraph 2: The article
 Challenges
 Causes
 Results
Conclusion (In conclusion…..)
B. In both texts, “Buried Alive” (Excerpt) and “We Wear the
Mask”, the author uses powerful language and images to tell
how people coped with slavery. Compare how the authors use
powerful language and images to describe their experiences.
How would you set up this essay?
Introduction (restate question)
Body paragraph 1: The excerpt
 Powerful language and images used to describe experiences
Body paragraph 2: The poem
 Powerful language and images used to describe experiences
Body paragraph 3: how the excerpt and poem compare
Conclusion (In conclusion….)
C. The story “Excerpt from Mr. Revere and I” and the article
“Excerpt from The Many Rides of Paul Revere: The Boston
Tea Party” are written from different points of view. How do
the different points of view affect the understanding of the
events surrounding the Boston Tea Party? Use details from
both passages to support your response.
How would you set up this essay?
Introduction (restate question)
Body Paragraph 1: “Mr. Revere and I”
 Explain the point of view
 Tell how the POV affected understanding of events
surrounding Boston Tea Party
Body Paragraph 2: “Many Rides”
 Explain the POV
 Tell how the POV affected the understanding of events
surrounding the Boston Tea Party
Conclusion: In conclusion…..
« The Girl Who Threw Butterflies »
Names ____________________________
Discuss these questions with your group. You must come to CONSENSUS on the answers. We want to hear
the words “because” when you are defending your answer. When you think your answers are perfect, ask me to
check them. (And yes, I replaced my children’s Easter Candy!)
1.
A
B
C
D
Morales’s coaching style affects Molly by
pushing her to develop skills she has never used before
allowing her to grow in other areas of her life
helping her feel comfortable on the team
showing her how good she is at baseball
2.
Which important idea does the author develop by repeating the line, “A touch of the forearm meant
steal” (lines 21 and 22 and lines 26 and 27)?
A Different coaches communicate differently.
B Molly needs to learn more about signals.
C Baseball requires patience and attention.
D Molly appreciates clear messages.
3.
Why does wordless communication work in baseball but not in Molly’s home?
A Molly’s mother is not willing to communicate using signs.
B Molly’s mother does not know the signs Molly uses in baseball.
C Molly needs to communicate messages that are too complicated.
D Molly does not have the equipment needed for using baseball signs at home.
4.
Which statement BEST shows a main concern of Molly’s?
A “There was no time to be angry with herself.” (lines 3 and 4)
B “She stopped worrying about sounding ladylike and concentrated on being heard.” (lines 13 and 14)
C “There was no need to puzzle over what it meant.” (line 28)
D “Half the time Molly had no idea what she wanted to get across.” (lines 35 and 36)
5.
What effect does the author achieve by including the imagined scene in lines 29 through 36?
A The author creates excitement about Molly and her life.
B The author adds tension and depth of meaning to the story.
C The author changes the story’s mood from serious to humorous.
D The author reveals Molly’s reasons for joining the baseball team.